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2007 Summer Institute on Student Progress Monitoring
Nashville, TN, July 10-11, 2007

Logo for 2007 Progress Monitoring Summer Institute

The fourth annual Summer Institute on Student Progress Monitoring, held in Nashville, Tennessee, presented a full array of learning opportunities related to student progress monitoring (SPM). Whether you are a teacher looking to implement student progress monitoring in your classroom or an administrator seeking more knowledge about how to support the implementation of student progress monitoring, the materials from the 2007 Summer Institute can push your school, district, or state to higher achievement levels! All presentation materials from the 2007 Summer Institute follow below.

 

Using Curriculum-Based Measurement for Progress Monitoring in Written Expression

Todd Busch and Tracey Hall
July 10 and 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.

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

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:

Introduction to Using Curriculum-Based Measurement for Progress Monitoring in Reading

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.

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

Laura Sáenz, Pamela Stecker, and Erica Lembke
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.

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

Pam Fernstrom and Sarah Powell
July 11, 2007

This session provideed 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.

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

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.

Choosing a Progress Monitoring Tool that Works for You

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.


Questions about the Summer Institute? Please email summerinstitute@air.org.

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