This paper describes curriculum-based measurement in reading and mathematics and provides sample goal statements for each area. In addition, the process by which teachers can examine data and make meaningful decisions about the overall effectiveness of their instruction is described.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
This paper provides a framework for applying one model of student progress monitoring, Curriculum-Based Measurement (CBM), to fulfill the Adequate Yearly Progress (AYP) accountability requirement of No Child Left Behind (NCLB) legislation and how such an approach may be linked to special education accountability.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).
Progress monitoring requires frequent data collection (i.e., weekly) with technically adequate measures, interpretation of the data at regular intervals,and changes to instruction based on the interpretation of child progress. The two cases presented in this report illustrate how progress monitoring data could be used to make reasonable decisions about children’s responsiveness to instruction.
This resource is a part of the Tool Kit on Teaching and Assessing Students with Disabilities – Parent Materials (2004, Archived).