Mark Vita 6-2013 for Review - National Louis University

Vita Mark R. Shinn, Ph.D.

Personal Data

Home: 44 Holabird Loop, Highwood, IL 60040 Telephone: (847)-‐275-‐7200 Email: [email protected]; [email protected] Homepage: http://markshinn.org

Current Position

Professor of School Psychology, National Louis University, Skokie, IL 2003-‐present

School Psychology Program Coordinator 2008-‐present

Consultant, Pearson Assessment 2007-‐present

President, Data-‐Based Consulting, Inc. 1985-‐present

Education

University of Minnesota Ph.D. 1981 Educational Psychology;

Psychology in the Schools Training Program

1981

University of Minnesota Certificate Program Applied Behavior Analysis (ABA) 1975-‐1976;

Gustavus Adolphus College B.A. 1974 Psychology Major; Biology Minor 1974

Membership in Professional Organizations

American Psychological Association (APA; Fellow, Awarded 1993)

APA Division 16 School Psychology

National Association of School Psychologists (NASP)

Illinois School Psychology Association (ISPA)

Council for Exceptional Children (CEC)

Honors

University of Minnesota Psychology in the Schools Training Program Distinguished Alumni, to be awarded September, 2013.

Elected Member, Society for the Study of School Psychology 2013

Jack Bardon Distinguished Service Award, American Psychological Association, Division 16 2003

National Advisory Board, Consortium on Reading Excellence (CORE), Berkeley, CA 2001-‐present

National Technical Review Board Member, US Department of Education/OSEP National Center for Student Progress Monitoring 2004-‐2008

Friends of Idaho Reading Community, Idaho Department of Education, Boise, ID 2002-‐2005

Invited Presenter, National Agenda to Improve Outcomes with Persons with Disabilities Office of Special Education Programs, US Department of Education 1994

M. Shinn Vita May 2013 2

Invited Respondent, National Special Education Assessment Research Priorities, Office of Special Education Research (OSERS), US Department of Education 1994

President’s Invited Special Conference Strand Organizer, Council of Exceptional Children National Conference, Denver, CO 1994

Invited Presenter, Conference on Assessment and Instruction for Learning Disorders, Harvard Graduate School of Education 1991

Invited Participant, Educating Students with Special Needs, Temple University Center for Research on Human Development and University of Minnesota Special Education Programs, and Keland Endowment Fund of the Johnson Foundation 1987

National Institute of Mental Health Fellowship, University of Minnesota 1976-‐1978

Sigma Xi Research Award, Gustavus Adolphus College 1973-‐1974

O.H. Holcomb Research Award, Gustavus Adolphus College 1973-‐1974

Previous Positions

Project Director, Northern IASPIRE, an Illinois State Board of Education sponsored Personnel Preparation effort funded by the US Department of Education, Office of Special Education Programs (OSEP) to support schools RTI implementation; approximately $500,000 per year

2006-‐ 2010

Professor, Special Education Area, College of Education, University of Oregon 1999-‐2003

Professor and Director of Graduate Studies, School Psychology Program 1984-‐ 1999

Department Chair, Department of Applied Behavioral and Communication Sciences (School Psychology, Counseling Psychology, and Communication Disorders and Sciences programs)

1995-‐1998

Chief Scientist, AIMSweb, Edformation, Inc. 1999-‐2006

School Psychologist on Special Assignment

Minneapolis Public Schools

1982-‐84

School Psychologist Limited English Proficiency Team

St. Paul Public Schools

1980-‐82

Visiting Assistant Professor

School Psychology Program, University of Wisconsin at River Falls

1981-‐1982


Publications and Papers (Chronological Order)

Journal Articles

1. Ysseldyke, J.E., Shinn, M.R., & Thurlow, M. (1978). The University of Minnesota Institute for Research on Learning Disabilities, Learning Disability Quarterly, 1, 75-‐77.

2. Shinn, M.R., Marston, D., & Ysseldyke, J.E. (1980). A review of the Woodcock-‐Johnson Psychoeducational Battery. International Journal of School Psychology, 1, 20-‐23.

3. Ysseldyke, J.E., Algozzine, B., Rostollan, D., & Shinn, M.R.(1981). A content analysis of participation in the placement team meeting. Journal of Clinical Psychology, 37, 655-‐661.

4. Ysseldyke, J.E., Algozzine, B., & Shinn, M.R. (1981). Validity of the Woodcock-‐Johnson Psychoeducational Battery with learning disabled students. Learning Disability Quarterly, 4, 244-‐249.

5. Ysseldyke, J.E., Shinn, M.R., McGue, M., & Epps, S. (1981). A comparison of the WISC-‐R and the Woodcock-‐Johnson Tests of Cognitive Ability. Psychology in the Schools, 18, 15-‐19.

6. Algozzine, B., Ysseldyke, J.E., & Shinn, M.R. (1982). Identifying children with learning disabilities: When is a discrepancy severe? Journal of School Psychology, 20, 299-‐305.

7. McGue, M., Shinn, M.R., & Ysseldyke, J.E. (1982). Use of cluster scores on the Woodcock-‐Johnson Psychoeducational Battery with learning disabled students. Learning Disability Quarterly, 5, 274-‐286.

8. Shinn, M.R., Algozzine, B., Marston, D., & Ysseldyke, J.E. (1982). A theoretical analysis of the performance of learning disabled students on the Woodcock-‐Johnson Psychoeducational Battery. Journal of Learning Disabilities, 15, 221-‐226.

9. Ysseldyke, J.E., Algozzine, B., Shinn, M.R., & McGue, M. (1982). Similarities and differences between low achievers and students labeled learning disabled. Journal of Special Education, 16, 73-‐85.

10. Deno, S.L., Marston, D., Shinn, M.R., & Tindal, G. (1983). Oral reading fluency: A simple datum for scaling reading disability. Topics in Teaching and Learning Disabilities, 2, 53-‐59.

11. Shinn, M.R., & Marston, D. (1985). Differentiating mildly handicapped, low-‐achieving and regular education students: A curriculum-‐based approach. Remedial and Special Education, 6, 31-‐38.

12. Tindal, G., Fuchs, L.S., Fuchs, D., Shinn, M.R., Deno, S.L., & Germann, G. (1985). Empirical validation of criterion-‐referenced tests. Journal of Educational Research, 74, 203-‐209.

13. Shinn, M.R. (1986). Does anyone care what happens after the refer-‐test-‐place sequence: The systematic evaluation of special education program effectiveness. School Psychology Review, 15, 49-‐58.

14. Shinn, M.R., Ysseldyke, J.E., Deno, S.L., & Tindal, G. (1986). A comparison of differences between students labeled learning disabled and low achieving on measures of classroom performance. Journal of Learning Disabilities, 19, 545-‐552.

15. Shinn, M.R. (1987). Research in school psychology: Providing the fuel for the organic lamp. Professional School Psychology, 2, 235-‐243.

16. Shinn, M.R., Ramsey, E., Walker, H.M., Steiber, S. & O'Neill, R. (1987). Antisocial behavior in school settings: Initial differences in an at risk and normal population. The Journal of Special Education, 21, 69-‐84.

17. Shinn, M.R., Tindal, G., & Spira, D. (1987). Special education referrals as an index of teacher tolerance: Are teachers imperfect tests? Exceptional Children, 54, 32-‐40.


18. Shinn, M.R., Tindal, G., Spira, D., & Marston, D. (1987). Learning disabilities as social policy. Learning Disability Quarterly, 10, 17-‐28.

19. Tindal, G.A., Shinn, M.R., & Germann, G. (1987). The effect of different metrics on interpretations of change in program evaluation. Remedial and Special Education, 8, 19-‐28.

20. Tindal, G.A., Shinn, M.R., Walz, L., & Germann, G.(1987). Mainstream consultation in secondary settings: An evaluation of the Pine County Model. The Journal of Special Education, 21, 94-‐106.

21. Walker, H.M., Shinn, M., O'Neill, R., & Ramsey, E. (1987). Longitudinal assessment of the development of antisocial behavior in boys: Rationale, methodology, and first-‐year results. Remedial and Special Education, 8, 7-‐16.

22. Shinn, M.R. (1988).Development of curriculum-‐based local norms for use in special education decision making. School Psychology Review, 17, 61-‐80.

