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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: 15 June 2021

Using Curriculum-Based Measurement to Develop Educationally Meaningful and Legally Sound Individualized Education Programs (Ieps)

Using Curriculum-Based Measurement to Develop Educationally Meaningful and Legally Sound Individualized Education Programs (Ieps)

Chapter:
(p.37) 3 Using Curriculum-Based Measurement to Develop Educationally Meaningful and Legally Sound Individualized Education Programs (Ieps)
Source:
A Measure of Success
Author(s):

Mitchell L. Yell

Todd W. Busch

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0004

The Individuals with Disabilities Education Improvement Act’s (IDEA) free appropriate public education (FAPE) requirements compel school-based teams to develop Individualized Education Programs (IEPs) that meet the procedural and substantive requirements of the law. That is, IEP team members need a thorough understanding of the legal strictures that they must follow when developing a student’s IEP. This chapter examines how Curriculum-Based Measurement (CBM) can be used in developing, implementing, and monitoring students’ IEPs. It first considers the procedural and substantive aspects of IEP development. It then explains how CBM can be used when developing IEPs. It is argued that by using CBM as a basis to develop students’ IEPs, teachers and other members of the team can ensure that their IEPs are both educationally meaningful and legally sound. In fact, using CBM to develop students’ IEPs, monitor student progress, and react appropriately to the data, school-based teams will result in IEPs that are virtually legally unassailable.

Keywords:   Curriculum-Based Measurement, CBM, Individualized Education Program, IEP, special education, Individuals with Disabilities Education Improvement Act, IDEA, free appropriate public education, FAPE

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