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The National Center on Student Progress Monitoring (NCSPM) has exciting downloadable articles, PowerPoint presentations, FAQs, and additional resources about student progress monitoring, Curriculum-Based Measurement, applying decision making to IEPs and other researched based topics. All of our publications are designed to inform and assist audiences in implementing student progress monitoring at the classroom, building, local or state level.

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NCSPM strongly encourages the reproduction and distribution of our materials. We encourage you to download, copy, and share all our products. Let us know when you download our materials, how they work for you, and what additional resources you would like to see us publish. Please send us a quick note at: studentprogress@air.org letting us know when you use our materials, and briefly describing how you plan to use them.

To ensure that everyone has full access to our resources, all of our publications are downloadable in Adobe Acrobat (PDF) format, and many are available in Microsoft Word and HTML formats, as well. Please select the option that's best for you.


Accountability and Adequate Yearly Progress (AYP)

Presentation
Aligning Curriculum-Based Measurement with District Benchmarks and Annual Yearly Progress (AYP)

Presented by David Heistad | July 11, 2007
This 2-hour session was geared toward administrators who have experience implementing CBM at the district level. The challenges and benefits of administrating CBM initiatives in an era of increased school accountability due to benchmarking and end-of-year testing requirements was addressed. The use of CBM in kindergarten in an urban school district was featured, including relating kindergarten benchmarks to state standards, applications of these benchmarks to "best practices" suggested by the National Reading Panel, and administrative uses of these data to improve accountability. Results of a study on kindergarten teachers who make exceptional growth on CBM measures was also presented.

presentation Adobe Acrobat (165 KB) presentation PowerPoint (4,890 KB)

Article
Determining Adequate Yearly Progress From Kindergarten through Grade 6 with Curriculum-Based Measurement

Adapted by Kellie Kim-Sung | National Center on Student Progress Monitoring
Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students' progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more appropriate instruction and more informed instructional decisions and higher expectations for students by teachers. Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional techniques and goals, which, together, move all students to faster attainment of important state standards for their achievement.

Adapted by Kellie Kim-Sung from Fuchs, L.S., Fuchs, D.. Determining Annual Yearly Progress from Kindergarten through Grade 6 with Curriculum-Based Measurement. In press. Assessment for Effective Intervention.

pdf icon Adobe Acrobat (449 KB) Microsoft Word Document versionRich Text File (1,826 KB)


Presentation
Improving Student Outcomes Through Progress Monitoring

Presented by Nancy Safer, Jacki Bootel, and Rebecca Holland-Coviello | September 28, 2006
This presentation, a combination of two consultative meetings that Center staff held with the Virginia Department of Education and Prince William County Schools in Manassas, Virginia, 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).

pdf icon Adobe Acrobat (384 KB) Microsoft PowerPoint version PowerPoint (450 KB)


Webinar
Using CBM for AYP and Other Data Reporting

Presented by Dr. Michelle Hosp | December 12, 2007
The webinar provided a brief overview of Curriculum-Based Measurement (CBM) and discuss CBM scoring and applying decision rules. The presenter explained how to define Adequate Yearly Progress (AYP) using CBM benchmarks as well as how to use CBM for school accountability. Several examples were provided.

»View the archived webinar and download handouts.


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Administrative Support

Presentation
Implementing Student Progress Monitoring on a Statewide Basis

Presented by Joy Eichelberger, Regina Paulbinsky and Dan Thompson | July 14, 2006
Improving student achievement requires educators to make informed programmatic and instructional decisions based on the ongoing collection, analysis, and use of data. Pennsylvania has been a leader in promoting the implementation of research-validated progress monitoring practices in school districts across the Commonwealth. This session provided an overview of Pennsylvania's statewide progress monitoring initiative. Included is a discussion of the Commonwealth's approach and outcomes to progress monitoring, which includes the selection of pilot districts, a training plan, a seven-step process, a statewide roll-out of the model, and student outcome data.  Challenges and lessons learned were also shared.

Implementing Student Progress Monitoring on a Statewide Basis - Presentation
pdf icon Adobe Acrobat (2,671 KB) Microsoft PowerPoint version PowerPoint (5,808 KB)

Instructional Adjustments
pdf icon Adobe Acrobat (4,009 KB) Microsoft Word Document version Microsoft Word (157,074 KB)

Progress Monitoring Training Plan 2
pdf icon Adobe Acrobat (4,009 KB) Microsoft Word Document version Microsoft Word (157,074 KB)

Progress Monitoring Training Action Plan 3
pdf icon Adobe Acrobat (4,009 KB) Microsoft Word Document version Microsoft Word (54 KB)

Presentation
Monitoring Student Progress: Administrative Issues

Presented by Doug Marston and John Hintze | July 8, 2005
This session discusses issues related to successfully implementing CBM at the school or district level, including administrative leadership and support for staff. In addition, you will learn how CBM can be used in early intervention and response-to-intervention models, and how it can help you keep your school or district on track for achieving Adequate Yearly Progress.

Administrative Issues presentation Part I & II
pdf icon Adobe Acrobat  (643 KB) icon: Powerpoint symbol PowerPoint  (2,275 KB)

Administrative Issues presentation Part III & IV
pdf icon Adobe Acrobat (207 KB) icon: Powerpoint symbol PowerPoint (693 KB)

Webinar
Monitoring Student Progress in the Classroom to Enhance Teacher Planning and Student Learning

Presented by Dr. Lynn Fuchs | February 20, 2007
Dr. Lynn Fuchs has over 20 years' experience working with students with special needs. She is a nationally recognized expert conducting research on classroom based assessment and instructional methods to enhance outcomes for students with disabilities. View and listen to her presentation on student progress monitoring, including a Q & A session with practitioners from the field.

»View the archived webinar and download handouts.


Article
Progress Monitoring in an Inclusive Standards-Based Assessment and Accountability System

Developed by the National Center on Educational Outcomes
This report describes how progress monitoring—a set of techniques for assessing student performance on a regular and frequent basis—can be an essential and integral part of an inclusive standards-based assessment and accountability system. In order to meet the higher expectations of current standards-based systems, educators need information that can be used to project how students are doing against the grade-level standards throughout the course of the year so they can determine what needs to be done to accelerate student progress toward the proficiency standards. Progress monitoring techniques can provide that information.

