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
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
      • Educational accountability and assessment
        • Progress monitoring
        • Specific life stage
          • Adolescents and young adults
            • Children
              • Early childhood