Recent Presentations Now Online!
Our Center responded to requests from the Virginia Department of Education and Prince William County Schools in Manassas, Virginia, to assist them in considering the issues involved in using student progress monitoring at the state and district levels, respectively. We have recently posted a new presentation to the Library section of our website entitled “Improving Student Outcomes through Progress Monitoring.” This document, which combines information from both of our Virginia meetings, provides a basic overview of student progress monitoring and how it is applied in the context of Adequate Yearly Progress (AYP), Response-to-Intervention (RTI), and Individualized Education Programs (IEPs).

Building the Legacy: IDEA 2004 Part B Final Regulations Webcast
Later this month, the U.S. Office of Special Education and Rehabilitative Services (OSERS) invites you to view a video to learn firsthand from leading U.S. Department of Education officials about the Individuals with Disabilities Education Act, Part B final regulations.The video will be aired on the Web on November 16, 2006, at 4:00 p.m. EST and again at 7:00 p.m. EST, and archived for future reference at http://idea.ed.gov. To register for either time, go to the Department's website.

New Webinar on Implementing Progress Monitoring!
Learn how one district has been successfully implementing student progress monitoring to improve outcomes for their students! The Access Center recently hosted a webinar entitled “Derry Township School District: Using Progress Monitoring in a Response to Intervention Model.” Presenters Cindy Goldsworthy and Joseph McFarland of Derry Township Schools in Hershey, Pennsylvania discussed their experiences with implementing student progress monitoring district-wide. View the recording and download the presentation slides.

Recognition and Response Early Intervention System
Many children show signs that they are experiencing learning difficulties as early as preschool, and early childhood intervention may help these children avoid the experience of academic difficulty in elementary school. Recognition and Response, developed by the FPG Child Development Institute at The University of North Carolina at Chapel Hill, describes an early intervening system for young children. The authors propose a 3-tiered conceptual framework for a Recognition and Response system, similar to RTI, which includes screening, assessment, and progress monitoring and can be used with preschoolers and early elementary school students.