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Using CBM for Progress Monitoring in Written Expression and Spelling
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Fuchs, Lynn S.; Fuchs, Douglas – National Center on Student Progress Monitoring, 2011
Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed to: (1) Estimate rates of improvement; (2) Identify students who are not demonstrating adequate progress…
Descriptors: Elementary Education, Formative Evaluation, Curriculum Based Assessment, Skill Development
Using CBM for Progress Monitoring in Reading
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Fuchs, Lynn S.; Fuchs, Douglas – National Center on Student Progress Monitoring, 2011
Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed to: (1) Estimate rates of improvement; (2) Identify students who are not demonstrating adequate progress…
Descriptors: Curriculum Based Assessment, Reading, Formative Evaluation, Student Evaluation
A Curricular-Sampling Approach to Progress Monitoring: Mathematics Concepts and Applications
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Fuchs, Lynn S.; Fuchs, Douglas; Zumeta, Rebecca O. – Assessment for Effective Intervention, 2008
Progress monitoring is an important component of effective instructional practice. Curriculum-based measurement (CBM) is a form of progress monitoring that has been the focus of rigorous research. Two approaches for formulating CBM systems exist. The first is to assess performance regularly on a task that serves as a global indicator of competence…
Descriptors: Curriculum Based Assessment, Formative Evaluation, Sampling, Mathematical Applications