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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, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 06 April 2020

The Contribution of Curriculum-Based Measurement to Response to Intervention

The Contribution of Curriculum-Based Measurement to Response to Intervention

Research, Policy, and School Practice

Chapter:
(p.89) 7 The Contribution of Curriculum-Based Measurement to Response to Intervention
Source:
A Measure of Success
Author(s):

Kim Gibbons

Ann Casey

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0008

This chapter highlights the use of Curriculum-Based Measurement (CBM) data throughout school-based organizational structures to support teachers and administrators in instructional decision making and the determination of effective intervention practices. In recent years, emphasis has been placed on a three-tier model and/or a school-wide model within a Response to Intervention (RTI). As a result, schools analyze data at the classroom, grade, building, and district levels to evaluate core, supplemental, and intensive instructional supports and services. The chapter discusses how General Outcome Measures (GOMs) have been used to support the implementation of a multi-tiered service delivery model within an RTI framework. It outlines how GOMs are used at each of the three service-delivery tiers—tier 1: quality instruction for all students; tier 2: supplemental instruction for some students; and tier 3: intensive instruction.

Keywords:   Curriculum-Based Measurement, CBM, organizational structure, school structure, instructional decision making, Response to Intervention, General Outcome Measures

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