We discuss the benefits and uses of progress monitoring methods and formative data sources in four general categories:

  1. Curriculum-Based Measurement;
  2. Classroom assessments (system or teacher-developed);
  3. Adaptive assessments; and
  4. Large-scale assessments used during the year to monitor growth of individual students and groups of students.

From Quenemoen, R., Thurlow, M., Moen, R., Thompson, S., & Morse, A. B. (2004). Progress monitoring in an inclusive standards-based assessment and accountability system (Synthesis Report 53). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

pdf icon Adobe Acrobat (225 KB)

Presentation
Supporting Teachers Who are Implementing Student Progress Monitoring: A Guide for Administrators

Presented by Erica Lembke and Laura Saenz | July 14, 2006
This session discussed issues related to successfully implementing CBM at the school or district level, including administrative leadership and support for staff. Participants learned how to structure a CBM implementation process that includes and supports teachers as they implement this important practice, as well as how CBM can fit within your Response to Intervention model. Templates for planning implementation were utilized throughout the session. In addition, this session addressed how to support the implementation of CBM in classes that have students with disabilities and/or English Language Learners.

Handouts
pdf icon Adobe Acrobat (2,671 KB) Microsoft Word version Microsoft Word(5,808 KB)

Presentation
pdf icon Adobe Acrobat (2,671 KB) Microsoft PowerPoint version PowerPoint (5,808 KB)

» View all Summer Institute presentations.


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Curriculum-Based Measurement (CBM): An Introduction

Article
Common Questions for Progress Monitoring

Get an in-depth description of progress monitoring. Plus learn about the benefits and challenges facing progress monitoring.

Article
Fact Sheet: Benefits of Curriculum-Based Measurement

By Kathleen McLane
Learn about Curriculum-Based Measurement (CBM)—the best-known method of student progress monitoring—and how it enables teachers to select the teaching methods that work best with the individual child.

» View the Fact Sheet: English | Español

Presentation
Improving Student Outcomes Through Progress Monitoring

Presented by Nancy Safer, Jacki Bootel and Rebecca Holland-Coviello | September 28, 2006
This presentation, a combination of two consultative meetings that Center staff held with the Virginia Department of Education and Prince William County Schools in Manassas, Virginia, 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).

pdf icon Adobe Acrobat (384 KB) Microsoft PowerPoint version PowerPoint (450 KB)


Presentation
Introduction to CBM in Reading

Presented by Chris Lemons, Laura Sáenz, and Pamela Stecker | July 10 and 11, 2007
This session provided a wealth of information regarding the benefits and purpose of Curriculum-Based Measurement (CBM) and provided participants with the skills they need to implement a system for student progress monitoring in the area of reading (Grades K-6). This hands-on session included activities to help build implementation skills in order to apply CBM in reading for individuals and groups of students. Participants learned how to measure student progress and how to use student progress monitoring data in reading. Information covered included how to identify the level at which to monitor progress and how to administer, score, and graph probes. In addition, we discussed how to set ambitious goals and apply decision rules to graphed scores to determine when revisions to instructional programs are warranted.

Handouts
pdf icon Adobe Acrobat (1,516 KB) Microsoft Word Document version Microsoft Word (1,583 KB)

Manual
manual Adobe Acrobat (6,411 KB) manual Microsoft Word (7,009 KB)

Presentation
pdf icon Adobe Acrobat (2,663 KB) icon: Powerpoint symbol PowerPoint (11,425 KB)

» View more Summer Institute presentations.


Webinar
Monitoring Student Progress in the Classroom to Enhance Teacher Planning and Student Learning

Presented by Dr. Lynn Fuchs | February 20, 2007
Dr. Lynn Fuchs has over 20 years' experience working with students with special needs. She is a nationally recognized expert conducting research on classroom based assessment and instructional methods to enhance outcomes for students with disabilities. View and listen to her presentation on student progress monitoring, including a Q & A session with practitioners from the field.

»View the archived webinar and download handouts.


Presentation
Progress Monitoring: What, Why, How, When, and Where

Presented by Dr. Lynn Fuchs and Dr. Ingrid Oxaal
This presentation investigates the differences between Curriculum-Based Measurement (CBM) and Mastery Measurement, and gives examples of what is looked for in each grade level using CBM in reading. Discussion and examples are provided on how CBM can be used to strengthen instructional planning, how computers can help administer and score CBM, and how it can be used to help develop IEPs. Finally the Response-to-Intervention model, as well as how CBM can assist in this process, are discussed.

pdf icon Adobe Acrobat (534 KB) Microsoft PowerPoint version PowerPoint (3,013 KB)


Article
Research Matters: How Student Progress Monitoring Improves Instruction

This is a brief article that describes the role of student progress monitoring in ensuring that all students meet academic standards. The SPM procedure is described from both technical and practical perspectives. Additionally, research on SPM's effectiveness for students and teachers is discussed. Finally, the authors conclude by informing educators that SPM may have begun as a special education practice, but there is ample evidence that SPM is beneficial for all students.

How PM Improves Instruction Adobe Acrobat (95 KB) How SPM Improves Instructions Microsoft Word (55 KB)

Presentation
Scientifically Based Progress Monitoring

Presented by Dr. Lynn Fuchs and Dr. Pam Stecker | October 2003
This presentation provides a discussion of research on Curriculum-Based Measurement (CBM), as well as a brief overview of how to do CBM in both reading and math. Also covered are the uses of CBM to assist in general education decision making.

pdf icon Adobe Acrobat (156 KB) Microsoft PowerPoint version PowerPoint (196 KB)

Online Training
Using Curriculum-Based Measurement (CBM) for Student Progress Monitoring

Presented by Dr. Rebecca Holland-Coviello
This online training* is targeted at people who are new to student progress monitoring (SPM) in general and Curriculum-Based Measurement (CBM) in particular. Users will learn the differences and similarities between CBM and other forms of assessment. We present examples of CBM in several academic areas, and we describe the process for using CBM for monitoring student progress.

Start Online Training - Flash View the online training now!

*Flash 6,0,79 player or later is required. Download the latest version of the free Flash player.

Online Training
Using CBM for Progress Monitoring in Reading

Presented by Dr. Rebecca Holland-Coviello
This online training* module describes a 7-step process for monitoring student progress in reading using curriculum-based measurement, or CBM. Participants will learn about Reading CBM instruments for different grade levels. The module covers monitoring progress, graphing scores, and setting goals for students, as well as decision-making using progress monitoring data.

