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Megan Siebert, Ph.D., has experience in early childhood development, program evaluation, and assessment. At SRI, Siebert works primarily on the K-3 Formative Assessment Consortium project to help enhance an observation-based assessment embedded in instruction for kindergarten to third-grade teachers and to support states in implementing the assessment. Siebert also works for the Center for IDEA Early Childhood Data Systems (DaSy Center), providing states with technical assistance to aid in the development and enhancement of their State Systemic Improvement Plan.
Before joining SRI, Siebert worked for a large urban school district, managing the implementation of its comprehensive early childhood child assessment system and overseeing a large-scale longitudinal program evaluation. Before that, Siebert worked as a data collector on numerous early childhood-related research studies, conducted a course based on the Classroom Assessment Scoring System (CLASS) for early childhood educators, and conducted research for Sesame Workshop.
Siebert earned her Ph.D. in applied developmental psychology from Fordham University and holds a B.S. in psychology from Virginia Polytechnic Institute and State University.
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