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RIPM Products

As the Research Institute on Progress Monitoring develops products and information, they will be added to this web site. Currently we have a literature review and a RIPM brochure available, below.

Products Menu

RIPM Multimedia

2005 CEC Convention & Expo

RIPM Literature Review

Basic Acadamic Skills Sample (BASS)

CBM Resources for Secondary-School Level

RIPM Research Technical Reports

Content Modules

Scoring Writing Samples

RIPM Brochure  

RIPM Multimedia

video icon Film
Response to Intervention: Ensuring Achievement for All (go to RTC Media Web site to view 16 minute length film via Web browser)
 
video icon Video
History of Curriculum Based Measurement: An interview with Stan Deno
 

RIPM Literature Review

RIPM is conducting a literature review of curriculum-based measurement (CBM) related articles, reports, dissertations, and books. Below is a PDF listing of the journal articles we have currently found.

PDF icon Document
Journal Articles Related to Curriculum-based Measurement (PDF document)


web resource icon Web Resource
We also offer a searchable database to assist people who are pursuing specific CBM related publications.

 


CBM Resources for Secondary-School Level

document icon Document
Article on Curriculum-Based Measurement at the Secondary-School Level (MS-Word document)

 


Content Modules

PDF icon Document
Progress Monitoring: Study Group Content Module
Developed by Stanley Deno, Eric Lembke, and Amy Reschly Anderson
PDF icon Document
Progress Monitoring: Leadership Team Content Module
Developed by Stanley Deno, Eric Lembke, and Amy Reschly Anderson

 


RIPM Brochure

The Research Institute on Progress Monitoring has a brochure that is available for download (PDF version). Please feel free to distribute it as you like.

PDF icon RIPM Brochure
RIPM brochure icon
 

Materials Presented at the CEC Convention & Expo, April 6-9, 2005

PDF icon Handout
Curriculum-Based Measurement (CBM): Reading and Writing Measures in Secondary Education (PDF document)


video icon Video
History of Curriculum Based Measurement: An interview with Stan Deno


PowerPoint Presentations
Curriculum-Based Measurement: The Future
Literature on Curriculum-Based
 
Monitoring Reading Progress with Students who are Deaf/Hard of Hearing
 
Problems viewing PowerPoint presentation? Click here

 


Basic Academic Skills Samples (BASS) Information

PDF icon Document

BASS Instructions for Administration and Skill Samples (PDF document)
BASS Student Answer Booklet (PDF Document)

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RIPM Technical Reports

Technical Report #1:Seamless and Flexible Progress Monitoring:
Age and Skill Level Extensions in Reading

Technical Report #2:Seamless and Flexible Progress Monitoring: Age and Skill Level Extensions in Math, Basic Facts

Technical Report #3:MBSP Computation:  Comparison of Desirable Characteristics for a Grade Level and Cross-Grade Common Measure

Technical Report #4:MBSP Concepts & Applications:  Comparison of Desirable Characteristics for a Grade Level and Cross-Grade Common Measure

Technical Report #5:Developing Measures for Monitoring Progress in Elementary Grade Mathematics: An Investigation of Desirable Characteristics

Technical Report #6:Identifying Indicators of Early Mathematics Proficiency in Kindergarten and Grade 1

Technical Report #7:Technical Features of New and Existing CBM Writing Measures Within and Across Grades

NEW Technical Report #8: Technical Features of Narrative vs. Expository and Handwritten vs. Word-Processed Measures of Written Expression for Secondary-Level Students

Technical Report #9: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

Technical Report #10:Comparison of Different Scoring Procedures for the CBM Maze Selection Measure

Technical Report #11:Assessing Written Expression for Students Who Are Deaf or Hard of Hearing: Curriculum Based Measurement

Technical Report #12:General Outcome Measures for Students with Significant Cognitive Disabilities: Pilot Study

Technical Report #13:Technical Adequacy of Early Numeracy Indicators: Exploring Growth at Three Points in Time

Technical Report #14:Establishing Technically Adequate Measures of Progress in Early Mathematics

Technical Report #15:Reliability, Criterion Validity, and Changes in Performance Across Three Points in Time: Exploring Progress Monitoring Measures for Middle School Mathematics

Technical Report #16:Technical Features of Beginning Writing Measures

Technical Report #17: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

Technical Report #18:Characteristics of Reading Aloud, Word Identification, and Maze Selection as Growth Measures: Identifying the Number of Data Points Needed to Obtain Consistency in Slopes

Technical Report #19:Reading Aloud, Word Identification, and Maze Selection as Growth Measures: A Comparison of Slopes Derived from Different Data Collection Schedules

Technical Report #20:Characteristics of Reading Aloud, Word Identification, and Maze Selection as Growth Measures: Relationship between Growth and Criterion Measures

Technical Report #21:A Replication of Static Use of Six Brief Middle School Mathematics Measures

Technical Report #22:Iowa Early Numeracy Indicator Screening Data:  Iowa 2006-2007

Technical Report #23:Iowa Early Numeracy Indicator Screening Data: 2007-2008

Technical Report #24:Iowa Early Numeracy Indicator Screening Data: 2008-2009

Technical Report #25:Monitoring Progress of Beginning Writers: Technical Features of the Slope

Technical Report #26:Examining the Long-Term Predictive Validity of the Early Numeracy Indicators for Predicting Success on a High Stakes Mathematics Test

Technical Report #27:Study of General Outcome Measurement (GOMs) in Reading for Students with Significant Cognitive Disabilities: Year 1

Technical Report #28:Exploring the Use of Early Numeracy Indicators for Monitoring Progress in Two Intervention Contexts

Technical Report #29:Exploring the Use of Early Numeracy Indicators for Monitoring Progress in Two Intervention Contexts: 2007-08

NEW Technical Report #30: Teachers’ Understanding of Curriculum-Based Measurement Progress Monitoring Data

Technical Report #31:Teacher Use Study: Reading Aloud vs. Maze Selection

Technical Report #32:Teacher Use Study: Progress Monitoring With and Without Diagnostic Feedback

Technical Report #33:Exploring the Use of Early Numeracy Indicators for Progress Monitoring: 2008-2009

Technical Report #34:Teacher Use Study: Surveys from Urban District

Technical Report #35:Teacher Use Study: Surveys from Rural Districts

Technical Report #36: Monitoring Mathematics Progress in Middle School

Technical Report #37: Technical Characteristics of General Outcome Measures (GOMs) in Mathematics for Students with Significant Cognitive Disabilities

NEW Technical Report #38: Examining Technical Features of Progress Monitoring Measures Across Grade Levels in Writing

 

RIPM Procedures for Scoring Writing Samples

PDF icon Document
Rules for Scoring Correct Word Sequences (PDF Document)

 


 

 

 
 
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