Start Online Training - Flash View the online training now! Word Reading Module resources

*Flash 6,0,79 player or later is required. Download the latest version of the free Flash player.

Article
What is Student Progress Monitoring and How Will it Help Me?

Learn how Student Progress Monitoring (SPM) offers an effective and time-efficient way for teachers and administrators to make informed instructional decisions and quantify students' rate of progress.

» View the article.


Presentation
What Progress Monitoring Can Do For You

Presented by Michelle Hosp and Whitney Donaldson | November 2004
This presentation provides a background on student progress monitoring and Curriculum-Based Measurement in particular. Also investigated are the uses of CBM to strengthen instructional planning for individuals and groups, its use in a Response-to-Intervention Model, and how it can assist in the development of IEPs. Finally, details of OSEP's National Center on Student Progress Monitoring are discussed.

pdf icon Adobe Acrobat (392 KB) Microsoft PowerPoint version PowerPoint (458 KB)


Presentation
When Assessment Isn't Enough: Understanding Student Progress Monitoring

Presented by Whitney Donaldson | November 17, 2005
This presentation discusses the procedures for implementing Curriculum-Based Measurement (CBM), the basic purposes of CBM, and components of the National Center on Student Progress Monitoring web site.

pdf icon Adobe Acrobat (650 KB) Microsoft PowerPoint version PowerPoint (1,297 KB)

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Curriculum-Based Measurement in the Classroom

Bibliography
Annotated Bibliography of Selected Curriculum-Based Measurement Articles

The annotated bibliographies provides you with sources to find research that supports the use of Curriculum-Based Measurement (CBM). Among other things, the research cited here supports the use of CBM to enhance instructional decision making, to identify students who are at risk of not meeting end of year goals, and to help students become more aware of their own academic performance.

2006: Updated Annotated Bib Adobe Acrobat (143 KB) Updated Annotated Bib Microsoft Word (681 KB)

2003: pdf icon Adobe Acrobat (143 KB) Microsoft Word Document version Microsoft Word (681 KB)


Presentation
Applications of Progress Monitoring to IEP and Program Development

Presented by Dr. Pam Stecker and Michelle Hosp | January 2005
This presentation describes progress monitoring procedures for elementary grades in reading and mathematics and illustrates how data can be translated into meaningful statements for Individualized Educational Programs. In addition to using data for monitoring progress toward annual goals, the presentation describes how teachers can use this information for strengthening instructional.

pdf icon Adobe Acrobat (255 KB) Microsoft PowerPoint version PowerPoint (630 KB)


Article
Formative Evaluation of Academic Progress

By Lynn S. Fuchs and Douglas Fuchs | Vanderbilt University | Reproduced with permission
This study examined students' weekly rates of academic growth when Curriculum-Based Measurement (CBM) was conducted repeatedly for 1 year. Findings are discussed in terms of how to use normative slope data to establish appropriate goals for student outcomes. Implications that are also discussed include: (a) how such norms can be developed for other ongoing assessment systems, (b) developing a technology for the measurement of student change, and (c) developmental theories of academic growth.

Fuchs, Lynn S., Fuchs, Douglas, School Psychology Review, 02796015, 1993, Vol. 22, Issue 1. Copyright 1993 by the National Association of School Psychologists. Reproduced with permission of the publisher.

pdf icon Adobe Acrobat (143 KB) Microsoft Word Document version Microsoft Word (681 KB)

Article
Getting Started: How Do I Implement CBM in My School?

By Kathleen McLane
Learn how to develop a plan and make decisions at the outset to reap the full benefits SPM can offer your students and your school.

» View the article

Article
Integrating Student Progress Monitoring into Your Classroom: The Teacher's Perspective

Learn how to make SPM an integral part of classroom activities, rather than a series of isolated assessments unconnected to other parts of the learning experience.

» View the article

Webinar
Monitoring Student Progress in the Classroom to Enhance Teacher Planning and Student Learning

Presented by Dr. Lynn Fuchs | February 20, 2007
Dr. Lynn Fuchs has over 20 years' experience working with students with special needs. She is a nationally recognized expert conducting research on classroom based assessment and instructional methods to enhance outcomes for students with disabilities. View and listen to her presentation on student progress monitoring, including a Q & A session with practitioners from the field.

»View the archived webinar and download handouts.

Presentation
Progress Monitoring: What, Why, How, When, and Where

Presented by Dr. Lynn Fuchs and Dr. Ingrid Oxaal
This presentation investigates the differences between Curriculum-Based Measurement (CBM) and Mastery Measurement, and gives examples of what is looked for in each grade level using CBM in reading. Discussion and examples are provided on how CBM can be used to strengthen instructional planning, how computers can help administer and score CBM, and how it can be used to help develop IEPs. Finally the Response-to-Intervention model, as well as how CBM can assist in this process, are discussed.

pdf icon Adobe Acrobat (534 KB) Microsoft PowerPoint version PowerPoint (3,013 KB)

Article
What Is Scientifically Based Research on Progress Monitoring?

By Lynn S. Fuchs and Douglas Fuchs | Vanderbilt University
When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring procedures for which experimental evidence demonstrates these effects. Then, an overview of the research is presented.

pdf icon Adobe Acrobat (129 KB) Microsoft Word Document version Microsoft Word (1,088 KB)


Article
What is Student Progress Monitoring and How Will it Help Me?

Learn how Student Progress Monitoring (SPM) offers an effective and time-efficient way for teachers and administrators to make informed instructional decisions and quantify students' rate of progress.

» View the article.


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Data-Based Decision Making

Presentation
Advanced Application of CBM in Reading: Instructional Decision-Making Strategies

Presented by Drs. Pamela M. Stecker, Erica S. Lembke, and Laura Sáenz | July 11, 2007
This 2-hour session was intended for those who participated in previous NCSPM Summer Institute sessions on CBM in Reading, those who have been trained in CBM Reading, or those who are currently implementing CBM Reading. Advanced issues that were covered include interpreting CBM reading data and using the data to inform instructional decisions and select appropriate interventions.

Handouts
pdf icon Adobe Acrobat (56 KB) Microsoft Word Document version Microsoft Word (975 KB)

Manual
pdf icon Adobe Acrobat (2,476 KB) Microsoft Word Document version Microsoft Word (2,911 KB)

Presentation
pdf icon Adobe Acrobat (2,817 KB) icon: Powerpoint symbol PowerPoint (10,973 KB)

» View all Summer Institute presentations.