23. Shinn, M.R., Tindal, G.A., & Stein, S. (1988). Curriculum-‐based measurement and the identification of mildly handicapped students: A research review. Professional School Psychology, 3, 69-‐85.

24. Walker, H.M., Severson, H., Stiller, B., Williams, G., Haring, N., Shinn, M.R., & Todis, B. (1988). Systematic screening of pupils in the elementary age range at risk for behavior disorders: Development and trial-‐testing of a multiple-‐gating model. Remedial and Special Education, 9, 8-‐14.

25. Walker, H.M., Severson, H., Stiller, B., Williams, G., Haring, N., Shinn, M.R., & Todis, B. (1988). Response to commentaries on systematic screening of behavior disorders. Remedial and Special Education, 9, 55-‐58.

26. Ramsey, E., Walker, H.M., Shinn, M.R., O’Neill, R.E., & Stieber, S. (1989). Parent management practices and school adjustment. School Psychology Review, 18, 513-‐525.

27. Rosenfield, S., & Shinn, M.R. (Eds.), (1989). Curriculum-‐Based Assessment: A Mini-‐Series, School Psychology Review, 18, 297-‐298.

28. Shinn, M.R., Gleason, M.M., & Tindal, G. (1989). Varying the difficulty of testing materials: Implications for curriculum-‐based measurement. The Journal of Special Education, 23, 223-‐233.

29. Shinn, M.R., Good, R.H., & Stein, S. (1989). Summarizing trend in student achievement: A comparison of methods. School Psychology Review, 18, 356-‐370.

30. Shinn, M.R., Rosenfield, S., & Knutson, N. (1989). Curriculum-‐based assessment: A comparison and integration of models. School Psychology Review, 18, 299-‐316.

31. Bentz, J., Shinn, M.R., & Gleason, M.M. (1990). Training regular education pupils to monitor reading with curriculum-‐based measurement procedures. School Psychology Review, 19, 23-‐32.

32. Good, R.H., & Shinn, M.R. (1990). Forecasting accuracy of slope estimates for reading curriculum-‐based measurement: Empirical evidence. Behavioral Assessment, 12, 179-‐193.

33. Merrell, K.W., & Shinn, M.R.(1990). Critical variables in the learning disabilities identification process. School Psychology Review, 19, 74-‐82.

34. Tindal, G.A., Shinn, M.R., & Rodden-‐Nord, K. (1990). Contextually based consultation. Exceptional Children, 56, 324-‐337.

35. Green, S., & Shinn, M.R. (1991). Curriculum-‐based measurement: Facilitating dynamic, outcome-‐based consultation. Journal of Educational and Psychological Consultation, 1, 321-‐341.

36. Knutson, N., & Shinn, M.R. (1991). Curriculum-‐based measurement: Conceptual underpinnings and integration into problem-‐solving assessment. Journal of School Psychology, 29, 371-‐393.


37. Rodden-‐Nord, M.K., & Shinn, M.R. (1991). The range of reading skills within regular education classrooms and understanding of special education services for the mildly handicapped. The Journal of Special Education, 24, 441-‐453.

38. Rodden-‐Nord, K., Shinn, M.R., & Good, R.H. (1992). Effects on classroom performance data on general education teachers’ willingness to reintegrate mildly handicapped students. School Psychology Review, 21, 138-‐154.

39. Shinn, M.R., Good, R.H., Knutson, N., Tilly, W., & Collins, V. (1992). Curriculum-‐based reading fluency: A confirmatory analysis of its relationship to reading. School Psychology Review, 21, 459-‐479.

40. Shinn, M.R., & Hubbard, D. (1992). Use of Curriculum-‐Based Measurement in problem-‐solving assessment. Focus on Exceptional Children, 24, 1-‐20.

41. Shinn, M.R., & Habedank, L. (1992). Use of Curriculum-‐Based Measurement to make problem identification and certification decisions. Preventing School Failure, 36, 11-‐15.

42. Shinn, M.R., Habedank, L., Rodden-‐Nord, K., & Knutson, N. (1993). Use of Curriculum-‐Based Measurement to identify potential candidates for reintegration into general education. The Journal of Special Education, 27, 202-‐221.

43. Shinn, M.R., Baker, S., Habedank, L., & Good, R.H. (1993). The effects of classroom reading performance data on general education teachers’ and parents’ attitudes about reintegration. Exceptionality, 4, 205-‐228.

44. Shinn, M.R., Habedank, L., & Baker, S., (1993). Perspectives on research on reintegration of students with mild disabilities. Exceptionality, 4, 245-‐251.

45. Shinn, M.R., & McConnell, S. (1994). Improving general education instruction: Relevance to school psychologists. School Psychology Review, 23, 351-‐370.

46. Stoner, G., Carey, S. P., Ikeda, M. J., & Shinn, M. R. (1994). The utility of curriculum-‐based measurement for evaluating the effects of methylphenidate on academic performance. Journal of Applied Behavior Analysis, 27, 101-‐113.

47. Green, S. K., & Shinn, M. R. (1995). Parent attitudes about special education and reintegration: A qualitative study. Exceptional Children, 61, 269-‐281.

48. Shinn, M.R., Powell-‐Smith, K.A., & Good, R.H. (1996). Evaluating the effects of reintegration into general education reading instruction for students with mild disabilities on a case-‐by-‐case basis. School Psychology Review, 25, 519-‐539.

49. Shinn, M.R., Powell-‐Smith, K.A., Good, R.H., & Baker, S. (1997). The effects of reintegration into general education reading instruction for students with mild disabilities. Exceptional Children,64, 59-‐79.

50. Powell-‐Smith, K.A., Shinn, M.R., & Stoner, G. (2000). Literature-‐based and curriculum-‐based parent tutoring programs in reading: Impact on student reading achievement. School Psychology Review, 29, 5-‐27.

51. McEvoy, M. A., Priest, J. S., Kaminski, R. A., Carta, J. J., Greenwood, C. R., McConnell, S. R., Good, R. H., III, Walker, D., & Shinn, M. R. (2001). General Growth Outcomes: Wait! There's More! Journal of Early Intervention, 24, 191-‐192.

52. Priest, J. S., McConnell, S. R., Walker, D., Carta, J. J., Kaminski, R. A., McEvoy, M. A., Good, R. H., III, Greenwood, C. R., & Shinn, M. R. (2001). General Growth Outcomes for Young Children: Developing a Foundation for Continuous Progress Measurement. Journal of Early Intervention, 24, 163-‐180

53. Peterson, K., & Shinn, M.R. (2002). An examination of competing models of learning disabilities identification practice: The role of achievement context in school-‐based decision making. School Psychology Review, 31, 459-‐476.


55. Thurber, R.S., & Shinn, M.R. (2002). What is measured in mathematics tests? Construct validity of Curriculum-‐based mathematics measures. School Psychology Review, 31, 498-‐513.

56. Hamilton, C. & Shinn, M.R. (2003). Characteristics of word callers: An investigation of the accuracy of teachers’ judgments of reading comprehension and oral reading skills. School Psychology Review, 32, 228-‐240.

57. Clarke, B. & Shinn, M.R. (2004). A preliminary investigation into the identification and development, of early mathematics Curriculum-‐Based Measurement, School Psychology Review, 33, 234-‐248.

58. Bamonto-‐Graney, S., & Shinn, M.R. (2005). Effects of Reading Curriculum-‐Based Measurement (R-‐CBM) Teacher Feedback in General Education Classrooms. School Psychology Review, 34, 184-‐201.

59. Shinn, M.R. (2007). Identifying students at risk, monitoring performance, and determining eligibility within RTI: Research on educational need and benefit from academic intervention. School Psychology Review, 36, 601-‐617.

Books

1. Shinn, M.R. (Ed.), (1989). Curriculum-‐based measurement: Assessing special children. NY: Guilford Press.

2. Stoner, G., Shinn, M.R., & Walker, H.M. (Eds.), (1991). Interventions for achievement and behavior problems. Silver Spring, MD: National Association of School Psychologists.

