Advances in Progress Monitoring:
Curriculum-Based Measurement Research & Innovations

May 5 - 6, 2006

ADVANCES IN PROGRESS MONITORING focuses on the current status of research and innovation in progress monitoring. Sessions will focus on advances in measurement and procedures in reading, written expression, math, algebra, social studies and science. Evidence will be presented on the extensions of progress monitoring to the areas of early childhood, deaf & hard of hearing, English language learners, and students with significant cognitive disabilities. Applications of progress monitoring for decision making by teachers, school psychologists, and district and state level administrators will be described.

The keynote presentation by Dr. Douglas Fuchs will describe research conducted by the National Research Center on Learning Disabilities (funded by the Office of Special Education Programs in the US Department of Education) on screening for at-risk students and on monitoring their progress within the context of responsiveness-to-intervention (RTI). He will also discuss the Center's work on attempting to predict students' reading failure across one school year and multiple school years, using traditional and non-traditional measures of student performance. Finally, Dr. Fuchs will attempt to pose several important questions and issues for researchers with interest in RTI.

Dr. Fuchs is the Nicholas Hobbs Chair in Special Education and Human Development at Peabody College of Vanderbilt University, and co-director of the Vanderbilt-Kennedy Center Reading Clinic.

Schedule

Presentation handouts

Location: University of Minnesota Continuing Education and Conference Center

Sponsored by the Phyllis Mirkin Colloquium Fund, the special education program, University of Minnesota, and the Research Institute on Progress Monitoring (RIPM).

The Phyllis K. Mirkin Colloquium Fund was established in her memory to advance her work on data-based decision-making in educational programs for students with high incidence disabilities. Phyllis was the associate director of the University of Minnesota Institute for Research on Learning Disabilities and co-author of Data-Based Program Modification with Stanley Deno.