Presentation
Data-Based Instructional Decision Making

Presented by John Hintze and Pam Stecker | July 14, 2006
This session was intended for those who have already been trained in CBM in reading and/or math or those who are currently implementing CBM in reading or math. Advanced issues covered included interpreting CBM reading and math data, using the data base to inform instructional decision making, and selecting research-validated interventions. This session was geared toward teachers who are currently implementing CBM and administrators who are supporting CBM implementation. 

Presentation
pdf icon Adobe Acrobat (2,671 KB) Microsoft PowerPoint version PowerPoint (5,808 KB)

» View all Summer Institute presentations.


Webinar
Data Utilization within a CBM Screening and Progress Monitoring System

Presented by Dr. Erica Lembke | April 28, 2008
This webinar provided information on how to utilize CBM screening and progress monitoring data to make instructional decisions. Data decision rules were discussed, along with questions to help guide problem-solving teams as they discuss data. The importance of data-based discussion surrounding instructional decisions at the school, grade, classroom, and individual student levels was emphasized.

»View the archived webinar and download handouts.

Article
Developments in Curriculum-Based Measurement

Developed by Stan Deno | University of Minnesota | Reprinted with permission
Curriculum-Based Measurement (CBM) is an approach for assessing the growth of students in basic skills that originated uniquely in special education. A substantial research literature has developed to demonstrate that CBM can be used effectively to gather student performance data to support a wide range of educational decisions. Those decisions include screening to identify, evaluating prereferral interventions, determining eligibility for and placement in remedial and special education programs, formatively evaluating instruction, and evaluation reintegration and inclusion of students in mainstream programs. Beyond those fundamental uses of CBM, recent research has been conducted on using CBM to predict success in high-stakes assessment, to measure growth in content areas in secondary school programs, and to assess growth in early childhood programs. In this article, best practices in CBM are described and empirical support for those practices is identified. Illustrations of the successful uses of CBM to improve educational decision making are provided.

From "Developments in Curriculum-Based Measurement" by S.L. Deno, 2003, The Journal of Special Education, 37. 3., 184-192. Copyright (2003) by PRO-ED, Inc. Reprinted with permission.

pdf icon Adobe Acrobat (1,810 KB)

Presentation
Scientifically Based Progress Monitoring

Presented by Dr. Lynn Fuchs and Dr. Pam Stecker | October 2003
This presentation provides a discussion of research on Curriculum-Based Measurement (CBM), as well as a brief overview of how to do CBM in both reading and math. Also covered are the uses of CBM to assist in general education decision making.

pdf icon Adobe Acrobat (156 KB) Microsoft PowerPoint version PowerPoint (196 KB)


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Individualized Education Plans (IEPs)

Presentation
Applications of Progress Monitoring to IEP and Program Development

Presented by Dr. Pam Stecker and Michelle Hosp | January 2005
This presentation describes progress monitoring procedures for elementary grades in reading and mathematics and illustrates how data can be translated into meaningful statements for Individualized Educational Programs. In addition to using data for monitoring progress toward annual goals, the presentation describes how teachers can use this information for strengthening instructional.

pdf icon Adobe Acrobat (255 KB) Microsoft PowerPoint version PowerPoint (630 KB)


Presentation
Improving Student Outcomes Through Progress Monitoring

Presented by Nancy Safer, Jacki Bootel and Rebecca Holland-Coviello | September 28, 2006
This presentation, a combination of two consultative meetings that Center staff held with the Virginia Department of Education and Prince William County Schools in Manassas, Virginia, 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).

pdf icon Adobe Acrobat (384 KB) Microsoft PowerPoint version PowerPoint (450 KB)


Article
Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement

By Pamela M. Stecker | Clemson University
Curriculum-Based Measurement (CBM) encompasses an assessment methodology that can be used to develop goals, benchmarks, or short-term objectives for individualized educational programs for students with disabilities. Teachers also use curriculum-based measurement as a means for monitoring student progress across the year. This paper describes CBM in reading and mathematics and provides sample goal statements for each area. In addition, the process by which teachers can examine data and make meaningful decisions about the overall effectiveness of their instruction is described.

pdf icon Adobe Acrobat (105 KB) Microsoft Word Document version Microsoft Word (1,452 KB)

Webinar
Monitoring Student Progress in the Classroom to Enhance Teacher Planning and Student Learning

Presented by Dr. Lynn Fuchs | February 20, 2007
Dr. Lynn Fuchs has over 20 years' experience working with students with special needs. She is a nationally recognized expert conducting research on classroom based assessment and instructional methods to enhance outcomes for students with disabilities. View and listen to her presentation on student progress monitoring, including a Q & A session with practitioners from the field.

»View the archived webinar and download handouts.

Presentation
Progress Monitoring: What, Why, How, When, and Where

Presented by Dr. Lynn Fuchs and Dr. Ingrid Oxaal
This presentation investigates the differences between Curriculum-Based Measurement (CBM) and Mastery Measurement, and gives examples of what is looked for in each grade level using CBM in reading. Discussion and examples are provided on how CBM can be used to strengthen instructional planning, how computers can help administer and score CBM, and how it can be used to help develop IEPs. Finally the Response-to-Intervention model, as well as how CBM can assist in this process, are discussed.

pdf icon Adobe Acrobat (534 KB) Microsoft PowerPoint version PowerPoint (3,013 KB)

Webinar
Using CBM for AYP and Other Data Reporting

Presented by Dr. Michelle Hosp | December 12, 2007
The webinar provided a brief overview of Curriculum-Based Measurement (CBM) and discuss CBM scoring and applying decision rules. The presenter explained how to define Adequate Yearly Progress (AYP) using CBM benchmarks as well as how to use CBM for school accountability. Several examples were provided.

»View the archived webinar and download handouts.


