Monitoring Student Progress

After determining which students need support, it is critical to consider the degree to which that support is working. Should support be increased? Maintained? Modified?

Reading and Math Corps procedures for progress monitoring are heavily informed by the innovative work of our colleagues; however, we continue to partner with researchers to further evaluate the ways in which we can improve how we use data to make decisions. Our research activities under Monitoring Student Progress are intended to provide our programs with unique and actionable insight on ways to be more efficient and accurate in their progress monitoring practices. 


References

Parker, D. C., Van Norman, & Nelson, P. M. (in press). Decision Rules for Progress Monitoring in Reading: Accuracy during a Large Scale Tier II Intervention. Learning Disabilities Research and Practice

Van Norman, E. R., Nelson, P. M., Parker, D.C. (in press). A Comparison of Nonsense Word Fluency and Curriculum-Based Measurement of Reading to Measure Response to Phonics Instruction. School Psychology Quarterly.

Van Norman, E. R. Parker, D. C., & Nelson, P. M. (in press). A Comparison of Common and Novel Curriculum-Based Measurement of Reading Decision Rules to Predict Spring Performance for Students Receiving Supplemental Interventions.  Assessment for Effective Intervention.

Van Norman, E.R., Parker, D.C., & Nelson, P.M. (in press). Curriculum-based measurement of reading decision rules: Strategies to improve the accuracy of treatment recommendations. School Psychology Review.

Klingbeil, D.A., Van Norman, E.R., & Nelson, P.M. (2017). Advances in curriculum based measurement-reading: Considerations for single case research. Journal of Behavioral Education.

Nelson, P.M., Van Norman, E.R., & Christ, T.J. (2016). Visual analysis among novices: Training and trend line as graphic aids. Journal of Contemporary School Psychology.

Silberglitt, B. Parker, D. C., & Muyskens, P. (2016).  Periodic assessment to monitor progress.  In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), The handbook of response to intervention: The science and practice of multi-tiered systems of support. New York: Springer. 

Van Norman, E., R., Parker, D. C. (2016). An evaluation of the linearity of curriculum-based measurement of oral reading (CBM-R) progress monitoring data: Idiographic considerations. Learning Disabilities Research & Practice, 31, 199-207. 

Van Norman, E.R., Nelson, P.M., Shin, J., & Christ, T.J. (2013). An evaluation of graphic aids in improving decision accuracy of continuous time-series data. Journal of Behavioral Education, 22(4), 283-301.