3. Shinn, M.R (Ed.), (1998). Advanced applications of Curriculum-‐Based Measurement. NY: Guilford Press.

4. Shinn, M.R., Walker, H.M., & Stoner, G., (Eds.), (2002). Interventions academic and behavior problems: Preventive and remedial approaches. Bethesda, MD: National Association of School Psychologists.

5. Shinn, M.R., & Walker, H.M., (Eds.), (2010). Interventions academic and behavior problems in a three-‐tier model, including Response-‐to-‐Intervention. Bethesda, MD: National Association of School Psychologists.

Book Chapters

1. Ysseldyke, J.E., Shinn, M.R., McGue, M., & Epps, S. (1980). Performance of learning disabled and low-‐achieving students on the WISC-‐R and the Tests of Cognitive Ability from the Woodcock-‐Johnson Psychoeducational Battery. In W. Cruickshank and A. Silver, (Eds.), Bridges to Tomorrow: The Best of the Association for Children with Learning Disabilities, Syracuse, NY: Syracuse University Press.

2. Ysseldyke, J.E., & Shinn, M.R. (1981). Psychoeducational evaluation. In J.M. Kauffman and D.P. Hallahan, (Eds.), Handbook of Special Education, Englewood Cliffs, NJ: Prentice-‐Hall.

3. Walker, H.M., Shinn, M.R., Spira, D., Prescott, A., Foss, G., & Calkins, C. (1985). The role of adjustment process in mediating successful transitions for persons with developmental disabilities. In M. Gould and G.T. Bellamy (Eds.), Transition from school to work to adult life. Eugene, OR: US Department of Education, Office of Special Education and Rehabilitation/Specialized Training Program, University of Oregon.

4. Walker, H.M., Shinn, M.R., Spira, D., Prescott, A., Foss, G., & Calkins, C. (1985). The role of adjustment process in mediating successful transitions for persons with developmental disabilities. In R. Barrett and J. Matson, (Eds.), Advances in developmental disorders, Volume 2, Greenwich, CT: JAI Press, Inc.

5. Shinn, M.R. & Tindal, G. (1988). Using student performance data in academics: A pragmatic and defensible approach to nondiscriminatory assessment. In R.R. Jones (Ed.), Psychoeducational assessment of minority group children, (p. 383-‐407). Berkeley, CA: Cobb & Henry.

6. Fuchs, L.S., & Shinn, M.R. (1989). Writing IEP objectives. In M.R. Shinn, (Ed.), Curriculum-‐based measurement: Assessing special children, (pp. 130-‐152) NY: Guilford Press.


7. Shinn, M.R. (1989). Screening and identification of students with academic problems. In M.R. Shinn, (Ed.), Curriculum-‐based measurement: Assessing special children, (pp. 90-‐129) NY: Guilford Press.

8. Shinn, M.R. (1989). Case study of Anne. In M.R. Shinn, (Ed.), Curriculum-‐based measurement: Assessing special children, (pp. 79-‐89). NY: Guilford Press.

9. Shinn, M.R., Knutson, N., & Nolet, V. (1990). Curriculum-‐based measurement. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology (2nd Ed.), (pp. 287-‐308). Washington, DC: National Association of School Psychologists.

10. Shinn, M.R., & Hubbard, D. (1992). Curriculum-‐Based Measurement in problem-‐solving assessment: Basic procedures and outcomes. In E.L. Meyen, G.A. Vergason, and R.J. Whelan (Eds.). Educating students with mild disabilities, (pp. 221-‐253). Denver, CO: Love Publishing.

11. Shinn, M.R., & Hubbard, D. (1992). Curriculum-‐Based Measurement in problem-‐solving assessment: Basic procedures and outcomes. In E.L. Meyen, G.A. Vergason, and R.J. Whelan (Eds.). Challenges facing special education, (pp. 1-‐34). Denver, CO: Love Publishing.

12. Shinn, M.R. & Good, R. H. (1993). CBA: An Assessment of Its Current Status and a Prognosis for Its Future. In J. Kramer, (Ed.), Curriculum-‐based measurement, (pp. 139-‐178). Englewood Cliffs, NJ: Lawrence Erlbaum.

13. Shinn, M.R. (1995). Best practices in Curriculum-‐Based Measurement and Problem-‐Solving Assessment. In J. Grimes and A. Thomas (Eds.), Best practices in school psychology III (pp. 547-‐568). Silver Spring, MD: National Association of School Psychologists.

14. Shinn, M.R., & Baker, S. (1996). Curriculum-‐based measurement: Implications for multicultural evaluation of children. In L. Suzuki, P. Meller, and J. Ponterro (Eds.), Multicultural assessment: Clinical, psychological, and educational applications, (pp. 179-‐222). New York, NY: Jossey-‐Bass.

15. Shinn, M.R., Collins, V.L., & Gallagher, S. (1998). Curriculum-‐based measurement and assessing students from minority backgrounds. In M.R. Shinn, (Ed.) Advanced Applications of Curriculum-‐Based Measurement, (pp. 143-‐174). New York, NY: Guilford.

16. Shinn, M.R., & Bamonto, S. (1998). Advances in Curriculum-‐Based Measurement and its use in a Problem-‐Solving-‐model: Big ideas and avoiding confusion. In M.R. Shinn, (Ed.) Advanced Applications of Curriculum-‐Based Measurement,(pp. 1-‐31). New York, NY: Guilford.

17. Shinn, M.R., Good, R.H., & Parker, C. (1998). Non-‐categorical special education services with students with severe achievement deficits. In D. Reschly, W. David Tilly, and J.P. Grimes (Eds.). Functional and non-‐categorical identification and intervention in special education, (pp. 65-‐84). Des Moines, IA: Iowa Department of Public Instruction.

18. Shinn, M. R., Good, R. H. III, & Parker, C. (1999). In Reschly, D.J., Tilly, W.D. III, & Grimes, J.P. (Eds.) (1999). Special education in transition: Functional assessment and noncategorical programming, (pp. 81-‐106). Longmont, CO: Sopris West.

19. Shinn, M.M., & Shinn, M.R.. (2000). Using Curriculum-‐Based Measurement with students with learning disabilities: Cheaper, faster, and better. In L. Denti and P.Tefft (Eds). Reconceptualizing the learning disabilities paradigm: Connections to classroom practice,(pp. 81-‐106). Denver, CO: Love Press.

20. Shinn, M.R., & Shinn, M.M. (2000). Writing and evaluating IEP Goals and makingappropriate revisions to ensure participation and progress in general curriculum. In C.F. Telzrow and M. Tankersley (Eds.). IDEA Amendments of 1997: Practice guidelines for school-‐based teams, (pp. 351-‐381). Bethesda, MD: National Association of School Psychologists.

21. Shinn, M.R. (2002). Best practices in Curriculum-‐Based Measurement and its use in a Problem-‐Solving model. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology IV, (pp. 671-‐698). Bethesda, MD: National Association of School Psychologists.


22. Shinn, M.R. Shinn, M.M., Hamilton, C., and Clarke, B. (2002). Using Curriculum-‐Based Measurement in General Education Classrooms to Promote Reading Success. In M. R. Shinn, H.M. Walker, and G. Stoner (Eds.). Interventions academic and behavior problems: Preventive and remedial approaches (pp. 113-‐142). Bethesda, MD: National Association of School Psychologists.

23. Walker, H.M., & Shinn, M.R (2002). Interventions for Achieving Prevention Goals and Outcomes for At-‐Risk Children and Youth In M. R. Shinn, H.M. Walker, and G. Stoner (Eds.). Interventions academic and behavior problems: Preventive and remedial approaches (pp. 1-‐26). Bethesda, MD: National Association of School Psychologists.

24. Shinn, M.R. (2005). Identifying and Validating Academic Problems in a Problem-‐Solving Model. In Brown-‐Chidsey, R. (Ed.). Assessment for intervention: A problem-‐solving approach. New York: Guilford.

25. Peterson, D. L., Swerdlik, M., Prasse, D., & Shinn, M. R. (2007). Flexible service delivery systems: A history of problem-‐solving in Illinois. In S. Jimerson, M. Burns, and A. Vanderheyden (Eds.), Handbook of response to intervention. New York: Guilford Press.

26. Shinn, M.R. (2008). Best practices in Curriculum-‐Based Measurement and its use in a Problem-‐Solving model. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology V. (p. 243-‐262). Bethesda, MD: National Association of School Psychologists.