Presentation
Using Progress Monitoring to Develop Strong IEPs

Presented by Whitney Donaldson and Dr. Nancy Safer | March 2005
This PowerPoint presentation from the 2005 OSEP Leadership Conference was developed based on the paper Monitoring Student Progress in Individualized Education Programs using Curriculum-Based Measurement by Dr. Pam Stecker.

pdf icon Adobe Acrobat (534 KB) Microsoft PowerPoint version PowerPoint (3,013 KB)

Presentation
What Progress Monitoring Can Do For You

Presented by Michelle Hosp and Whitney Donaldson | November 2004
This presentation provides a background on student progress monitoring and Curriculum-Based Measurement in particular. Also investigated are the uses of CBM to strengthen instructional planning for individuals and groups, its use in a Response-to-Intervention Model, and how it can assist in the development of IEPs. Finally, details of OSEP's National Center on Student Progress Monitoring are discussed.

pdf icon Adobe Acrobat (392 KB) Microsoft PowerPoint version PowerPoint (458 KB)


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Math

Article
Curriculum-Based Measurement and Statewide Tests

By Kathleen McLane
This article examines the purposes of the high-stakes tests that are given annually to students in elementary, middle, and high schools. It also describes the need to improve the test scores of all students, including those with disabilities. To improve results, educators are applying progress monitoring methods, including Curriculum-Based Measurement (CBM), to evaluate performance throughout the year.

» Read more about CBM and statewide tests: English | Español

FAQs
Frequently Asked Questions about Curriculum-Based Measurement in Mathematics

View an extensive compilation of the questions about CBM in mathematics asked at the 2005 Summer Institute, as well as some others that we thought would be helpful.

» View the frequently asked questions about CBM in mathematics

Case Study
Grade One: Math Computation

Developed by Sarah R. Powell and Pamela M. Seethaler
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. Examples include a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using fictional classrooms as the setting for examples, readers are provided with a framework of the RTI identification process, along with frequent opportunities to test their comprehension of the information presented. The remainder of the case study illustrate the use of RTI as a method for identifying students with learning difficulties, specifically in the area of mathematics computation, concepts, and applications.

pdf icon Adobe Acrobat (773 KB) Microsoft Word Document versionMicrosoft Word (2.7 MB)

Case Study
Grade Three: Math Concepts/Applications

Developed by Sarah R. Powell and Pamela M. Seethaler
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. Examples include a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using fictional classrooms as the setting for examples, readers are provided with a framework of the RTI identification process, along with frequent opportunities to test their comprehension of the information presented. The remainder of the case study illustrate the use of RTI as a method for identifying students with learning difficulties, specifically in the area of mathematics computation, concepts, and applications.

pdf icon Adobe Acrobat (351 KB) Microsoft Word Document versionMicrosoft Word (658 KB)

Presentation
Introduction to Using Curriculum-Based Measurement for Progress Monitoring in Math

Presented by Pam Fernstrom and Sarah Powell | July 11, 2007
This session provided participants with the skills they need to implement a system for student progress monitoring in the area of math (Grades K-6). This hands-on session included activities to help build implementation skills in order to apply CBM in math for individuals and groups of students. Participants learned how to measure student progress and how to use student progress monitoring data in math. Information covered included how to identify the level at which to monitor progress and how to administer, score, and graph probes. In addition, we discussed how to set ambitious goals and apply decision rules to graphed scores to determine when revisions to instructional programs are warranted.

Handouts
handouts Adobe Acrobat(3,058 KB) handouts Microsoft Word (2,636 KB)

Presentation
presentation Adobe Acrobat (2,713 KB) presentation Microsoft PowerPoint (8,906 KB)

» View all Summer Institute presentations.


Webinar
Monitoring Student Progress in the Classroom to Enhance Teacher Planning and Student Learning

Presented by Dr. Lynn Fuchs | February 20, 2007
Dr. Lynn Fuchs has over 20 years' experience working with students with special needs. She is a nationally recognized expert conducting research on classroom based assessment and instructional methods to enhance outcomes for students with disabilities. View and listen to her presentation on student progress monitoring, including a Q & A session with practitioners from the field.

»View the archived webinar and download handouts.

Presentation
Progress Monitoring: What, Why, How, When, and Where

Presented by Dr. Lynn Fuchs and Dr. Ingrid Oxaal
This presentation investigates the differences between Curriculum-Based Measurement (CBM) and Mastery Measurement, and gives examples of what is looked for in each grade level using CBM in reading. Discussion and examples are provided on how CBM can be used to strengthen instructional planning, how computers can help administer and score CBM, and how it can be used to help develop IEPs. Finally the Response-to-Intervention model, as well as how CBM can assist in this process, are discussed.

pdf icon Adobe Acrobat (534 KB) Microsoft PowerPoint version PowerPoint (3,013 KB)

Webinar
Progress Monitoring in Mathematics

Presented by Dr. Pamela Stecker | May 10, 2007
This webinar is perfect for those who have implemented curriculum-based measurement (CBM) in reading and would like to expand their practice to include mathematics, or for those who are new to CBM. The presentation covered administration and scoring procedures for math CBM, graphing scores, and establishing trend and goal lines for progress monitoring.

» View the archived webinar and download handouts.


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Progress Monitoring Tools

Presentation
Choosing a Progress Monitoring Tool that Works for You

Presented by NCSPM AIR Staff | July 11, 2007
Are you interested in implementing student progress monitoring, but don't know which tool is right for you? In this 2-hour session, participants were introduced to a method that will help you identify your needs and goals regarding student progress monitoring. Then they were shown how to use the information from the National Center on Student Progress Monitoring's review of tools to assist you in choosing a scientifically based progress monitoring tool that fits your specific needs.

Handouts
handouts Adobe Acrobat (78 KB) handouts Microsoft Word (216 KB)

Also view the NCSPMM Tools Chart and Implementation Tables for more information

Presentation
presentation Adobe Acrobat (348 KB) presentation Microsoft PowerPoint (5899 KB)

Resource Type?
Student Progress Monitoring Tools Chart and Overview of Tool Review Process

The tools chart reflects the results of four annual reviews that the Center's Technical Review Committee (TRC) completed. The TRC reviewed the tools using the seven standards of technical adequacy that are critical to the Center's definition of evidence-based student progress monitoring.

» View the Progress Monitoring Tools Chart and learn more about the tool review process.

Webinar
What the National Center on Student Progress Monitoring Can Do For You!

Presented by Rebecca Holland-Coviello | August 30, 2007
This webinar introduced our Center and provided a tour of our web site, which focused on our free resources, online training modules, and tools chart.

» View the archived webinar and download handouts.


