Technical Review Committee
The purpose of the Technical Review committee is to systematically review the scientific rigor of all progress monitoring practices, including models, techniques, and approaches.
Dr. Chris Espin, Associate Professor at the University of Minnesota, has expertise in reading and writing instruction and assessment for students with learning disabilities and using curriculum-based measurement to track student performance.
Dr. John Hintze, Associate Professor in the School Psychology Program at the University of Massachusetts, has done extensive writing on behavioral and functional analysis, including curriculum-based measurement monitoring.
Dr. Mark Shinn, Professor of Education at the University of Oregon , has conducted over 200 local, regional, and statewide workshops in 22 states on methods for progress monitoring.
Dr. Robert Linn is a professor of education in the research and evaluation methods program at the University of Colorado at Boulder . Dr. Linn's research explores the uses and interpretations of educational assessments, with an emphasis on educational accountability systems. His work has investigated a variety of technical and policy issues in the uses of test data, including alternative designs for accountability systems and the impact of high-stakes testing on teaching and learning. His teaching interests are in related areas of educational measurement and statistical analysis.
Dr. Chris Schatschneider, Associate Professor of Psychology at Florida State University , is an experienced researcher in the area of early reading development. He has expertise in applying sophisticated measurement and statistical models to illuminate the relationships between reading and pre-reading skills.
Dr. Ed Shapiro is a professor at Lehigh University in Bethlehem , PA. He is published extensively in the area of academic assessment and interventions for students with handicaps. His research has focused on strategies for the effective inclusion of children with disabilities (especially those with Serious Emotional Disturbance) in general education settings.