Professional Learning About MTSS and RTI With
Dr. Mark R. Shinn and Colleagues Continues Here
Mark and his colleagues, Dr. Perry Zirkel and Dr. W. Alan Coulter, provide webinars on Multi-Tier Systems of Support (MTSS), Response to Intervention (RTI) and Data-Based Decision Making, Leadership and Successful Implementation of New School Practices with Integrity, and Legal Issues in Special Education, including Section 504 of the Rehabilitation Act of 1973.
Their expertise and experience is widely recognized!
Their webinars are especially timely!
For example:
* More and more states are requiring dyslexia screenings, that are independent or as part of MTSS. CHECK OUT Dr. Shinn's webinar on Maximizing MTSS Benchmarking Screening Efficiency this Fall!
* More and more states are requiring, and even mandating Science of Reading practices. Ensure that principals and other leadership personal are ready to support the process of change, reduce resistance and increase implementation quality. CHECK OUT Dr. Coulter's webinars on Leadership in the Change Process and Implementation Integrity this Fall!
* Did you know that changes in Section 504 will be released this Fall? CHECK OUT Dr. Zirkel's Webinars this Fall!
On this website, you can find new Highly Decodable CBM K-1 Oral Reading Tests that can be use for universal progress monitoring Growth and Development of young K Readers through early Grade 1, just like CBM was intended to be used, and if necessary, as early Screeners or as measures of Present Levels of Performance in a Survey Level Assessment (SLA) as well as copies of the original 2 edited texts on Curriculum-Based Measurement (CBM) by Dr. Mark R. Shinn.
Webinars On MTSS, CBM, Data-Based Decision Making by Dr. Mark R. Shinn
Webinars on Law and 504/Special Education, RTI and SLD by Dr. Perry Zirkel
Webinars on MTSS Leadership and Implementation by Dr. Alan Coulter
New Highly Decodable CBM Passages For Purchase
Arrange Consultation With Dr. Mark R. Shinn With Experience Helping Schools and Districts Implement MTSS K-12 Across Every Demographic
Dr. Mark R. Shinn received his Ph.D. in Educational Psychology (School Psychology) from the University of Minnesota in 1981 working with Jim Ysseldyke and Stan Deno at the infamous Institute for Research on Learning Disabilities (IRLD). He began applying the knowledge he learned about learning disabilities identification AND the development of what became curriculum-based measurement (CBM) from its earliest days as research tools in real application in St. Paul Schools in 1980-82 with more than 3000 students from Southeast Asia and then as a school psychologist on special assignment in Minneapolis Public Schools from 1982-1984. During that period, the District begain writing all IEPs with CBM and started driving special education eligibility using a Problem-Solving Model and CBM. That's right. A long time ago! It was a "work in progress" and relied heavily on a combination of ideas in Stan Deno and Phyllis Mirkin's book, Data-Based Program Modification Manual (1977) that was published by the Council for Exceptional Children) and bold and innovation applications by Gary Germann in a Minnesota special education cooperative called the Pine County Special Education Cooperative. In truth, it was this Coop that was the well spring of what became "RTI" serving as a hot bed (along with states like IA and PA) for developing the necessary talent and successful practices for implementation elsewhere.
This unique applied research background and 4 years of public school experience in urban schools implementing the precursors of MTSS based on the Pine County model ultimately led to a 38-year career in higher education and national consultation. Mark spent 19 years as a professor of School Psychology and Special Education at the University of Oregon and 19 at National Louis University in the Chicago area preparing school psychology students adept in supporting students in a Problem-Solving and MTSS model. Among $4.2 million of federal research and personnel preparation grants, he had 2 grants for 9 years to national leaders who were to lead Problem-Solving model efforts across the county You probably know some of them and noticed that they were always trained differently! To make a difference! To measure effects! To know what works! And they did aid national efforts!
In addition to his training efforts, Mark contributes to the professional literature on CBM, data-based decision making, SLD identification, and research-based MTSS interventions in MTSS. You can count about 100 book chapters and journal articles including edited 2 books on CBM that you can find on this website. Much of the content, particularly the introductory chapters, are still relevant today. Mark also co-edited 3 books on research-based interventions over 30 years with chapters by our nation’s leading authorities. The last version below can be found on Amazon.
Shinn, M. R., & Walker, H. M. (Eds.). (2010). Interventions for achievement and behavior in a three-tier model, including RTI (Third ed.). Bethesda, MD: National Association of School Psychologists.
Because of his expertise, Mark has worked with schools, school districts, and state departments of education and agencies in 45 states. He can bring that accumulated knowledge and experience to you.
Just read a few of the testimonials on the About Mark Page!
Schedule Immediate School, Team, Staff or Even Individual Consultation with Mark On Line by Calling at
847.275.7200 or
emailing at
[email protected]
Why Choose Mark and His Colleagues
We value educational, social, and emotional outcomes for all kids and have the practical, real-life experience that matters to make things work. Take a look at this short vignette to the right, just one of the others that were recorded based on common questions about MTSS and problem-solving that were prepared for Mark. They are representative of the common questions that teachers and administrators often have that many consultants can’t answer. In this instance, Mark was asked his opinion about how to expedite students receiving appropriately intensive interventions aligned to their needs rather than failing in interventions that are too weak, like Tier 1, then Tier 2, then...finally...