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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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PRINTED FROM MINNESOTA SCHOLARSHIP ONLINE (www.minnesota.universitypressscholarship.com). (c) Copyright University of Minnesota Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 24 June 2021

Curriculum-Based Measurement at Larue Elementary

Curriculum-Based Measurement at Larue Elementary

They Said It Couldn’t Be Done!

Chapter:
(p.165) 13 Curriculum-Based Measurement at Larue Elementary
Source:
A Measure of Success
Author(s):

Amanda Kloo

Charles D. Machesky

Naomi Zigmond

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0014

Curriculum-Based Measurement (CBM) is a valid, efficient, and effective weapon against reading failure. In August 2006, a team of Western and Central Pennsylvania researchers received Office of Special Education Programs (OSEP) funding to document and evaluate the implementation of a school-wide progress monitoring model aimed at improving reading achievement in grades K-4 and reducing unnecessary referrals to special education. This chapter describes the implementation of CBM practices within the Monitoring Progress of Pennsylvania Pupils (MP3) model at Larue Elementary School. Across three years of implementation, at most grade levels, there was not only an increase in the percentage of students meeting grade-level benchmarks but, more important, there was a decrease in the number of students performing far below grade level.

Keywords:   Curriculum-Based Measurement, CBM, Pennsylvania schools, progress monitoring, reading

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