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

Presenters

Matthew Burns
Matthew K. Burns is an associate professor of educational psychology at the University of Minnesota. Current research interests include curriculum-based assessment (sub-skill mastery models), response to intervention, and assessing the instructional level.

Todd Busch
Dr. Todd Busch is an assistant professor in the Special Populations Department at Minnesota State University, Mankato. He has ten years of experience as a teacher and researcher in the field of special education and has lectured nationally on formal and informal assessment procedures. His research interests include curriculum-based measurement and reading comprehension at the secondary-school level.

Heather Campbell
Heather Campbell recently earned her Ph.D. in educational psychology - special education, from University of Minnesota. She worked on both the CPMS and RIPM CBM grants over the past four years. Heather currently works at St. Olaf College as an assistant professor in their Education Department.

Theodore Christ
Dr. Ted Christ is a school psychologists and assistant professor in the Department of Educational Psychology at the University of Minnesota. Dr. Christ is engaged in research and training associated with school-based problem solving, response to intervention, curriculum based approaches to assessment, systematic direct observation, and traditional psycho-educational assessment.

Stanley Deno
Stanley Deno is a professor of educational psychology/special education at the University of Minnesota. His work focuses on academic disabilities with a particular emphasis of Curriculum-based Measurement and progress monitoring.

Christine Espin
Dr. Christine Espin is a professor in educational psychology / special education at the University of Minnesota where she coordinates the learning disabilities licensure program. Dr. Espin's research interests are the improvement of reading and written expressions skills for students with learning disabilities at the secondary school level. Specifically, Dr. Espin's research focuses on the development of progress monitoring procedures in reading, written expression, and content-area learning for secondary school students.

Anne Foegen
Dr. Anne Foegen is an associate professor of curriculum and instruction (special education) at Iowa State University. Dr. Foegen has nearly 20 years of experience working with students with learning and behavior disabilities as a teacher and researcher. She is currently the principal investigator of Project AAIMS (Algebra Assessment and Instruction—Meeting Standards), an OSEP-funded field-initiated project exploring the developing of progress monitoring assessments for algebra. In addition, Dr. Foegen is leading the mathematics research strand (K-12) of the Research Institute for Progress Monitoring, an OSEP-funded center housed at the University of Minnesota. Dr. Foegen’s teaching responsibilities include graduate and undergraduate courses in assessment, mathematics methods for struggling secondary students, and instructional methods for students with learning disabilities.

Doug Fuchs
Dr. Fuchs holds the Nicholas Hobbs Chair in Special Education and Human Development at Peabody College of Vanderbilt University where he teaches, conducts research, and co-directs the Vanderbilt-Kennedy Center Reading Clinic.

Kim Gibbons
Kim Gibbons, Ph.D., has been the director of special education for the St. Croix River Education District for the past six years. Prior to that, she was a school psychologist for the St. Croix River Education District and was on the faculty at the University of Minnesota as in instructor in the school psychology program. She received her doctoral degree in school psychology from the University of Oregon. Her research and professional interests include problem-solving assessment and alternative service delivery models, evaluation of psycho-educational services, and intervention and assessment of basic skill areas. For the past two years, she has been the chair of a MASE task force addressing identification of students with mild disabilities. In addition, she has been consulting at the state and national levels on issues related to Response to Intervention.

Erica Lembke
Dr. Erica Lembke is an assistant professor in special education at the University of Missouri, where she teaches assessment and special education literacy courses. She has over 12 years of experiences as a teacher and researcher in special education. Her areas of research interest include progress monitoring in reading and math using curriculum-based measurement and developing interventions in reading and math. She is a trainer for the National Institute on Progress Monitoring.

Scott McConnell
Scott McConnell is professor of educational psychology (early childhood special education) and adjunct professor of child psychology at the University of Minnesota, and director of community engagement at the Center for Early Education and Development (CEED). His research is conducted almost exclusively in community settings (preschool programs for children with disabilities, child care centers, Head Start classrooms, or children’s homes), and often is done in collaboration with teachers, program administrators, and advocates. His work centers on assessment and intervention procedures in language, literacy, and social competence for children with disabilities, children living in poverty, and children at risk for later learning and behavior problems. Along with colleagues in the Early Childhood Research Institute on Measuring Growth and Development, he worked in early research in development and evaluation of Individual Growth and Development Indicators, or general outcome measures for young children.

Kristen McMaster
Kristen L. McMaster is an assistant professor of special education in the Department of Educational Psychology at the University of Minnesota. Her current research interests include the development of effective instructional practices for teachers of students who struggle with reading and written expression.

Doug Marston
Doug Marston, Ph.D. is the administrator for research, evaluation, and assessment for special education in the Minneapolis Public Schools. He currently is coordinating implementation of the Problem Solving Model as an alternative special education eligibility approach for students with high-incidence disabilities and a model for increasing general education interventions for students with academic and behavioral needs. In addition, his responsibilities include training and implementation in the areas of curriculum-based measurement and data-based decision-making using the district's student data Web site. Doug has published in the areas of curriculum-based measurement, problem-solving, and special education intervention.

Susan Rose
Susan Rose, Ph.D. is an associate professor in the Department of Educational Psychology. She is the coordinator of the special education graduate programs in the area of education with deaf and hard of hearing students. She is also the faculty representative for the American Sign Language undergraduate program.

Edward Shapiro
Edward S. Shapiro, Ph.D., currently is Iacocca Professor of Education, professor of school psychology and director, Center for Promoting Research to Practice in the College of Education at Lehigh University, Bethlehem, Pennsylvania. He is the author or co-author of 10 books including his most recently published third edition of Academic Skills Problems: Direct Assessment and Intervention and the Academic Skills Problems Workbook (revised edition), both by Guilford Press. Dr. Shapiro is best known for his work in curriculum-based assessment and non-standardized methods of assessing academic skills problems. Among his many projects, Dr. Shapiro co-directs a federal project focused on the development of a multi-tiered, Response-to-Intervention model in two districts in Pennsylvania. Over the past three years, Dr. Shapiro has been working as a consultant with the Pennsylvania Department of Education to facilitate an effort to establish progress monitoring systems for students in special education and to collaborate with the Bureau of Special Education in developing the Response-to-Intervention methodology for the state.

Ben Silberglitt
Benjamin Silberglitt serves as the outcomes manager for the St. Croix River Education District (SCRED), where he manages the research, assessment, and evaluation efforts of SCRED’s five member districts. His focus is on helping teachers and administrators to collect and use assessment and other data systematically, to help inform and improve instruction and intervention toward better academic and social outcomes.

Pam Stecker
Pamela M. Stecker, Ph.D. is an associate professor at Clemson University, Clemson, S.C. where she works with preservice teachers and graduate students in special education. Pam completed her doctoral work at Vanderbilt University under Lynn and Doug Fuchs and continues to engage in research and development in progress monitoring systems. Pam also functions as a trainer on the National Center for Student Progress Monitoring.

Teri Wallace
Dr. Teri Wallace is a research associate in the Institute on Community Integration in the College of Education and Human Development at the University of Minnesota. Her research interests include examining the impact of inclusive high school environments on student engagement; identifying factors associated with preparing and supervising paraprofessionals to successfully support students and teachers; developing a progress monitoring system aligned with the general education curricula; and utilizing technology, data based decision-making models and continuous improvement processes to promote whole school reform. Related work includes her role as co-principal investigator of the following OSEP funded projects: Research Institute on Progress Monitoring (RIPM), Demonstrating Progress Monitoring (DPM) for Early Identification, Accountability and Success, and Creating a Progress Monitoring System for Secondary Education Students (CPMS).