- Title Pages
- 1 Curriculum-Based Measurement
- 2 A Review of Deno and Mirkin’s Special Education Resource Teacher (Sert) Model
- 3 Using Curriculum-Based Measurement to Develop Educationally Meaningful and Legally Sound Individualized Education Programs (Ieps)
- 4 When the “Emerging Alternative” Becomes the Standard
- 5 School- and District-Wide Implementation of Curriculum-Based Measurement in the Minneapolis Public Schools
- 6 Implementing Data-Based Program Modification Big Ideas
- 7 The Contribution of Curriculum-Based Measurement to Response to Intervention
- 8 How Curriculum-Based Measures Help Us Detect Word Recognition Problems in First Graders
- 9 How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty
- 10 Technological Applications of Curriculum-Based Measurement in Elementary Settings
- 11 Big Ideas and Core Values
- 12 They’re Getting Older … but Are They Getting Better?
- 13 Curriculum-Based Measurement at Larue Elementary
- 14 Curriculum-Based Measurement Progress Monitoring and the Health of General Education
- 15 Curriculum-Based Measurement and English Language Learners
- 16 A Tribute to Stanley Deno
- 17 Extending Curriculum-Based Measurement to Assess Performance of Students with Significant Cognitive Disabilities
- 18 How Curriculum-Based Measurement Progress Monitoring Contributes to the Alignment of Instruction and State-Adopted Standards and Assessments
- 19 Curriculum-Based Measures
- 20 Curriculum-Based Measurement, Progress Monitoring, and State Assessments
- 21 Stanley Deno’s Contributions to Teacher Education Scholarship and Practice
- 22 The Impact of Curriculum-Based Measurement on Teacher Practice
- 23 Data-Based Program Modification and the Launching of Careers
- 24 School Psychology as Problem Solving
- 25 Cognitive Processes in Reading and the Measurement of Comprehension
- 26 Current Status of Curriculum-Based Measurement in Korea
- 27 Footprints of Curriculum-Based Measurement in South Korea
- 28 Expanding the Use of Curriculum-Based Measurement
- 29 The Use of Curriculum-Based Measurement Maze in Greek
- Conclusion Reflections on the Influence of Curriculum-Based Measurement on Educational Practice and Policy … and Its Progenitor
Application with State Assessments
- (p.237) 19 Curriculum-Based Measures
- A Measure of Success
- University of Minnesota Press
This chapter begins by highlighting the critical features of Curriculum-Based Measurement (CBM) that make it possible to use the measures in conjunction with current large-scale assessments. It acknowledges that, under the leadership of Stanley Deno, individuals who have worked with CBM over the past four decades are ready to take the measurement system to a new level, as they interact with other measurement systems from state departments of education. This next level would involve the use of more precise scaling, presumably using some form of Item Response Theory (IRT). Finally, the chapter proposes how CBM can provide critical information to help teachers make important decisions about student participation in large-scale testing programs.
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