• August 31, 2022, 2:00-3:30 p.m. EDT (1:00-2:30 p.m. CDT)
• September 21, 2022, 12:30-3:30 p.m. EDT (11:30-2:30 p.m. CDT)
  • Follow up asynchronous FlipGrid activities
  • Follow up coaching (dates and times determined with coach)

For part two, participants will be able to:

• identify eight avenuePM apps.
• identify the general outcome measures (CBM vs MM) used for each of the apps.
• identify and assign the most appropriate apps for individual student learning goals.
• demonstrate setting up classes and sharing/transferring student data with co-teachers, parents, and administrators.
• identify the auto-scoring and rules for scoring each of the eight apps (raw scores, timed, and criteria for moving up).
• accurately interpret data-based graphs as a tool for instructional strategies, curriculum, communication choices, and IEP present levels of performance, annual goals, and objectives.

Susan Rose, Ph.D. is a professor emeritus at the University of Minnesota in the Department of Educational Psychology-Special Education Programs. Dr. Rose has been in the field of special education for more than 40 years as a speech-language pathologist, teacher, researcher, and interpreter. Her research has focused on formative assessments and the development of literacy skills with students who are deaf, hard of hearing, and students with additional disabilities. She is a co-author of several textbooks and the Reading Milestones and Reading Bridge series.

Simon Hooper, Ph.D. is a professor of Education for Learning and Performance Systems at the University of Penn State. His focus is on how educational software design can support teaching and learning. His recent projects focus on designing and developing electronic assessment systems. He developed internet-based software to support assessment for undergraduate students learning American Sign Language (ASL) and progress monitoring tools to support literacy development in K-12 schools.

Rayne Sperling, Ph.D. is the associate dean of undergraduate studies and professor of education. She is an educational psychologist. Her research examines the measurement and promotion of learners' self-regulation including their motivation, metacognition, and strategic processing. Her work also addresses effective instructional manipulations, in both traditional and technology-rich environments, that are designed to promote learners' self-regulation, comprehension, decision making, and problem-solving. Much of her work addresses issues of objective-based student assessment, construct measurement, and evaluation.

Follow-Up Activity:

In order to earn a certificate, participants must complete nine weeks of data collection and at least four virtual coaching sessions with RMTC-D/HH staff.  

Following the second live session, teachers will identify a goal for at least two students to progress monitor with at least one of the avenuePM apps. Using the chosen app, the participant will take baseline data and then collect progress monitoring data for nine weeks. After nine weeks, participants will share the data with a report from avenuePM with RMTC-D/HH without any identifying student information. 

Participants are required to complete three coaching sessions with RMTC-D/HH staff to ensure fidelity. 

• Session 1 - Select students and select the app for progress monitoring before completing the baseline assessment.
• Session 2 - After three weeks of data collection, evaluate progress and discuss any necessary adjustments.
• Session 3 - After three more weeks, evaluate progress and discuss any necessary adjustments.
• Session 4 - After three more weeks, discuss post-implementation data and determine the next steps.