Registration for the 2007 Summer Institute on Student Progress Monitoring is Now Closed

Thank you for your interest in the 2007 Summer Institute for the National Center on Student Progress Monitoring. Unfortunately, the Institute has reached maximum registration capacity and we are no longer accepting new registrations. As with our past Summer Institutes, we will be providing all of the manuals, handouts, and Power Point presentations from this year's Institute online. As soon as these are available, we will feature them in The Progress Monitor.

Share Your Experiences at the SI Poster Session
If you have worked to establish student progress monitoring at the state, district, building, or classroom level, we would like to invite you to share with others the lessons you have learned from both your successes and struggles. In addition to providing you with important and useful information about Response to Intervention and teaching you how to use Curriculum-Based Measurement to improve instruction in reading, math, and written expression, the 2007 Summer Institute also offers you the unique opportunity to present your own work to your colleagues.  This year, we are especially interested in hearing your ideas for reducing the time and paperwork burden that can occur with implementation of student progress monitoring in general education classrooms.  

We will hold a one hour reception and poster session following the training workshops on Tuesday, July 10 that will enable you to share your experiences with implementing student progress monitoring. Inspire and encourage others to begin student progress monitoring implementation in their own states, districts, buildings, and classrooms by sharing your successes and challenges with them. Learn more and submit your poster proposal at http://www.studentprogress.org/summer_institute/
postersignup.asp

Secretary Spellings Approves Additional Growth Model Pilots for 2006-2007 School Year
U.S. Secretary of Education Margaret Spellings has announced approval of two high-quality growth models, which follow the bright-line principles of No Child Left Behind. Iowa is immediately approved to use the growth model for the 2006-2007 school year. Ohio's growth model is approved on the condition that the state adopt a uniform minimum group size for all subgroups, including students with disabilities and limited English proficient students, in AYP determinations for the 2006-2007 school year. In May 2006, North Carolina and Tennessee received approval to implement their growth models for the 2005-2006 school year. Last November, Delaware and Arkansas received full approval to implement their growth model for the 2006-2007 school year. Additionally, Florida submitted a quality growth model that was conditionally approved by the Department in November.

NCLD Online Forum Included Discussion of Progress Monitoring
A recent National Center for Learning Disabilities’ online discussion forum, LD Talk, featured experts Dr. Sharon Vaughn and Dr. Jeanne Wanzek, who answered questions about evidenced-based reading instruction, the delivery of effective supplemental services, and the importance of using data to inform instruction.  The importance of implementing progress monitoring for at-risk students is discussed. View the questions and answers generated from this important discussion here.

New CEP Report Looks at Student Achievement Under NCLB; Does Not Include Students with Disabilities
The Center on Education Policy has released a report that examines student achievement trends since the enactment of the No Child Left Behind Act (NCLB). Using testing data from all 50 states, this study addresses two key questions: has student achievement increased, and have achievement gaps narrowed since NCLB was enacted in 2002? Data on achievement gap trends for students with disabilities and limited-English-proficient students was not included because the data are not reliable enough to support solid conclusions, CEP explained. This is because policies affecting how these students are tested and how their scores are counted as proficient have changed since 2002.

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