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.
- Accountability and Adequate Yearly Progress (AYP)
- Administrative Support
- Curriculum-Based Measurement (CBM): An Introduction
- Curriculum-Based Measurement in the Classroom
- Data-Based Decision Making
- Family Resources
- Individualized Education Plans (IEPs)
- Progress Monitoring Tools
- Response to Intervention (RTI)
- Written Expression
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Accountability and Adequate Yearly Progress (AYP)
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.
Determining Adequate Yearly Progress From Kindergarten through Grade 6 with Curriculum-Based
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.
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).
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.