27. Shinn, M. R. (2008). RTI at the secondary level. In S. L. Fernley, S.D., Norlin, J. (Ed.), What do I do when...The answer book on RTI. Horsham, PA: LRP Publications.

28. Gresham, F., Reschly, D., & Shinn, M. R. (2010). RTI as a driving force in educational improvement: Historical legal, research, and practice perspectives. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-‐tier model, including RTI (pp. 47-‐78). Bethesda, MD: National Association of School Psychologists.

29. Shinn, M. R. (2010). Building a scientifically based data system for progress monitoring and universal screening across three tiers including RTI using Curriculum-‐Based Measurement. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-‐tier model, including RTI (pp. 259-‐292). Bethesda, MD: National Association of School Psychologists.

30. Walker, H. M., & Shinn, M. R. (2010). Systemic, evidence-‐based approaches for promoting positive student outcomes within an RTI framework: Moving from efficacy to effectiveness. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-‐tier model, including RTI (pp. 1-‐26). Bethesda, MD: National Association of School Psychologists.

31. Shinn, M. R. (2012). Identifying and validating academic problems. In R. Brown-‐Chidsey (Ed.), Assessment for Intervention: A problem-‐solving approach (2nd ed.) (pp. 199-‐228). New York, NY: Guilford.

32. Shinn, M. R. (2012). Reflections on the Influence of CBM on Educational Practice and Policy…and Its Progenitor. In K. L. M. C. Espin, S. Rose, Miya Miura Wayman (Ed.), Measure of success: The influence of Curriculum-‐Based Measurement on education (pp. 341-‐356). Minneapolis, MN: University of Minnesota Press.

33. Shinn, M. R. (in press). Curriculum-‐Based Measurement. In B. J. Irby, G. Brown & R. Lara-‐Alecio (Eds.), Handbook of educational theories. Charlotte, NC: Information Age Publishing.

34. Shinn, M.R. (In press). Best practices in Curriculum-‐Based Measurement. In A. Thomas and P. Harrison (Eds.), Best practices in school psychology VI. Bethesda, MD: National Association of School Psychologists.

35. Shinn, M.R. (In press). Progress monitoring methods and tools for academic performance. In H.M. Walker and F.M. Gresham(Eds.), Handbook of evidence-‐based practices for emotional and behavior disorders: Applications in schools. New York, NY: Guilford.


36. Phillips, M., Ditkowsky, B., & Shinn, M.R. (in press). The use of technology with curriculum-‐based measurement (CBM). In S. G. Little & A. Akin-‐Little (Eds.), Academic assessment and interventions. New York: Routledge.

Commercial Products

1. Contributing Author and Designer, AIMSweb, a data system to collect, organize, and report basic skills information in a Multi-‐Tier Services model for Edformation. Later purchased by Pearson Assessment.

2. Consultant, VMath, a remedial mathematics intervention published by Voyager, later Cambium. I assisted in their design of their progress monitoring component.

3. Consultant, Jamestown Reading Navigator (JRN), a remedial reading intervention for adolescents, published by Glencoe (McGraw-‐Hill). I assisted in their design of their progress monitoring component and provided feedback on general design and use.

Research Reports/Monographs/White Papers

1. Deno, S.L., Mirkin, P., & Shinn, M.R. (1979). Behavioral perspectives on the assessment of learning disabled children. Monograph No. 12, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

2. Ysseldyke, J.E., Algozzine, B., Shinn, M.R., & McGue, M. (1979). Similarities and differences between low achievers and students labeled learning disabled: Identical twins with different mothers. Research Report No. 13, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

3. McGue, M., Shinn, M.R., & Ysseldyke, J.E. (1979). Validity of the Woodcock-‐Johnson Psychoeducational Battery. Research Report No. 15, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

4. Algozzine, B., Ysseldyke, J.E., & Shinn, M.R. (1980). Identifying children with learning disabilities: When is a discrepancy severe? Research Report No. 47, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

5. Shinn, M.R., Algozzine, B., Marston, D., & Ysseldyke, J.E. (1980). A theoretical analysis of the performance of learning disabled students on the Woodcock-‐Johnson Psychoeducational Battery. Research Report No. 38, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

6. Shinn, M.R. (1980). Domains of assessment data discussed during placement team decisionmaking. In J.E. Ysseldyke, B. Algozzine, and M. Thurlow (Eds.), A naturalistic investigation of special education team meetings, (pp. 44-‐47). Research Report No. 40, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

7. Ysseldyke, J.E., Shinn, M.R., & Epps, S. (1980). A comparison of the WISC-‐R and the Woodcock-‐Johnson Tests of Cognitive Ability. Research Report No. 36. Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

8. Shinn, M.R., Ysseldyke, J.E., Deno, S.L., & Tindal, G. (1982). A comparison of psychometric and functional differences between students labeled learning disabled and low achieving. Research Report No. 71, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

9. Tindal, G., Shinn, M.R., Fuchs, L.S., Fuchs, D., Deno, S.L., & Germann, G. (1983). The technical adequacy of a basal reading series mastery test. Research Report No. 113, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.


10. Fuchs, L.S., Tindal, G., Shinn, M.R., Fuchs, D., Deno, S.L., & Germann, G. (1983). Technical adequacy of basal readers' mastery tests: The Ginn 720 series. Research Report No. 122, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

11. Tindal, G., Fuchs, L.S., Fuchs, D., Shinn, M.R., Deno, S.L., & Germann, G. (1983). Technical adequacy of basal readers' mastery tests: The Scott-‐Foresman Reading Program. Research Report No. 128, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

12. Fuchs, L.S., Tindal, G., Fuchs, D., Shinn, M.R., Deno, S.L., & Germann, G. (1983). Technical adequacy of basal readers' mastery tests: Holt Basic Reading Series. Research Report No. 130, Minneapolis: University of Minnesota Institute for Research on Learning Disabilities.

13. McConnell, S., McEvoy, M., Carta, J. J., Greenwood, C. R., Kaminski, R., Good, R. H., III, & Shinn, M. (1998a). Family Outcomes in a Growth and Development Model. Technical Report #7. Minnesota: Early Childhood Research Institute on Measuring Growth and Development, University of Minnesota.

14. McConnell, S., McEvoy, M., Carta, J. J., Greenwood, C. R., Kaminski, R., Good, R. H., III, & Shinn, M. (1998b). National Survey To Validate General Growth Outcomes for Children between Birth and Age Eight: Initial Results. Technical Report #3. Minnesota: Early Childhood Research Institute on Measuring Growth and Development, University of Minnesota, 202 Pattee Hall, 150 Pillsbury Dr., S.E., Minneapolis, MN 55455.

15. McConnell, S., McEvoy, M., Carta, J. J., Greenwood, C. R., Kaminski, R., Good, R. H., III, & Shinn, M. (1998c). Research and Development of Exploring Solutions Assessments Children between Birth and Age Eight. Technical Report #5. Minnesota: Early Childhood Research Institute on Measuring Growth and Development, University of Minnesota.

16. McConnell, S., McEvoy, M., Carta, J. J., Greenwood, C. R., Kaminski, R., Good, R. H., III, & Shinn, M. (1998d). Research and Development of Individual Growth and Development Indicators for Children between Birth to Age Eight. Technical Report #4. Minnesota: Early Childhood Research Institute on Measuring Growth and Development, University of Minnesota.

17. McConnell, S., McEvoy, M., Carta, J. J., Greenwood, C. R., Kaminski, R., Good, R. H., III, & Shinn, M. (1998e). Theoretical Foundations of the Early Childhood Research Institute on Measuring Growth and Development: An Early Childhood Problem-‐Solving Model. Technical Report #6. Minnesota: Early Childhood Research Institute on Measuring Growth and Development, University of Minnesota.

18. McConnell, S., McEvoy, M., Carta, J. J., Greenwood, C. R., Kaminski, R., Good, R. H., III, Shinn, M., & Minnesota Univ. Minneapolis. Early Childhood Research Inst. on Measuring Growth and Development. (1998). Accountability Systems for Children between Birth and Age Eight. Technical Report #1. Minnesota: Early Childhood Research Institute on Measuring Growth and Development, University of Minnesota.

