Mark R. Shinn, Ph.D.
Professor of School Psychology and Program Coordinator
EPS 540 Introduction to School Psychology (Year 1)
EPS 530 Educational Assessment for Problem Solving (Year 1)
EPS 563 Second Year School-Based Practicum (Year 2)
EPS 593 Legal and Professional Issues of School Psychology Practice (Year 2)
EPS 669 School Psychology Practice in Multi-Tier Systems of Support (Doctoral)
Areas of Expertise:
Functional Educational Assessment, Including Progress Monitoring and Screening
Response to Intervention and Multi-Tier Systems of Support
Contemporary Practice of School Psychology
My career has been targeted toward the training of professional school psychologists who use evidence-based practices to make a difference with all students and their families. Prior to joining National Louis in 2003, I was a professor of School Psychology and Special Education at the University of Oregon.
My graduates are school leaders who work in a variety of roles from school practitioners to school principals and administrators and university professors in more than 40 states.
My particular area of expertise is assessment, especially progress monitoring and screening of basic skills through a set of practices called Curriculum-Based Measurement (CBM). I have contributed to the development of AIMSweb, that organizes CBM data in a multi-tier model from Pearson Assessment, VMath, a remedial mathematics program by Cambium-Voyager-Sopris, and Jamestown Reading Navigator (JRN), a reading intervention program by McGraw Hill.
I began working as a school psychologist on special assignment for St. Paul, MN and Minneapolis, MN, among the first school districts to provide the type of services that evolved into an RTI model in the early 1980s. I've continued this work across the country and in Illinois as the Project Director for the Northern Region of IASPIRE, an USDE/OSEP and Illinois State Board of Education Personnel Preparation Grant for supporting implementation of RTI in a Multi-Tier Intervention model. I've edited 2 books on Curriculum-Based Measurement (CBM) and has published almost 100 journal articles and book chapters on evidence-based progress monitoring and screening. I've also co-edited three editions of Interventions for Achievement and Behavior Problems: Preventive and Remedial Approaches published by NASP. For 4 years, I was 1 of 6 members of the USDE/OSEP National Center for Student Progress Monitoring Technical Review panel for judging whether progress monitoring tests met professional standards.
In 2003, I was awarded the American Psychological Association (APA) Division 16 (School Psychology) Jack Bardon Award for Distinguished Career Contributions and in 2013, I was honored with the University of Minnesota School Psychology Program Distinguished Alumni Award. In my career, I have received more than $4.2 million in research and personnel preparation grants as principle or co-principle investigator.
I have consulted with school districts and state departments of education in more than 40 states on multi-tier services and Response to Intervention (RTI).
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
Research and Interests:
Shinn, M.R. (Ed.), (1989). Curriculum-based measurement: Assessing special children. NY: Guilford Press. Stoner, G., Shinn, M.R., & Walker, H.M. (Eds.), (1991). Interventions for achievement and behavior problems. Silver Spring, MD: National Association of School Psychologists.
Shinn, M.R (Ed.), (1998). Advanced applications of Curriculum-Based Measurement. NY: Guilford Press.
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.
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.
Recent Journal Articles and Publications
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.
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.
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.
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.
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.
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.
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. 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.
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.
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.
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.
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.
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.
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.
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.