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Reading

Webinar
The ABCs of Progress Monitoring in Reading

Presented by Dr. Michelle K. Hosp | March 19, 2007
Dr. Michelle K. Hosp is an Assistant Professor at the University of Utah. She earned her Ph.D. from Vanderbilt University and is a nationally certified school psychologist. Dr. Hosp has over 10 years of experience using Curriculum-Based Measurement (CBM). She has extensive experience writing about CBM, training educators on the measures, as well as presenting at local, state, and national conferences.

» View the archived webinar and download handouts.


Presentation
Advanced Application of CBM in Reading: Instructional Decision-Making Strategies

Presented by Drs. Pamela M. Stecker, Erica S. Lembke, and Laura Sáenz | July 11, 2007
This 2-hour session was intended for those who participated in previous NCSPM Summer Institute sessions on CBM in Reading, those who have been trained in CBM Reading, or those who are currently implementing CBM Reading. Advanced issues that were covered include interpreting CBM reading data and using the data to inform instructional decisions and select appropriate interventions.

Handouts
pdf icon Adobe Acrobat (56 KB) Microsoft Word Document version Microsoft Word (975 KB)

Manual
pdf icon Adobe Acrobat (2,476 KB) Microsoft Word Document version Microsoft Word (2,911 KB)

Presentation
pdf icon Adobe Acrobat (2,817 KB) icon: Powerpoint symbol PowerPoint (10,973 KB)

» View all Summer Institute presentations.


FAQs
Frequently Asked Questions about Curriculum-Based Measurement in Reading

View an extensive compilation of the questions about CBM in reading asked at the 2005 Summer Institute, as well as some others that we thought would be helpful.

» View the frequently asked questions about CBM in reading


Case Study
Grade Four: Comprehension

Developed by Devin Kearns
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional Grade 4 classroom as the setting for this example, you are provided with a framework of the RTI identification process, along with frequent opportunities to check your comprehension of the information presented. First, an overview of RTI and PM is provided, followed by an introduction to a fictional school district implementing RTI. Then, a fictional school and fictional teacher are described. Finally, the use of PM in RTI is described using data from the classroom of the fictional teacher.

pdf icon Adobe Acrobat (1 MB)   Microsoft Word Document versionMicrosoft Word (639 KB)


Case Study
Grade One: Decoding

Developed by Devin Kearns
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. This example uses a three-level responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional first-grade classroom as the setting for this example, you are provided with a framework of the RTI identification process, along with frequent opportunities to test your comprehension of the information presented. First, an overview of RTI and PM is provided, followed by an introduction to a fictional school district implementing RTI. Then, a fictional school and fictional teacher are described. Finally, the use of PM in RTI is described using data from the fictional teacher’s classroom.

pdf icon Adobe Acrobat (328 KB)   Microsoft Word Document versionMicrosoft Word (588 KB)  Microsoft Excel version  Microsoft Word (54 KB)


Presentation
Introduction to CBM in Reading

Presented by Chris Lemons, Laura Sáenz, and Pamela Stecker | July 10 and 11, 2007
This session provided a wealth of information regarding the benefits and purpose of Curriculum-Based Measurement (CBM) and provided participants with the skills they need to implement a system for student progress monitoring in the area of reading (Grades K-6). This hands-on session included activities to help build implementation skills in order to apply CBM in reading for individuals and groups of students. Participants learned how to measure student progress and how to use student progress monitoring data in reading. Information covered included how to identify the level at which to monitor progress and how to administer, score, and graph probes. In addition, we discussed how to set ambitious goals and apply decision rules to graphed scores to determine when revisions to instructional programs are warranted.

Handouts
pdf icon Adobe Acrobat (1,516 KB) Microsoft Word Document version Microsoft Word (1,583 KB)

Manual
manual Adobe Acrobat (6,411 KB) manual Microsoft Word (7,009 KB)

Presentation
pdf icon Adobe Acrobat (2,663 KB) icon: Powerpoint symbol PowerPoint (11,425 KB)

» View more Summer Institute presentations.


Webinar
Monitoring Student Progress in the Classroom to Enhance Teacher Planning and Student Learning

Presented by Dr. Lynn Fuchs | February 20, 2007
Dr. Lynn Fuchs has over 20 years' experience working with students with special needs. She is a nationally recognized expert conducting research on classroom based assessment and instructional methods to enhance outcomes for students with disabilities. View and listen to her presentation on student progress monitoring, including a Q & A session with practitioners from the field.

»View the archived webinar and download handouts.


Presentation
Progress Monitoring: What, Why, How, When, and Where

Presented by Dr. Lynn Fuchs and Dr. Ingrid Oxaal
This presentation investigates the differences between Curriculum-Based Measurement (CBM) and Mastery Measurement, and gives examples of what is looked for in each grade level using CBM in reading. Discussion and examples are provided on how CBM can be used to strengthen instructional planning, how computers can help administer and score CBM, and how it can be used to help develop IEPs. Finally the Response-to-Intervention model, as well as how CBM can assist in this process, are discussed.

pdf icon Adobe Acrobat (534 KB) Microsoft PowerPoint version PowerPoint (3,013 KB)

Article
Teaching Reading to Students with Emotional Behavioral Disorders

Developed by Erica Lembke | University of Missouri | Reprinted with permission
This article explores the link between emotional behavioral disorders (EBD) and reading performance, and describes four intervention practices that positively impact reading performance for students with EBD. Research shows that some conduct disorders, such as EBD, can be linked to poor reading performance, although the causal relationship has not been determined. More research is needed to determine effective positive interventions for students with EBD, but interviews with several experienced teachers yield specific intervention methods, including Curriculum-Based Measurement (CBM), that can be used to help bolster the reading performance of students with EBD.

Lembke, E. (2006, January). Teaching reading to students with emotional behavioral disorders [Monograph]. Columbia: Center for Innovations in Education, University of Missouri. Reprinted with permission.

pdf icon Adobe Acrobat (128 KB)


Online Training
Using CBM for Progress Monitoring in Reading

Presented by Dr. Rebecca Holland-Coviello
This online training* module describes a 7-step process for monitoring student progress in reading using curriculum-based measurement, or CBM. Participants will learn about Reading CBM instruments for different grade levels. The module covers monitoring progress, graphing scores, and setting goals for students, as well as decision-making using progress monitoring data.

Start Online Training - Flash View the online training now! Word Reading Module resources

*Flash 6,0,79 player or later is required. Download the latest version of the free Flash player.


