RIPM Technical Reports
Description
A series of technical reports summarizing the work of the Research Institute on Progress Monitoring (RIPM), which developed a system of progress monitoring to evaluate effects of individualized instruction on access to and progress within the K-12 general education curriculum.
Details
- Date
- December 2010
In publication since September 2009 - Type
- Report
- Publisher
- Research Institute on Progress Monitoring (RIPM)
- Collaborators
- Department of Educational Psychology, College of Education and Human Development, University of Minnesota
Products
- RIPM Technical Reports: Examining Technical Features of Progress Monitoring Measures Across Grade Levels in Writing (#38)
- RIPM Technical Reports: Technical Characteristics of General Outcome Measures (GOMs) in Mathematics for Students with Significant Cognitive Disabilities (#37)
- RIPM Technical Reports: Monitoring Mathematics Progress in Middle School (#36)
- RIPM Technical Reports: Teacher Use Study: Surveys from Rural Districts (#35)
- RIPM Technical Reports: Teacher Use Study: Surveys from Urban District (#34)
- RIPM Technical Reports: Exploring the Use of Early Numeracy Indicators for Progress Monitoring: 2008-2009 (#33)
- RIPM Technical Reports: Teacher Use Study: Progress Monitoring With and Without Diagnostic Feedback (#32)
- RIPM Technical Reports: Teacher Use Study: Reading Aloud vs. Maze Selection (#31)
- RIPM Technical Reports: Teachers' Understanding of Curriculum-Based Measurement Progress Monitoring Data (#30)
- RIPM Technical Reports: Exploring the Use of Early Numeracy Indicators for Monitoring Progress in Two Intervention Contexts: 2007-08 (#29)
- RIPM Technical Reports: Exploring the Use of Early Numeracy Indicators for Monitoring Progress in Two Intervention Contexts (#28)
- RIPM Technical Reports: Study of General Outcome Measurement (GOMs) in Reading for Students with Significant Cognitive Disabilities: Year 1 (#27)
- RIPM Technical Reports: Examining the Long-Term Predictive Validity of the Early Numeracy Indicators for Predicting Success on a High Stakes Mathematics Test (#26)
- RIPM Technical Reports: Monitoring Progress of Beginning Writers: Technical Features of the Slope (#25)
- RIPM Technical Reports: Iowa Early Numeracy Indicator Screening Data: Iowa 2008-2009 (#24)
- RIPM Technical Reports: Iowa Early Numeracy Indicator Screening Data: Iowa 2007-2008 (#23)
- RIPM Technical Reports: Iowa Early Numeracy Indicator Screening Data: Iowa 2006-2007 (#22)
- RIPM Technical Reports: A Replication of Static Use of Six Brief Middle School Mathematics Measures (#21)
- RIPM Technical Reports: Characteristics of Reading Aloud, Word Identification, and Maze Selection as Growth Measures: Relationship between Growth and Criterion Measures (#20)
- RIPM Technical Reports: Reading Aloud, Word Identification, and Maze Selection as Growth Measures: A Comparison of Slopes Derived from Different Data Collection Schedules (#19)
- RIPM Technical Reports: Characteristics of Reading Aloud, Word Identification, and Maze Selection as Growth Measures: Identifying the Number of Data Points Needed to Obtain Consistency in Slopes (#18)
- RIPM Technical Reports: Characteristics of Reading Aloud, Word Identification, and Maze Selection as Growth Measures: Consistency of Standard Error of Estimate, Standard Error of Slope, and Confidence Intervals (#17)
- RIPM Technical Reports: Technical Features of Beginning Writing Measures (#16)
- RIPM Technical Reports: Reliability, Criterion Validity, and Changes in Performance Across Three Points in Time: Exploring Progress Monitoring Measures for Middle School Mathematics (#15)
- RIPM Technical Reports: Establishing Technically Adequate Measures of Progress in Early Mathematics (#14)
- RIPM Technical Reports: Technical Adequacy of Early Numeracy Indicators: Exploring Growth at Three Points in Time (#13)
- RIPM Technical Reports: General Outcome Measures for Students with Significant Cognitive Disabilities: Pilot Study (#12)
- RIPM Technical Reports: Assessing Written Expression for Students Who Are Deaf or Hard of Hearing: Curriculum Based Measurement (#11)
- RIPM Technical Reports: Comparison of Different Scoring Procedures for the CBM Maze Selection Measure (#10)
- RIPM Technical Reports: Silent Reading Fluency Test: Reliability, Validity, and Sensitivity to Growth for Students Who Are Deaf and Hard of Hearing at the Elementary, Middle School, and High School Levels (#9)
- RIPM Technical Reports: Technical Features of Narrative vs. Expository and Handwritten vs. Word-Processed Measures of Written Expression for Secondary-Level Students (#8)
- RIPM Technical Reports: Technical Features of New and Existing CBM Writing Measures Within and Across Grades (#7)
- RIPM Technical Reports: Identifying Indicators of Early Mathematics Proficiency in Kindergarten and Grade 1 (#6)
- RIPM Technical Reports: Developing Measures for Monitoring Progress in Elementary Grade Mathematics: An Investigation of Desirable Characteristics (#5)
- RIPM Technical Reports: MBSP Concepts & Applications: Comparison of Desirable Characteristics for a Grade Level and Cross-Grade Common Measure (#4)
- RIPM Technical Reports: MBSP Computation: Comparison of Desirable Characteristics for a Grade Level and Cross-Grade Common Measure (#3)
- RIPM Technical Reports: Seamless and Flexible Progress Monitoring: Age and Skill Level Extensions in Math, Basic Facts (#2)
- RIPM Technical Reports: Seamless and Flexible Progress Monitoring: Age and Skill Level Extensions in Reading (#1)
Topics
- Education practices (K12 and transition)
- Instructional strategies
- Specific life stage
- Early childhood
- Children
- Adolescents and young adults
- Educational accountability and assessment
- Progress monitoring