Kansas City, MO, July 13-14, 2006
photo: a teacher doing math with a class of students
The third annual Summer Institute on Student Progress Monitoring, held in Kansas City, Missouri, presented a full array of learning opportunities related to student progress monitoring. The main attraction of the Institute was a full day workshop entitled “Using CBM to Determine Response to Intervention.” In this workshop, information was shared about response to intervention (RTI) and how Curriculum-Based Measurement (CBM) assists in the decision making process of RTI. In addition, several concurrent sessions were offered over the 1 ½ days of the Institute, including sessions on the implementation of CBM for student progress monitoring in reading and math. All presentation materials from the 2006 Summer Institute follow below.
Using CBM to Determine Response to Intervention
Using CBM for Progress Monitoring in Reading
Using Curriculum-Based Measurement for Progress Monitoring in Mathematics
Data-Based Instructional Decision Making
Supporting Teachers who are Implementing Student Progress Monitoring: A Guide for Administrators
Implementing Student Progress Monitoring on a Statewide Basis
Choosing a Progress Monitoring Tool that Works for You
Using Curriculum-Based Measurement to Determine Response to Intervention
Doug Fuchs, Lynn Fuchs, John Hintze, Erica Lembke
July 13, 2006
In this session, an overview of Response to Intervention (RTI) was provided. In addition, specifics about how to use CBM in reading and math were explained for:
Identifying students in need of Tier 2 intervention,
Determining whether response to Tier 2 intervention is inadequate and therefore special education may be appropriate,
Applying CBM decision making in Tier 2 special education to formulate effective individual intervention plans, and
Determining whether Tier 3 special education response is sufficient to consider exiting special education.
Handouts
pdf icon Adobe Acrobat (2,329 KB) Microsoft Word Document version Microsoft Word (46,931 KB)
Manual
pdf icon Adobe Acrobat (4,009 KB) Microsoft Word Document version Microsoft Word (157,074 KB)
Presentation
pdf icon Adobe Acrobat (2,671 KB) Microsoft PowerPoint version Power Point (5,808 KB)
Using Curriculum-Based Measurement for Progress Monitoring in Reading
Todd Busch, Pam Fernstrom, Michelle Hosp, Laura Saenz
July 13 and 14, 2006
This session was presented twice. On Thursday, July 13 it was presented as a full day workshop, and on Friday, July 14 it was presented again in an abbreviated version.
This session provided a wealth of information regarding the benefits and purpose of 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 of material on which to monitor progress and how to administer, score, and graph probes. In addition, this session demonstrated 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 (2,329 KB) Microsoft Word Document version Microsoft Word (46,931 KB)
Manual
pdf icon Adobe Acrobat (4,009 KB) Microsoft Word Document version Microsoft Word (157,074 KB)
Presentation
pdf icon Adobe Acrobat (2,671 KB) Microsoft PowerPoint version Power Point (5,808 KB)
Using Curriculum-Based Measurement for Progress Monitoring in Math
Todd Busch, Pam Fernstrom, Tracey Hall, Pam Stecker
July 13 and 14, 2006
This session was presented twice. On Thursday, July 13 it was presented as a full day workshop, and on Friday, July 14 it was presented again in an abbreviated version.
This session provided a wealth of information regarding the benefits and purpose of CBM and focused on how CBM is implemented in math for 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 of material on which to monitor progress and how to administer, score, and graph probes. In addition, this session demonstrated 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 (2,329 KB) Microsoft Word Document version Microsoft Word (46,931 KB)
Manual
pdf icon Adobe Acrobat (4,009 KB) Microsoft Word Document version Microsoft Word (157,074 KB)
Presentation
pdf icon Adobe Acrobat (2,671 KB) Microsoft PowerPoint version Power Point (5,808 KB)
Data-Based Instructional Decision Making
John Hintze, 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 Power Point (5,808 KB)
Supporting Teachers who are Implementing Student Progress Monitoring: A Guide for Administrators
Erica Lembke, 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 Power Point (5,808 KB)
Implementing Student Progress Monitoring on a Statewide Basis
Joy Eichelberger, Regina Paulbinsky, 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
