Join Us on Tuesday for Our Next Webinar! 
On March 11, 2008 from 2:00-3:30 PM EST, Dr. Laura M. Sáenz will present "Using CBM to Progress Monitor English Language Learners."  Dr. Laura M. Sáenz is an Assistant Professor of Special Education at The University of Texas Pan American and Center Trainer for the National Center on Student  Progress Monitoring.  The purpose of this session is to help participants understand the potential benefits of using Curriculum-Based Measurement (CBM) for progress monitoring English language learners. Special emphasis will be given to using CBM to progress monitor English language learners within the context of a Responsiveness to Intervention (RTI) model. Two assumptions of the RTI model -- adequate opportunity to learn, and rate of learning as they apply to English language learners -- will be explored.

Save the Date for Our Next Webinar!
On Monday, April 28 from 2:00-3:30 PM EST, Dr. Erica Lembke will present a case-study approach to using progress monitoring data and decision rules.  Dr. Lembke is an Assistant Professor in the department of Special Education at the University of Missouri, as well as one of our Center trainers.  Stay tuned for more details! 

From the SPM Discussion Boards
The latest conversation on our discussion boards focuses on math K-3 benchmarking probes and progress monitoring probes.

The question being asked is "Does anyone know where I can find already created c-bm's for math in grades k-3? The software we are currently using has its limitations when it comes to grades 2-3." Our panel of experts have responded: "Take a look at the Curriculum-Based Measurement Warehouse on www.interventioncentral.org (http://www.interventioncentral.org/
htmdocs/interventions/cbmwarehouse.php). You can create probes based on your district's standards by grade level there. There are also links to other online CBM resources."

To read more about this and other topics related to student progress monitoring, check out our website!

From the National Center on Response to Intervention
The Center has been adding new RTI resources on a daily basis. Check their website often, and you just may find the RTI-related information you've been searching for! In addition, the Center will begin its own online newsletter shortly. If you would like to be included in the mailing list for the newsletter, send the Center an e-mail.

From the National Center on Educational Outcomes: States’ Alternate Assessments Based on Modified Achievement Standards (AA-MAS) in 2007
In April 2007, No Child Left Behind regulations were finalized that gave states the option to develop an alternate assessment based on modified achievement standards (AA-MAS). This assessment option is for a small group of students with disabilities who can make significant progress, but who may not reach grade-level achievement within the time period covered by their Individualized Education Program (IEP). Prior to the finalization of this regulation a few states had developed, or were developing, an assessment they considered to be an AA-MAS, though none had yet been through the U.S. Department of Education’s peer review process. This study compiles and summarizes publicly available information about these assessments.
PDF: http://www.nceo.info/OnlinePubs/Synthesis67/
Synthesis67.pdf

NCEO: Planning Alignment Studies For Alternate Assessments Based on Alternate Achievement Standards
The purpose of this Policy Directions is to provide states with information on the components to consider with an external vendor when planning a study of the alignment of alternate assessment based on alternate achievement standards (AA-AAS) with grade-level content standards. It also address guidance for maximizing resources spent to determine alignment of the AA-AAS.
PDF: http://www.nceo.info/OnlinePubs/Policy20/PolicyDirections20.pdf

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