19. McConnell, S., McEvoy, M., Carta, J. J., Greenwood, C. R., Kaminski, R., Good, R. H., III, Shinn, M., Ysseldyke, J., Goldberg, P., & Minnesota Univ. Minneapolis. Early Childhood Research Inst. on Measuring Growth and Development. (1998). Selection of General Growth Outcomes for Children between Birth and Age Eight. Technical Report #2. Minnesota: Early Childhood Research Institute on Measuring Growth and Development, University of Minnesota.

Research/Training Manuals

1. O'Neill, R., Ramsey, E., Shinn, M.R., Todis, B., Walker, H.M., & Spira, D. (1985). Observer training manual for the Target/Peer Interaction Code (TPIC). Eugene, OR: Center on Human Development, University of Oregon.


2. Ramsey, E., Shinn, M.R., O'Neill, R., Spira, D., & Walker, H.M. (1985). Observer training manual for the Pupil Academic Behavior in Instructional Setting Code (PABIS). Eugene, OR: Center on Human Development, University of Oregon.

3. Shinn, M.R., & Shinn, M.M. (2001). Administration and Scoring of Reading Curriculum-‐Based Measurement for Use in General Outcome Measurement. Eden Prairie, MN: Edformation, Inc.

4. Shinn, M.R. (2001). Organizing and Implementing a Benchmark Assessment Program. Eden Prairie, MN: Edformation, Inc.

5. Shinn, M.R. (2001). Progress Monitoring Program Strategies for More Frequent Formative Evaluation. Eden Prairie, MN: Edformation, Inc.

6. Shinn, M.R., & Shinn, M.M. (2002). Administration and Scoring of Spelling Curriculum-‐Based Measurement for Use in General Outcome Measurement. Eden Prairie, MN: Edformation, Inc.

7. Shinn, M.R., & Shinn, M.M. (2002). Administration and Scoring of Curriculum-‐Based Measurement Maze for Use in General Outcome Measurement. Eden Prairie, MN: Edformation, Inc.

8. Shinn, M.M., & Shinn, M.R. (2003). Administration and Scoring of Early Literacy Measures for Use with AIMSweb. Eden Prairie, MN: Edformation, Inc.

9. Clarke, B., & Shinn, M.R. (2004). Administration and Scoring of Early Numeracy Measures for Use with AIMSweb. Eden Prairie, MN: Edformation, Inc.

10. Shinn, M.R. (2004). Administration and Scoring of Mathematics Curriculum-‐Based Measurement for Use in General Outcome Measurement. Eden Prairie, MN: Edformation, Inc.

11. Powell-‐Smith, K., & Shinn, M.R. (2004). Administration and Scoring of Written Expression Curriculum-‐Based Measurement for Use in General Outcome Measurement. Eden Prairie, MN: Edformation, Inc.

12. Magit, E. & Shinn, M.R. (2004). Administration and Scoring of Medidas Incrementales de Destrezas Esenciales (MIDE) for Use with AIMSweb. Eden Prairie, MN: Edformation, Inc.

13. Shinn, M.R. (2005). AIMSweb Response-‐to-‐Intervention (RTI): A Standard Protocol-‐Based System for Managing and Reporting Problem-‐Solving Outcomes. Eden Prairie, MN: Edformation, Inc.

14. Shinn, M.R. (2012a). Measuring general outcomes: A critical component in scientific and practical progress monitoring practices. Minneapolis, MN: Pearson Assessment.

15. Shinn, M.R. (2012b). The problem of comprehension: A potential barrier to Reading Curriculum-‐Based Measurement (R-‐CBM) as a progress monitoring and screening instrument. Minneapolis, MN: Pearson Assessment.

16. Shinn, M.R. (2013). Curriculum-‐Based Measurement (CBM) in a world of assessment. Minneapolis, MN: Pearson Assessment.

Video Products

Shinn, M.R. (1989). Development and Use of Local Norms. Iowa State Department of Education Series on Problem-‐Solving Assessment. Des Moines, IA: Iowa State Department of Education.

Shinn, M.R. (1989). Sharing Student Performance Data with Parents. Iowa State Department of Education Series on Problem-‐Solving Assessment. Des Moines, IA: Iowa State Department of Education.

American Psychological Association (1992). Conversations with School Psychology Leaders: Woodcock, Shinn, Braden, & Harrison. Washington DC: Author.


Grant Awards

Principal investigator or co-‐ principal investigator on more than $4.4 million of externally supported

research and personnel training grants since 1988.

Principal Investigator, Training School Psychologist Leadership Personnel in Curriculum-‐Based Measurement. Office of Special Education Programs, US Department of Education, 4 years, 1996-‐2000. Total award $450,000.

Project Director, (Student-‐initiated Grant, Sandra Vargas Perez, doctoral student), The effects of functional assessment on the challenging behavior of Head Start preschoolers. US Office of Public Health, 1998-‐2000. Total award $18,000.

Co-‐Principal Investigator, Project STAR. Office of Public Health, Department of Health and Human Services, 3 years, 1996-‐1999. Total award $1.5 Million.

Project Director, (Student-‐initiated Grant, Suzanne Bamonto, doctoral student), The effects of types of reading feedback on students at risk for reading failure. Office of Special Education Programs, US Department of Education, 1997-‐1999. Total award $18,000.

Co-‐Principal Investigator, Training School Psychologists to Work with Individuals with Severe Handicaps. Office of Special Education Programs, US Department of Education, 3 years, 1994-‐ 1997 Total award, approximately $300,000.

Co-‐Principal Investigator, Training School Psychologists to Provide Services to Infants and Young Children Who Are At Risk or Handicapped and Their Families. Office of Special Education Programs, US Department of Education, 4 years, 1993-‐1997. Total award $410,000.

Project Director, (Student-‐initiated Grant, Judith Plasencia-‐Peinado, doctoral student), Evaluating the effects of bilingual reading instruction programs for students at risk. Office of Special Education Programs, US Department of Education, 1995-‐1996. Total award $14,028.

Principal Investigator, Research on Responsible Reintegration of Academically Competent Special Education Students into General Education Classrooms (field-‐initiated grant). Office of Special Education Programs, US Department of Education, 3 years, 1991-‐94. Total award $321,000.

Co-‐Principal Investigator, Training Leadership Personnel in Early Childhood School Psychologists. Office of Special Education Programs, US Department of Education, 5 years, 1990-‐1995. Total award $425,000. Principal Investigator and Project Director, Training Special Education Leadership Personnel in Curriculum-‐Based Assessment. Office of Special Education Programs, US Department of Education, 5 years, 1988-‐1993. Total award $450,000.

Principal Investigator, Training School Psychologists to Work with Individuals with Severe Handicaps. Office of Special Education Programs, US Department of Education, 3 years, 1990-‐1993. Total award $210,000.

Principal Investigator and Project Coordinator, Training School Psychologists to Work with Individuals with Severe Handicaps. Office of Special Education Programs, US Department of Education, 3 years, 1987-‐1990. Total award $200,000.

Project Director, (Student-‐initiated Grant, Lisa Habedank, doctoral student), Evaluating the effects of reintegrating mildly handicapped students into general education for reading instruction. Office of Special Education Programs, US Department of Education, 1991-‐93. Total award $11,000.

Project Director, (Student-‐initiated Grant, Nancy Knutson, doctoral student), Research on Peer/Cross-‐Age Monitoring Strategies with Mildly Handicapped Students in Reading. Office of Special Education Programs, US Department of Education, 1 year, 1988-‐ 1989. Total award, $13,516.


Co-‐investigator (with Gary Stoner, Elizabeth Schaughnecy), Investigating the effects of stimulant medication using Curriculum-‐Based Measurement procedures. National Association of School Psychologists, 1 year, 1988-‐1989. Total award $5000 total.

Project Director, (Student-‐initiated Grant, Dana Stoltz, doctoral student), Evaluating the Social Interactions of Antisocial Boys. Office of Special Education Programs, US Department of Education, 1 year, 1987-‐1988. Total award $6204.

Other Grant Experiences

Researcher, Early Childhood Research Institute on Growth and Development, a cooperative agreement with the University of Minnesota, Kansas University, and the University of Oregon. Office of Special Education Programs, US Department of Education, 1996-‐1999. Total award $4,500,000.

