Maurice McInerney

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Using TAD Frameworks to Inform Delivery and
Practice

• Maurice McInerney
• OSEP 17th Annual TAD Conference
• February 11, 2008

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Mission of the Center

• Establish a cohesive, coordinated system to
  provide TA to SEAs and LEAs, and
• Disseminate information about progress monitoring
  practices proven to work in different content
  areas taught in grades kindergarten through five.

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Conceptual Framework
Scientific KnowledgeAbout Student Progress
Monitoring
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Technical Review Committee

• Six independent national experts
• Chris Espin, University of Minnesota
• John Hintze, University of Massachusetts
• Robert Linn, University of Colorado
• Chris Schatschneider, Florida State University
• Ed Shapiro, Lehigh University
• Mark Shinn, National-Louis University

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Definition of Student Progress Monitoring

• The Centers conception of progress monitoring
  focuses on decision making to inform instruction
  for individual students in general and special
  education with respect to academic skill
  development at the elementary grades.
• This progress monitoring is conducted frequently
  (at least monthly) and is designed to
• estimate rates of improvement,
• identify children who are not demonstrating
  adequate progress and therefore require
  additional or alternative forms of instruction,
  and/or
• to compare the efficacy of different forms of
  instruction and thereby design more effective,
  individualized instructional programs for at-risk
  learners.

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Seven Core Standards of Technical Adequacy

• Foundational Psychometric Standards
• Reliability
• Validity
• Progress Monitoring Standards
• Sufficient number of alternate forms
• Sensitivity to learning
• Evidence of instructional utility
• Specification of adequate growth
• Description of benchmarks for adequate
  end-of-year performance or goal setting process

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Center Impact
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National Center on Student Progress Monitoring
www.studentprogress.org [phone] (Toll
Free) studentprogress_at_air.org