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A Measure of SuccessThe Influence of Curriculum-Based Measurement on Education$
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Christine A. Espin, Kristen L. McMaster, Susan Rose, and Miya Miura Wayman

Print publication date: 2012

Print ISBN-13: 9780816679706

Published to Minnesota Scholarship Online: August 2015

DOI: 10.5749/minnesota/9780816679706.001.0001

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They’re Getting Older … but Are They Getting Better?

They’re Getting Older … but Are They Getting Better?

The Influence of Curriculum-Based Measurement on Programming for Secondary-School Students with Learning Disabilities

Chapter:
(p.149) 12 They’re Getting Older … but Are They Getting Better?
Source:
A Measure of Success
Author(s):

Christine A. Espin

Heather M. Campbell

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0013

This chapter describes Deno’s influence on the development of progress monitoring measures for secondary reading, writing, and content-area learning. It also reflects on the potential contributions of Curriculum-Based Measurement (CBM) to secondary school programming. In the areas of reading and writing, CBM progress measures might be used to answer questions such as the following: Do students with learning disabilities (LD) plateau in skills—that is, is it true that “if they haven’t learned it by now, they never will?” If skills do improve, is it worth expending the instructional time and effort it takes to effect such improvements? In content-area learning, the questions that might be answered by CBM can include: How much do students with LD learn in content-area classes such as science and social studies? How much do we expect them to learn?

Keywords:   Curriculum-Based Measurement, CBM, progress monitoring, secondary school students, reading, writing, content-area learning

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