Faculty Trainer, Training of Rural Special Educators in Curriculum-‐based Assessment. (Jerry Tindal, Principal Investigator), Office of Special Education Programs, US Department of Education, 3 years, 1985-‐1988. Total award $210,000.

Faculty Trainer, Training of Special Educators in Curriculum-‐based Assessment, Direct Instruction, and Consultation. (Jerry Tindal, Principal Investigator), Office of Special Education Programs, US Department of Education, 3 years, 1987-‐1990. Total award $240,000.

Assessment Specialist, Training Special Education Resource Consultants. (Jerry Tindal, Principal Investigator) Office of Special Education Programs, US Department of Education, 3 years, 1987-‐ 1990. Total award $210,000.

Data Analysis Coordinator, Longitudinal Assessment and Development of Antisocial Behavior (Hill Walker, Principal Investigator), Office of Special Education Programs, US Department of Education, 5 years, 1984-‐1989. Total award $250,000.

Evaluating Special Education Effectiveness Using an Intact Data-‐base. Minnesota State Department of Education, 1984-‐1985. Total award $5000.

Comparing the Effects of Teacher Special Education License and Student Handicapping Condition. Minnesota State Department of Education, 1 year, 1984-‐1985. Total award $25,000 total.

National Committee Work and Service

• Educational Services Delivery Task Force, National Association of School Psychologists 1984-‐1988

• National Association of School Psychologists, Publication Committee 1985-‐1987.

• Program Reviewer, Division 16, American Psychological Association National Convention, New York, 1987.

• Invited Grant Reviewer, Training of Special Education Related Services Personnel Preparation Grants. US Department of Education, Office of Special Education, Washington DC, June 1991.

• Invited Grant Reviewer, Training of Special Education Leadership Training Personnel Preparation Grants. US Department of Education, Office of Special Education, Washington DC, January, 1992.

• Invited Strand Organizer, Council for Exceptional Children National Convention, Denver, 1994.

Editorial Experience

Associate Editor, School Psychology Review, 1989-‐1993

Guest Editor, Special Mini-‐Series Co-‐Editor (w. S. Rosenfield), Curriculum-‐Based Assessment, School Psychology Review, 1989.

Guest Editor, (w. D. Carnine), Setting instructional standards and effective schooling practices, School Psychology Review, 1994.


Journal Board Member

• School Psychology Review, Editorial Board, 1987-‐1989; 1998-‐2000; 2005-‐2009.

• School Psychology Quarterly, Editorial Board, 1991-‐2003.

• Learning Disabilities Research and Practice, Editorial Board, 1993-‐2000.

• Journal of Disability Policy, Editorial Board 1999-‐2004.

• Diagnostique, Editorial Board, 2000-‐2003

• The Journal of Special Education, Editorial Board 1987-‐1997

• Professional School Psychology, Editorial Board, 1987-‐1989;

• Remedial and Special Education, Editorial Board 1989-‐1997

• Journal of Psychoeducational Assessment, Editorial Board 1989-‐1992

Field Reviewer

• Exceptional Children, Field Reviewer, 1984-‐present

• School Psychology Review, Field Reviewer, 1984-‐86, 2009-‐Present

• Professional School Psychology, Field Reviewer, 1985-‐1987

• Behavioral Assessment, Field Reviewer, 1989

• Elementary School Journal, Field Reviewer, 1990.

Consulting/Inservice Training Activities

I have conducted over 350 local, regional, and state-‐wide workshops in 43 states on educational

assessment, Curriculum-‐Based Measurement (CBM) and its use in Response to Intervention (RtI) and in a

Problem-‐Solving model, assessment of English Language Learners, and student from diverse cultural

backgrounds, and academic interventions. I have provided consultation and presentations for state

departments of education in Illinois, Oregon, Washington, California, Nebraska, Kansas, Iowa, Idaho,

Minnesota, Nevada, Indiana, Colorado, North Dakota, and Virginia.

National and State Presentations

Perspectives on Special Education SLD Eligibility. Georgia Association of School Psychologists. Athens, GA, April, 2013.

Implications of the Common Core State Standards on RTI Implementation Success. Consortium on Reading Excellence (CORE) National Leadership Conference. San Francisco, CA, March, 2013.

Invited Symposium on Common Ground: Perspectives on Special Education SLD Eligibility. National Association of School Psychologists. Seattle, WA, February, 2013.

Invited Convention Workshop: Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. National Association of School Psychologists. Seattle, WA, February, 2013.

The Ultimate RTI Checklist for Successful Implementation, National Association of School Psychologists (with Robert Pasternak, former US Department of Education Assistant Secretary, W. Alan Coulter, Director, OSEP Special Education Evaluation Center, Kim Gibbons, Executive Director, SCRED, Michelle Shinn, Principal District 67, Lake Forest). Seattle, February, 2013.

Blueprints for Elementary and Secondary RTI Implementation Success. Consortium on Reading Excellence (CORE) National Leadership Conference. San Francisco, CA, March, 2012.


Keynote Presenter and Content Coordinator, Virginia Department of Education State Conference on Multi-‐Tiered Systems of Supports, Richmond VA, Sept. 2012

Responsible Implementation of RtI. New Hampshire Association of Special Education Administrators. Portsmouth, NH, August, 2012.

The RTI Checklist Manifesto: Ensuring Implementation Success. Utah Association of School Principals Salt Lake City, June, 2012.

The RTI Checklist Manifesto: Ensuring Implementation Success. New Hampshire Association of Special Education Administrators. Portsmouth, NH, March, 2012.

Special Education SLD Eligibility Using RTI. Alabama Council of Special Education Administrators. Birmingham, AL, March, 2012.

Invited Convention Workshop: Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. National Association of School Psychologists. Philadelphia, February, 2012.

RTI in Urban Settings Symposium, National Association of School Psychologists (with Robert Pasternak, former US Department of Education Assistant Secretary, W. Alan Coulter, Director, OSEP Special Education Evaluation Center, Kim Gibbons, Executive Director, SCRED, Michelle Shinn, Principal District 67, Lake Forest. Philadelphia, February, 2012.

Blueprints for Elementary and Secondary RTI Implementation Success. Consortium on Reading Excellence (CORE) National Leadership Conference. San Francisco, CA, March, 2012.

Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. Rhode Island Association of School Psychologists. Kingston, RI, August, 2011.

Evidence-‐based Progress Monitoring. Virginia Department of Education. Roanoke, VA, February, 2012.

Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. Rhode Island Association of School Psychologists. Kingston, RI, August, 2011.

Evidence-‐based Screening and Progress Monitoring. Alabama Department of Education Mega-‐Conference. Mobile, AL, August, 2011.

Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. Pennsylvania Department of Education AYP Conference. State College, PA, July, 2011.

Using the RTI Checklist to Advance Implementation. North Dakota Department of Public Instruction. Grand Forks, ND, Bismarck, ND, April, May 2011.

The RTI Checklist Manifesto: Ensuring Implementation Success. Virginia Department of Education. Richmond, VA, April, 2011.

Invited Convention Workshop: Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. National Association of School Psychologists. San Francisco, March, 2011.

Views on RTI from Higher Education, Policy, and Practice. Symposium, National Association of School Psychologists. San Francisco, March, 2011.

The RTI Checklist Manifesto: Ensuring Implementation Success. Consortium on Reading Excellence (CORE) National Leadership Conference. San Francisco, CA, March, 2011.

Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. Florida Association of School Psychologists. St. Petersburg, FL, July, 2010.

RTI at the elementary level. Teton Summer Institute. Cambium-‐Voyager, Jackson Hole, WY. June 2010.

RTI at the secondary level. Teton Summer Institute. Cambium-‐Voyager, Jackson Hole, WY. June 2010.

Bring your data, build a plan. Wasatch Summer Institute. Cambium-‐Voyager, Salt Lake City, UT. June, 2010.


Scientifically based progress monitoring. West Texas Summer Institute. Cambium-‐Voyager, Mesquite, TX, June, 2010.

RTI at the elementary level. Desert Canyon Summer Institute. Cambium-‐Voyager, Tucson, AZ, June 2010.