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Research

Article
Developments in Curriculum-Based Measurement

Developed by Stan Deno | University of Minnesota | Reprinted with permission
Curriculum-Based Measurement (CBM) is an approach for assessing the growth of students in basic skills that originated uniquely in special education. A substantial research literature has developed to demonstrate that CBM can be used effectively to gather student performance data to support a wide range of educational decisions. Those decisions include screening to identify, evaluating prereferral interventions, determining eligibility for and placement in remedial and special education programs, formatively evaluating instruction, and evaluation reintegration and inclusion of students in mainstream programs. Beyond those fundamental uses of CBM, recent research has been conducted on using CBM to predict success in high-stakes assessment, to measure growth in content areas in secondary school programs, and to assess growth in early childhood programs. In this article, best practices in CBM are described and empirical support for those practices is identified. Illustrations of the successful uses of CBM to improve educational decision making are provided.

From "Developments in Curriculum-Based Measurement" by S.L. Deno, 2003, The Journal of Special Education, 37. 3., 184-192. Copyright (2003) by PRO-ED, Inc. Reprinted with permission.

pdf icon Adobe Acrobat (1,810 KB)


Article
Research Matters: How Student Progress Monitoring Improves Instruction

This is a brief article that describes the role of student progress monitoring in ensuring that all students meet academic standards. The SPM procedure is described from both technical and practical perspectives. Additionally, research on SPM's effectiveness for students and teachers is discussed. Finally, the authors conclude by informing educators that SPM may have begun as a special education practice, but there is ample evidence that SPM is beneficial for all students.

How PM Improves Instruction Adobe Acrobat (95 KB) How SPM Improves Instructions Microsoft Word (55 KB)


Presentation
Scientifically Based Progress Monitoring

Presented by Dr. Lynn Fuchs and Dr. Pam Stecker | October 2003
This presentation provides a discussion of research on Curriculum-Based Measurement (CBM), as well as a brief overview of how to do CBM in both reading and math. Also covered are the uses of CBM to assist in general education decision making.

pdf icon Adobe Acrobat (156 KB) Microsoft PowerPoint version PowerPoint (196 KB)


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Response to Intervention (RTI)

Presentation
Applying Progress Monitoring to Response-to-Intervention Prevention and Identification

Presented by Dr. Doug Fuchs and Dr. Lynn Fuchs | April 8, 2005
This presentation explains the role of progress monitoring in a Response-to-Intervention framework for LD identification. The methods and results of two-year-long studies at first grade, one in reading and the other in math, as well as effects on LD prevalence and severity, are also presented.

pdf icon Adobe Acrobat (600 KB) Microsoft PowerPoint version PowerPoint (635 KB)

Online Chat
Determining the Response in RTI

Presented by John Hintze, Pamela Radford and Matt Burns
The National Center on Student Progress Monitoring asked two Response to Intervention experts, Pamela Radford and Matt Burns, to respond to a set of stimulus questions prompted by John Hintze's 2008 (in press) paper, Conceptual and Empirical Issues Related to Developing a Response-to-Intervention Framework

»View the online chat transcript and download handouts.


Case Study
Grade Four: Comprehension

Developed by Devin Kearns
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional Grade 4 classroom as the setting for this example, you are provided with a framework of the RTI identification process, along with frequent opportunities to check your comprehension of the information presented. First, an overview of RTI and PM is provided, followed by an introduction to a fictional school district implementing RTI. Then, a fictional school and fictional teacher are described. Finally, the use of PM in RTI is described using data from the classroom of the fictional teacher.

pdf icon Adobe Acrobat (1 MB)   Microsoft Word Document versionMicrosoft Word (639 KB)


Case Study
Grade One: Decoding

Developed by Devin Kearns
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. This example uses a three-level responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional first-grade classroom as the setting for this example, you are provided with a framework of the RTI identification process, along with frequent opportunities to test your comprehension of the information presented. First, an overview of RTI and PM is provided, followed by an introduction to a fictional school district implementing RTI. Then, a fictional school and fictional teacher are described. Finally, the use of PM in RTI is described using data from the fictional teacher’s classroom.

pdf icon Adobe Acrobat (328 KB)   Microsoft Word Document versionMicrosoft Word (588 KB)  Microsoft Excel version  Microsoft Word (54 KB)


Case Study
Grade One: Math Computation

Developed by Sarah R. Powell and Pamela M. Seethaler
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. Examples include a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using fictional classrooms as the setting for examples, readers are provided with a framework of the RTI identification process, along with frequent opportunities to test their comprehension of the information presented. The remainder of the case study illustrate the use of RTI as a method for identifying students with learning difficulties, specifically in the area of mathematics computation, concepts, and applications.

pdf icon Adobe Acrobat (351 KB) Microsoft Word Document versionMicrosoft Word (658 KB)

Case Study
Grade Three: Math Concepts/Applications

Developed by Sarah R. Powell and Pamela M. Seethaler
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. Examples include a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using fictional classrooms as the setting for examples, readers are provided with a framework of the RTI identification process, along with frequent opportunities to test their comprehension of the information presented. The remainder of the case study illustrate the use of RTI as a method for identifying students with learning difficulties, specifically in the area of mathematics computation, concepts, and applications.

pdf icon Adobe Acrobat (773 KB) Microsoft Word Document versionMicrosoft Word (2.7 MB)

Article
How Progress Monitoring Assists Decision Making in a Response to Instruction Framework

By Deborah Speece | University of Maryland
My colleagues and I studied a Response to Instruction model as a method of identifying children for special education services. To judge responsiveness, we used curriculum-based measures of oral reading fluency to monitor progress. In one of the schools we worked in, children were administered these one-minute measures every week. About every 8 weeks we met with the children's teachers to share graphs of children's progress, identify children who were falling behind their peers, and design reading interventions that the general educator thought were feasible to implement in the classroom. Children who caught up with their peers were considered responsive and continued with weekly measurement; those who did not make adequate progress continued to receive specially-designed intervention from the general education teacher as well as weekly measurement. This process generated a number of examples of how weekly progress monitoring, which includes systematic data interpretation and teacher action, is central to good decision making in an Response-to-Intervention framework. Two children are discussed whose profiles illustrate different aspects of the progress monitoring-Response-to-Intervention interface.

pdf icon Adobe Acrobat (127 KB) Microsoft Word Document version Microsoft Word (3,601 KB)


Presentation
Improving Student Outcomes Through Progress Monitoring

Presented by Nancy Safer, Jacki Bootel and Rebecca Holland-Coviello | September 28, 2006
This presentation, a combination of two consultative meetings that Center staff held with the Virginia Department of Education and Prince William County Schools in Manassas, Virginia, 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).

pdf icon Adobe Acrobat (384 KB) Microsoft PowerPoint version PowerPoint (450 KB)


Webinar
Monitoring Student Progress in the Classroom to Enhance Teacher Planning and Student Learning

Presented by Dr. Lynn Fuchs | February 20, 2007
Dr. Lynn Fuchs has over 20 years' experience working with students with special needs. She is a nationally recognized expert conducting research on classroom based assessment and instructional methods to enhance outcomes for students with disabilities. View and listen to her presentation on student progress monitoring, including a Q & A session with practitioners from the field.

