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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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Curriculum-Based Measurement, Progress Monitoring, and State Assessments

Curriculum-Based Measurement, Progress Monitoring, and State Assessments

(p.247) 20 Curriculum-Based Measurement, Progress Monitoring, and State Assessments
A Measure of Success

James G. Shriner

Martha L. Thurlow

University of Minnesota Press

Statewide assessment activities and efforts surrounding Curriculum-Based Measurement (CBM) have become increasingly intertwined over time, especially during the past decade during which the use of assessments for accountability has dramatically increased. This chapter addresses this intertwining by describing the value of the contributions of CBM to assessments related to Individualized Education Programs (IEPs); state regular grade-level and alternate assessments; accommodations and modifications; and new accountability provisions for growth models.

Keywords:   Curriculum-Based Measurement, CBM, state assessments, Individualized Education Programs, accountability

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