RTI at the secondary level. Desert Canyon Summer Institute. Cambium-‐Voyager, Tucson, AZ, June 2010.

The important of progress monitoring and screening in Response to Intervention. Idaho Department of Education RTI Leadership Conference. Boise, June, 2010.

Keynote address on Big Ideas in RTI success. McGraw-‐Hill Innovations Summit, Orlando, FL, April, 2010.

The importance of progress monitoring and screening in Response to Intervention. Idaho Department of Education RTI Leadership Conference. Boise, June, 2010.

Keynote address on Big Ideas in RTI success. McGraw-‐Hill Innovations Summit, Dallas TX, April, 2010.

Invited Convention Workshop: Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. National Association of School Psychologists. Chicago, March, 2010.

Making screening and progress monitoring “better.” Consortium on Reading Excellence (CORE) National Leadership Conference. San Francisco, CA, March, 2010.

Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. Michigan Association of Administrators of Special Education (MAASE). Lansing, MI, Feb., 2010.

Making screening and progress monitoring “better.” Indiana Association of School Psychologists. Indianapolis, IN, October, 2009.

Making screening and progress monitoring “better.” TN Leads. Tennessee Department of Education, Nashville, TN, October, 2009.

Scientifically based progress monitoring. Indiana Department of Education, Indianapolis, IN. June, 2009.

Scientifically based progress monitoring and intervention in mathematics. Midwest Leadership Conference on RTI, Rochester, MN, September, 2009.

Making screening and progress monitoring “better.” Virginia Department of Education, Roanoke, VA, June, 2009; Williamsburg, VA, July 2009.

Symposium on research practices and improvements in early literacy assessment. National Association of School Psychologists. Boston, February, 2009.

Invited Convention Workshop: Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. National Association of School Psychologists. Boston, February, 2009.

Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. Michigan Association of School Psychologists. Grand Rapids, MI, October, 2008.

Invited Convention Workshop: Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. National Association of School Psychologists. New Orleans, March, 2008.

The Role of Scientifically Based Progress Monitoring in a Response to Intervention Process. American Psychological Association. San Francisco, CA, August, 2007.

Invited Convention Workshop: Response to Intervention and a 3-‐Tier Problem Solving Model for Secondary Students. National Association of School Psychologists. New York, NY, April, 2007.

Invited Convention Workshop: Using AIMSweb to Organize CBM Data in 3-‐Tier Problem Solving Model. National Association of School Psychologists. Anaheim, CA, April, 2006.

Using CBM in Response to Intervention. Oklahoma Association of School Psychologists. Oklahoma City, OK, April, 2006.


Using CBM in Response to Intervention. Michigan Association of School Psychologists. Lansing, MI, March, 2006.

Using CBM in Response to Intervention. Pennsylvania Association of School Psychologists. State College, PA, October, 2005.

Using CBM in Response to Intervention. Tennessee Association of School Psychologists. Nashville, TN, October, 2005.

Invited Panel Debater (with Daniel Reschly, Cecil Reynolds, Jack Naglieri) American Psychological Association Special Session on Response to Intervention. Washington DC, August, 2005.

Invited Convention Workshop: Using Curriculum-‐Based Measurement in 3-‐Tier Problem Solving Model. National Association of School Psychologists. Atlanta, GA, April, 2005.

Invited Symposium Discussant: Research on Early Literacy. National Association of School Psychologists. Atlanta, GA, April, 2005.

Using Curriculum-‐Based Measurement in 3-‐Tier Problem Solving Model. Colorado Society of School Psychologists. Beaver Creek, CO, November, 2005.

Using Curriculum-‐Based Measurement in Determining Response to Intervention, Illinois School Psychology Association. Springfield, IL (February, 2004).

Perspectives on Learning Disabilities Identification. Pacific Coast Research Conference, La Jolla, CA, February, 2001.

Invited Conference Workshop: Curriculum-‐Based Measurement and Its Use in a Problem-‐Solving Model. Tri-‐State Conference for School Psychologists (Oregon, Washington, Idaho), Portland, OR, March, 2000.

Invited Convention Workshop: Using Curriculum-‐Based Measurement in General Education Classrooms. National Association of School Psychologists. New Orleans, LA, April, 2000.

Refereed Convention Presentation: An examination of competing models of learning disabilities identification practice: The role of achievement context in school-‐based decision making.

National Association of School Psychologists. New Orleans, LA, April, 2000.

Refereed Convention Symposium: Issues in Learning Disabilities Identification. Council for Exceptional Children. Vancouver, BC, April, 2000.

Curriculum-‐Based Measurement and Its Use in a Problem-‐Solving Model. Missouri Conference for Special Education Administrators, Columbia, MO, September, 1999.

Assessment of Early Literacy and Its Role in Prevention of Reading Problems. National Association of School Psychologists. Las Vegas, NV, April, 1999.

Invited Convention Workshop: An Introduction to Curriculum-‐Based Measurement and Its Use in Problem Solving. National Association of School Psychologists. Las Vegas, NV, April, 1999.

Invited Convention Workshop: Advanced Applications of Curriculum-‐Based Measurement and Its Use in Problem Solving. National Association of School Psychologists. Las Vegas, NV, April, 1999

Curriculum-‐Based Measurement and Its Use in a Problem-‐Solving Model. Montana Council Exceptional Children, Missoula, MT, March, 1999.

Translating Research to Practice. Pacific Coast Research Conference, La Jolla, CA, February, 1999.

Curriculum-‐Based Measurement and Its Use in a Problem-‐Solving Model. Florida Association of School Psychologists, Tampa, FL, November, 1998.


Curriculum-‐Based Measurement and Its Use in a Problem-‐Solving Model. Arizona Association of School Psychologists, Phoenix, AZ, November, 1998.

Non-‐categorical special education services with students with severe achievement deficits. Iowa Department of Education, Des Moines, IA. September, 1998.

No More Little Boxes: Non-‐Categorical Special Education for Students with Severe Achievement Problems. National Association of School Psychologists, Orlando, FL, April, 1998.

Approaches to Assessing Growth and Development of Literacy in the General Education Classroom. National Association of School Psychologists, Orlando, FL, April, 1998.

Curriculum-‐Based Measurement and Its Use in a Problem-‐Solving Model. Washington Association of School Psychologists, Seattle, WA, June, 1997.

Straight Talk About Diversity. Invited Workshop, National Association of School Psychologists, Anaheim, CA, April, 1997.

Big Ideas About Curriculum-‐Based Measurement. National Association of School Psychologists, Anaheim, CA, April, 1997.

Assessing the Language Minority Student. American Psychological Association, Toronto, CA, August, 1996.

Conventional Wisdom. National Association of School Psychologists, Atlanta, GA, March, 1996.

Evaluating the Effects of Reintegration into General Education Classrooms for Reading Instruction. National Association of School Psychologists, Chicago, IL, March, 1995.

Research on Responsible Reintegration. New York School Psychologists Association, Buffalo, NY, Nov., 1994.

Assessing the Language Minority Student. New York School Psychologists Association, Buffalo, NY, Nov., 1994.

Curriculum-‐Based Measurement and Problem-‐Solving Assessment. Ohio School Psychologists Association, Cincinnati, OH, May, 1994.

Curriculum-‐Based Measurement and Problem-‐Solving Assessment: Essential Features. Council for Exceptional Children, Denver, CO, April, 1994.

Inoculating Students Against Reading Failure. National Association of School Psychologists, Seattle, WA, March, 1994.

Research on Responsible Reintegration. National Association of School Psychologists, Seattle, WA, March, 1994.

Assessing Students from Multicultural Backgrounds: Fordham University Symposium on Multicultural Issues in Education. New York City, NY, July, 1993.

Knowing When the Cake is Baked: Making Change-‐in-‐Placement Decisions. National Association of School Psychologists, Washington DC, April, 1993.

Advanced Professional Training in Problem-‐Solving Assessment and Curriculum-‐Based Measurement: An Invited Workshop. National Association of School Psychologists, Washington DC, April, 1993.

The Future of Assessment: An Invited Debate. National Association of School Psychologists, Washington DC, April, 1993.

Assessing the Language Minority Student Using Curriculum-‐Based Measurement, Illinois State Department of Education Statewide Conference on Language Minority Children/Illinois Resource Center, Chicago, IL, February, 1993.