»View the archived webinar and download handouts.

Presentation
Progress Monitoring: What, Why, How, When, and Where

Presented by Dr. Lynn Fuchs and Dr. Ingrid Oxaal
This presentation investigates the differences between Curriculum-Based Measurement (CBM) and Mastery Measurement, and gives examples of what is looked for in each grade level using CBM in reading. Discussion and examples are provided on how CBM can be used to strengthen instructional planning, how computers can help administer and score CBM, and how it can be used to help develop IEPs. Finally the Response-to-Intervention model, as well as how CBM can assist in this process, are discussed.

pdf icon Adobe Acrobat (534 KB) Microsoft PowerPoint version PowerPoint (3,013 KB)

Presentation
Progress Monitoring in a Response to Intervention World: Helping Classrooms Implement Best Practices

Presented by Jacki Bootel, Rebecca Holland-Coviello, Silvia Wen-Yu Lee | April 2007

pdf icon Adobe Acrobat (384 KB) Microsoft PowerPoint version PowerPoint (450 KB)

Presentation
Using Curriculum-Based Measurement to Determine Response to Intervention (RTI)

Presented by Doug Fuchs, Lynn Fuchs, John Hintze, and Erica Lembke | July 10, 2007
In this session, an overview of Response to Intervention (RTI) was provided. In addition, specifics about how to use Curriculum-Based Measurement (CBM) in reading and math were explained for:

Handouts
handouts Adobe Acrobat (1,383 KB) handouts Microsoft Word (2,018 KB)

Manual
manual Adobe Acrobat (4,573 KB) manual Microsoft Word (9,469 KB)

Presentation
presentation Adobe Acrobat (2,629 KB) presentation Microsoft PowerPoint (10,906 KB)

Webinar
Using Student Progress Monitoring in a Response to Intervention Model

Presented by Dr. John Hintze | September 26, 2007
The webinar provided an overview of a 3-tier Response to Intervention (RTI) model. In addition, specifics about how to use Curriculum-Based Measurement (CBM) in reading and math were explained for identifying whether students are responding to instruction in each tier. Applying CBM decision-making to formulate effective individual intervention plans was also discussed.

» View the archived webinar and download handouts.

Presentation

Presented by Michelle Hosp and Whitney Donaldson | November 2004
This presentation provides a background on student progress monitoring and Curriculum-Based Measurement in particular. Also investigated are the uses of CBM to strengthen instructional planning for individuals and groups, its use in a Response-to-Intervention Model, and how it can assist in the development of IEPs. Finally, details of OSEP's National Center on Student Progress Monitoring are discussed.

pdf icon Adobe Acrobat (392 KB) Microsoft PowerPoint version PowerPoint (458 KB)


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Written Expression

Presentation
Using Curriculum-Based Measurement for Progress Monitoring in Written Expression

Presented by Todd Busch and Tracey Hall | July 10-11, 2007
In this session, practitioners and administrators learned the skills they need to implement Curriculum-Based Measurement (CBM) in written expression and spelling for elementary schoolers. Participants learned how to administer and score written expression and spelling CBM at different grade levels for both individuals and groups of students. Use of the CBM data to graph and monitor individual and group progress was covered, as well as the application of decision rules for instructional intervention for students who do not meet goals for progress.

Handouts
handouts Adobe Acrobat (1,043 KB) handouts Microsoft Word (832 KB)

Manual
manual Adobe Acrobat (1,056 KB) manual Microsoft Word (1,152 KB)

Presentation
presentation Adobe Acrobat (764 KB) presentation Microsoft PowerPoint (5,873 KB)

» View all Summer Institute presentations.


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Other

Article
Curriculum-Based Measurement Resources for Secondary-School Level

Developed by the Research Institute on Progress Monitoring
This paper contains a reference list of articles and book chapters on the development of progress monitoring procedures for secondary-school students in reading, content-area learning, and writing. It also includes a brief section on what student progress monitoring practices have been proven to work at the secondary level.

manual Microsoft Word

Article
Monitoring Progress of Students Who Are Deaf or Hard of Hearing

Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students' academic progress. This paper addresses some of the evaluative perspective of students' academic performance within the field of deaf education and the critical need for progress monitoring. A brief review is included of studies conducted using Curriculum-Based Measurement (CBM) with students who are deaf and hard of hearing.

SPM for deaf and hard of hearing Adobe Acrobat (95 KB) SPM for deaf and hard of hearing Microsoft Word(55 KB)

Links
Related Web sites

» View useful information from other resources on the web.

Article
Teaching Reading to Students with Emotional Behavioral Disorders

Developed by Erica Lembke | University of Missouri | Reprinted with permission
This article explores the link between emotional behavioral disorders (EBD) and reading performance, and describes four intervention practices that positively impact reading performance for students with EBD. Research shows that some conduct disorders, such as EBD, can be linked to poor reading performance, although the causal relationship has not been determined. More research is needed to determine effective positive interventions for students with EBD, but interviews with several experienced teachers yield specific intervention methods, including Curriculum-Based Measurement (CBM), that can be used to help bolster the reading performance of students with EBD.

Lembke, E. (2006, January). Teaching reading to students with emotional behavioral disorders [Monograph]. Columbia: Center for Innovations in Education, University of Missouri. Reprinted with permission.

pdf icon Adobe Acrobat (128 KB)

Webinar
Using CBM to Progress Monitor English Language Learners

Presented by Dr. Laura Sáenz | March 11, 2008
This webinar was designed to help participants understand the potential benefits of using Curriculum-Based Measurement (CBM) for progress monitoring English language learners. Special emphasis is 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 are explored.

» View the archived webinar and download handouts.


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