David J. Furjanic

Assistant Professor of School Psychology

Faculty
Morgridge College of Education

david.furjanic@du.edu

https://du.digication.com/david-furjanic

Personal

Katherine A. Ruffatto Hall, 1999 East Evans Avenue Denver, CO 80208-1700

Degree(s)

MS, Special Education, University of Oregon, 2021
Ph.D., School Psychology, University of Oregon, 2021
MS, School Psychology, Millersville University of Pennsylvania, 2017
BS, Psychology, The Pennsylvania State University, 2013

Licensure / Accreditations

Applied Business Science in AI Prompting
Diversity, Equity, and Inclusion in the Workplace Certificate
Certified Trainer of DIBELS (Dynamic Indicators of Basic Early Literacy Skills) 8th Edition
National Certification in School Psychology (NCSP)

Professional Affiliations

National Organization of School Psychology
Council for Learning Disabilities

Research

I am interested in how to prepare and support educators and systems to plan for, make decisions around, and deliver high-quality instruction to promote equitable outcomes for students in a multi-tiered framework.

Featured Publications

Examining the social validity of a universal intervention for reducing exclusionary discipline through stakeholder voice. (2022). Examining the social validity of a universal intervention for reducing exclusionary discipline through stakeholder voice. Journal of Applied School Psychology, 38(4), 352-379.

The role of sensemaking in the organizational consultation process in schools. (2023). The role of sensemaking in the organizational consultation process in schools. Journal of Educational and Psychological Consultation, 33(4), 345-368.

The COVID-19 pandemic and oral reading fluency. (2024). The COVID-19 pandemic and oral reading fluency. Elementary School Journal, 124(4), 563-590.

Using the number line to develop understanding of whole number magnitude and operations. (2024). Using the number line to develop understanding of whole number magnitude and operations. Intervention in School and Clinic, 59(3), 158–164. Retrieved from https://doi.org/10.1177/10534512231156869

Investigating the utility of a kindergarten number line assessment compared to an early numeracy screening battery. (2021). Investigating the utility of a kindergarten number line assessment compared to an early numeracy screening battery. Early Childhood Research Quarterly, 55, 119-128.

Investigating the promise of a Tier 2 sixth-grade fractions intervention. (2022). Investigating the promise of a Tier 2 sixth-grade fractions intervention. Learning Disability Quarterly, 45(4), 252-266.

Presentations

Exploring the effects of students' race on CBM progress monitoring decisions. (2026). Exploring the effects of students' race on CBM progress monitoring decisions. National Association of School Psychologists Annual Conference. Chicago, IL: National Association of School Psychologists.

Exploring the effects of students' race on CBM progress monitoring decisions. (2025). Exploring the effects of students' race on CBM progress monitoring decisions. Pacific Coast Research Conference. San Diego, CA: Pacific Coast Research Conference.

Analysis of the EXPERT coaching model to facilitate teacher expertise in data-based instruction. (2025). Analysis of the EXPERT coaching model to facilitate teacher expertise in data-based instruction. Pacific Coast Research Conference. San Diego, CA: Pacific Coast Research Conference.

Development of the EXPERT Monitoring Tool to support teachers' data-based decision-making. (2024). Development of the EXPERT Monitoring Tool to support teachers' data-based decision-making. Pacific Coast Research Conference. Coronado, CA.

So you've collected CBM progress data. Now what?. (2023). So you've collected CBM progress data. Now what?. Council for Learning Disabilities Annual Conference. Denver, CO: Council for Learning Disabilities .