Curriculum-‐Based Measurement and Problem-‐Solving Assessment. South Carolina Association of School Psychologists, Columbia, SC, October, 1992.

Curriculum-‐Based Measurement and Problem-‐Solving Assessment. Indiana Association of School Psychologists, Indianapolis, IN, October, 1992.

Curriculum-‐Based Measurement and Problem-‐Solving Assessment. Florida Association of School Psychologists, West Palm Beach, FL, July, 1992.

Ptolemaic and Copernican Perspectives on School Psychology Assessment. New Jersey Association of School Psychologists, Atlantic City, NJ, May, 1992.

The Future of Assessment: An Invited Debate. National Association of School Psychologists, Nashville, TN, March, 1992.

Research Symposium on Reintegration of Students with Mild Disabilities into General Education Classrooms. National Association of School Psychologists, Nashville, TN, March, 1992.

Use of Curriculum-‐Based Measurement and Problem-‐Solving Assessment with Secondary-‐Aged Students, Iowa State Department of Education Statewide Special Education Conference, Cedar Rapids, IA, April, 1992.

Assessing the Language Minority Student Using Curriculum-‐Based Measurement, Illinois State Department of Education Statewide Conference on Language Minority Children/Illinois Resource Center, Chicago, IL, February, 1992.

Changing Roles for School Psychologists: Ptolemaic and Copernican Perspectives. Connecticut Association of School Psychologists, New Haven, CT, November, 1991.

Curriculum-‐Based Measurement and Whole Language Reading Instruction: A Requirement or Anathema? Seventh Annual Conference on Learning Disorders, Harvard Graduate School of Education, Cambridge, MA, November, 1991.

Changing Roles for School Psychologists: Ptolemaic and Copernican Perspectives. Kansas State Board of Education, Topeka, KS, September, 1991.

Research on Reintegration of Mildly Handicapped Students into General Education for Reading Instruction. American Psychological Association, San Francisco, CA, August, 1991.

Linking Special and General Education Through Curriculum-‐Based Measurement. Midwest Directors of Special Education, Breckenridge, CO, June, 1991.

Curriculum-‐Based Measurement and Problem-‐Solving School Psychology. National Association of School Psychologists, San Francisco, CA, April, 1990.

Assessment of Educational Outcomes: Are We Using Appropriate Strategies to Demonstrate Effects? National Association of School Psychologists, San Francisco, CA, April, 1990.

Traditional Assessment Vs Curriculum-‐Based Assessment: An Invited Debate. National Association of School Psychologists, San Francisco, CA, April, 1990.

A Model of Responsible Reintegration of Mildly Handicapped Students into General Education Classrooms. Oregon Special Education Conference, Eugene, OR, March, 1990.

Curriculum-‐Based Measurement and Problem-‐Solving Assessment. Oregon School Psychology Association State Conference, Eugene, OR, March, 1990.

School Psychologists of the Future. Nebraska Consortium for Special Education (Nebraska Association of School Psychologists and Nebraska Chapter of the Council for Exceptional Children). Omaha, NE, October, 1989

Problem-‐Solving Assessment. Iowa State Department of Education, Des Moines, IA, September, 1989.


Curriculum-‐Based Assessment and Traditional assessment: Utility for Instructional Intervention. An invited debate. American Psychological Association, New Orleans, LA, August, 1989.

Assessment of Educational Outcomes: Are We Using Appropriate Data to Demonstrate Effects? Association of Behavior Analysts, Milwaukee, WI, May, 1989

Curriculum-‐Based Assessment and Special Education Decision Making. Alfred University 13th Annual Symposium on School Psychology, Alfred, NY, May 1989.

Research Symposium on Curriculum-‐Based Assessment. National Association of School Psychologists, Boston, MA, April, 1989.

Training Needs in Alternative Practices of School Psychology: A Response to the “Blueprint.” National Association of School Psychologists, Boston, MA, April, 1989.

Using Curriculum-‐Based Measures to Explore the Relationship Between Learning Disabilities and Regular Education. Oregon Special Education Conference, Eugene, OR, February, 1989.

Everybody's Talking About Curriculum-‐Based Assessment. What is it? Colorado Society of School Psychologists State Conference, Vail, CO, October, 1988.

Curriculum-‐Based Measurement and Special Education Decision Making. National Association of School Psychologists, Chicago, IL, April, 1988.

Curriculum-‐Based Measures of Reading and Reading Comprehension. Minneapolis Special Education Leadership Conference/National Institute on Curriculum-‐Based Measurement, Minneapolis, MN November, 1987.

Curriculum-‐Based Measurement for School Psychologists. Washington Association of School Psychologists, Everett, WA, October, 1987.

Curriculum-‐Based Measurement and Special Education Decision Making: What's Been Learned and Future Research Needs. American Psychological Association, New York, NY, August, 1987.

Longitudinal Research on Development of Antisocial Behavior in Boys. Association of Behavior Analysts, Nashville, TN, May, 1987.

Use of Alternative Assessment Data for Special Education Decision Making. National Association of School Psychologists, New Orleans, LA, March, 1987.

Rating Scales Revisited: Their Use in Decision Making with Behavior Disorder Students. National Association of School Psychologists, New Orleans, LA, March, 1987.

Longitudinal Research on Development of Antisocial Behavior in Boys. Oregon Special Education Conference Eugene, OR, February, 1987.

Longitudinal Research on Development of Antisocial Behavior in Boys. Oregon Conference for Teachers of Disturbed and Delinquent Youth, Eugene, OR, November, 1986.

The NASP Position Paper on Advocacy for All Students. Oregon, Washington, and Idaho School Psychologists Tri-‐State Conference, Portland, OR, May, 1986.

Metrics of Special Education Effectiveness. American Educational Research Association, San Francisco, CA, April, 1986.

Curriculum-‐Based Assessment Practices: Development and use of local norms. American Psychological Association, Los Angeles, CA, August, 1985.

Special Education Effectiveness Research: Identification and Eligibility of Mildly Handicapped Students. Council of Administrators of Special Education, Council of Exceptional Children, Anaheim, CA, April, 1985.


Oral Reading Fluency as a Metric for Special Education Decision Making. Oregon Conference on Special Education, Eugene, OR, February, 1985.

Curriculum-‐Based Measurement Procedures for Use by School Psychologists. National Association of School Psychologists, Philadelphia, PA, April, 1984.

Curriculum-‐Based Measurement Procedures for Use by School Psychologists. Minnesota Association of School Psychologists, St. Paul, MN, February, 1984.

Identification of Handicaps in a Population of Students with Limited English Proficiency. Minnesota Dept. of Education Conference on English as a Second Language, St. Paul, MN, April, 1983.

Use of Student Performance Data in Academics to Identify Children as Handicapped. Council for Exceptional Children, Detroit, MI, 1983.

Reliability and Validity of Basal Reading Mastery Tests. American Educational Research Association, Montreal, Canada, 1983.

Direct Measurement in Special Education: Research and Its Impact Upon School Psychology. National Association of School Psychologists, Toronto, Canada, April, 1982.

Use of Technical Language with Parents in the Placement Team Process. Minnesota Association of Children with Learning Disabilities, St. Paul, MN, September, 1980.

Comparison of the Psychometric Performances of Learning Disabled and Low-‐Achieving Students. National Association of School Psychologists, Washington, DC, April, 1980.

Comparing Learning Disabled and Non-‐Learning Disabled Students. Michigan Association of School Psychologists, Ann Arbor, MI, April, 1980.

Use of the Woodcock-‐Johnson Psycho-‐educational Battery: Cautions and Limitations. Minnesota Association for Children with Learning Disabilities, Minneapolis, MN, February, 1980.

Comparison of the Performance of Learning Disabled and Low-‐Achieving Students on the WISC-‐R and Woodcock-‐Johnson Tests of Cognitive Abilities. Association for Children with Learning Disabilities National Conference, Milwaukee, WI, February, 1980.

Changing Teacher Behavior to Change Students’ Behavior in and EMR Classroom. Minnesota Association of Behavior Analysts, Minneapolis, MN, 1976.

Mark Vita 6-2013 for Review - National Louis University

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