Stecker, P.

Written for the National Center on Student Progress Monitoring, the author describes the critical features of CBM for reading and math and discusses how to use CBM to generate IEP goals. Sample goals for reading and math are included.

Monitoring_Student_Progress_in_IEPs_Using_CBM.pdf

Luke, S., & Schwartz, A. (2007)

This article is an excerpt from an existing article entitled, Assessment and Accommodations (Luke, Stephen D., & Schwartz, Amanda, 2007). It stresses the importance of progress monitoring as a tool for educators to use for continual assessment of student academic achievement. Included is a success story that describes how progress monitoring was used to target a young boy’s academic needs.

http://www.nichcy.org/Research/EvidenceForEducation/Pages/AccomodationsProgressMonitoring.aspx

Fuchs, L. (2006)

Provides a discussion of Curriculum Based Measurement (CBM) as a form of progress monitoring. Present background information regarding CBM measures in reading and math.

http://www.rtinetwork.org/essential/assessment/prrogress/validated-forms-progressmonitoring

Deno, S., Lembke, E., & Reschly-Anderson, A. ( 2007).

Organized into fifteen sections, this module provides information regarding the steps involved in student progress monitoring in the area of reading using Curriculum Based Measurement (CBM). Explains the procedures involved in the administration of progress monitoring probes, how to graph and interpret the data for instructional decision making.

Progress Monitoring Study Group Content Module.pdf

Doing What Works

A multimedia overview presented by Doing What Works explaining the importance of differentiated instruction within an RtI model.  Schools can use progress monitoring data to vary content focus, instructional time on task, and degree of scaffolding within all the tiers. Emphasis is placed in skill mastery and regrouping of students.

http://dww.ed.gov/media/DDI/RIR/DI/Learn/flashoverview/index.htm

Fuchs, L., Fuchs, D., Hintze, J., & Lembke, E.

Provides an introductory or overview of student progress monitoring and Curriculum-Based Measurement (CBM) and makes a distinction between CBM and other types of assessment. Presents multiple examples of CBM usage across academic areas and a process for monitoring student progress.

http://www.centeroninstruction.org/files/plugin-UsingCBMRTI_powerpoint.pdf

National Center on Student Progress Monitoring

Accessible on-line, this training module describes a 7-step process for monitoring student progress in math using CBM. Lists the types of math probes available per grade level and explains administration and scoring procedures. Described the process for graphing scores, establishing goals, and using data to make decisions about student performance or response to intervention.

http://www.studentprogress.org/library/mathcbm_module/NCSPM Math Module final.htm

Dr. Rebecca Holland-Coviello for the National Center on Student Progress Monitoring

Defines the concept of progress monitoring and provides examples of progress monitoring using CBM data that is graphed and interpreted Progress monitoring is only one section of this 200 slide presentation.

http://www.studentprogress.org/library/Webinars.asp#RTI

Stahl, K. (2010)

Diagnostic assessments are tools that prescribe the specificities required for differentiated, tiered instruction in an RtI model. This presentation delivered at the 2010 NYS RtI TAC Summer Institute focuses on the development of a school assessment system which includes how to conduct a diagnostic assessment audit that surveys current assessment tools used in each literacy domain. 

Stahl_diagnostic_assessment_small_copy.pdf

IRA Commission on RtI:  Valencia, S., Connor, C., Laster, B. (2010)

A powerpoint presentation, based on a March 2010 webinar that begins with a review of RtI and a rationale for differentiation based on existing empirical evidence.  Emphasizes the use of multiple assessment measures to group students according to need and the necessity of planning for differentiation. Discusses different ways to differentiate instruction and provides an Adaptation Framework that supports  planning for differentiation.

RTI_Webinar_4_Differentiating_Instruction.IRA.pdf

Strong, L. (2010)

This presentation was presented during the 2010 NYS RtI TAC Summer Institute. This powerpoint provides a brief big picture of RtI and discusses diagnostic assessment which helps teachers plan instruction by providing in-depth information about students' skills and instructional needs.  Other topics presented include threats to reliability, how to achieve standardization and ways to monitor fidelity of implementation.

Lori_Strongs_powwerpoint.pdf

Fuchs, L., Fuchs, D., Hintze, J., & Lembke, E.

Defines the concept of progress monitoring and provides examples of progress monitoring using CBM data that is graphed and interpreted Progress monitoring is only one section of this 200 slide presentation.

http://www.centeroninstruction.org/files/plugin-UsingCBMRTI_powerpoint.pdf

IRA RtI Commission Members: Wixson, K., Valencia, S., Connor, C. (2010)

Begins with an overview and guiding principles on RtI developed by the International Reading Association. Two key ideas of assessment within an RtI framework are presented as well as a discussion related to the different purposes (screening, progress monitoring, diagnostic) of assessment. The powerpoint provides examples of each type of assessment and the kinds of information obtained.

RTI_Assessment_Webinar.IRA.pdf

Stecker, P. (2006)

Defines progress monitoring and provides examples of progress monitoring measures in the area of reading and math. Discuss progress monitoring details and issues within each tier.

http://www.nrcld.org/about/presentations/2006/SteckerCEC2006RTI.pdf

Hosp. M.

Provides background information regarding CBM as a form of progress monitoring and how it differs from traditional assessments. Provides procedures for graphing and interpreting CBM data in the area of reading and how to write goals and objectives for the IEP using CBM data.

http://www.studentprogress.org/doc/webinars/ABCsProgressMonitoringinReading.pdf

Hintze, J. (2010)

RtI involves the systematic and regular use of data to make decisions about a student’s relative risk status and response to instruction or intervention.  In this keynote presented at the 2010 NYS RtI TAC Summer Institute, Dr. Hintze discusses the purpose of universal screening and progress monitoring within a RtI model and their significance within a multi-tiered intervention model.

NYS_RTI_TAC_Keynote_HINTZE.pdf

McKenna, M. (2010)

An invited presenter at the 2010 NYS RtI TAC Summer Institute, Dr. McKenna presents an approach to diagnostic assessment based on the Cognitive Model of Reading Assessment.  This approach involves the use of informal measures useful in planning instruction at Tiers 2 and 3.  The principal focus is placed on fluency, decoding, sight words, and phonological awareness. 

M._McKenna_Keynote.pdf

Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A.

Part of an RtI Manual published by the National Research Center on Learning Disabilities (NRCLD). Section 2 of this manual provides an overview of progress monitoring (PM) that includes its’ definition, function, and distinguishing features at Tier 1 and beyond. Examples of progress monitoring measures are included along with task list relative to progress monitoring procedures and a set of standards for determining high-quality progress monitoring.

http://www.ldaofky.org/RTI/RTI Manual Section 2 - Process Monitoring.pdf

National Center on Student Progress Monitoring (2007)

Presented in chart form, this review provides information on the psychometric properties (validity and reliability) of some of the most commonly used progress monitoring instruments.

http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm

Dr. Laura Sáenz for the National Center on Student Progress Monitoring (2008)

Discusses how to use CBM data obtained from screening and progress monitoring procedures to make instructional decision. Provides a series of data-based decision making rules and guided questions to assist RtI teams with instructional decisions.

http://www.studentprogress.org/library/Webinars.asp#PMReading

Hintze, J. (2007)

Discussed how to use CBM in reading and math in a three-tiered RtI model and how to determine if students are responding to high-quality teaching and/or interventions. Explained later in this webinar is how to use CBM’s and data-based decision-making to design interventions suitable for students.

http://www.studentprogress.org/library/Webinars.asp#RTI