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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

Implementing Data-Based Program Modification Big Ideas

Implementing Data-Based Program Modification Big Ideas

Chapter:
(p.79) 6 Implementing Data-Based Program Modification Big Ideas
Source:
A Measure of Success
Author(s):

Gary Germann

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0007

This chapter describes the “Big Ideas” of a comprehensive problem-solving model that requires adherence to the principles of data-based decision making. These big ideas include: the problem is never the disability; the purpose of assessment is to quantify and measure the student’s actual progress, the student’s expected progress, and the discrepancy between the two; program modifications directed at reducing or eliminating a problem must be directly, frequently, and continuously monitored to determine their effects; and Curriculum-Based Measures are valid and reliable indicators of students’ progress. It also traces the challenges and successes in the development and implementation of district-wide use of Curriculum-Based Measurement (CBM) and problem-solving practices.

Keywords:   Curriculum-Based Measurement, CBM, problem solving, special education, data-based decision making

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