There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth…

This study examined effects of goal setting, frequency of progress monitoring, and method of evaluating progress on the number of instructional change prompts generated by reading-curriculum-based measurements (CBM). Participants were 31 high-incidence special education students in grades 2-6 selected from 8 schools. Following baseline…

\The purpose of this study was to investigate population invariance of the true-score linking functions with respect to the ability subgroups (i.e., average-achieving students, low-achieving students, and students with learning disabilities). The mean/mean linking functions for five alternate forms of a curriculum-based math problem solving…

This article reviews research examining technical features of curriculum-based measurement (CBM) in written expression. Twenty-eight technical reports and published articles are included in this review. Studies examining the development and technical adequacy of measures of written expression are summarized, beginning with research conducted at…

In this study, we examine grade-level growth rates for general education students and students with learning disabilities in grades two to six. In conducting the study, we demonstrate how schools, districts, and state educational agencies can use a combination of Curriculum-Based Measurement and Hierarchical Linear Modeling (HLM) methods to…

An 11-item math concept curriculum-based measure (CBM) was administered to 171 eighth grade students. Scores were correlated with scores from a computer adaptive test designed in conjunction with the state to approximate the official statewide mathematics achievement tests. Correlations for general education students and students with learning…

The use of curriculum based assessment (CBA) to ensure learning disabled and low achieving students adequate educational opportunity remains the focus in this direct and comprehensive third edition. The additions to this edition are in the way of providing detail and explanation in the context of current and emerging issues in educational…

The coordinated use of performance-based assessment and curriculum-based assessment is explored. Criteria are suggested for evaluating the advantages and disadvantages of each assessment method, and a framework for integrating the two methods is proposed. Specific recommendations are given for use with students having learning disabilities. (CR)

Standardized, norm-referenced measures of achievement, phonological processing measures, and curriculum-based measures of reading fluency were used with 40 children (Grades 1-2), including 20 children with reading disabilities. All measures were found to correlate significantly with each other; however, correlations were generally in the moderate…

Analyzes the current state of mathematics assessment as applied to individuals with learning disabilities. An overview of the development of mathematics assessment is provided and specific strategies for conducting math evaluations are described, including portfolios, criterion-referenced tests, curriculum-based measurement, observations, and…

The issue of properly identifying and assessing the instructional needs of new- or second-language learners of English suspected of having a learning disability continues to plague educational practitioners. This article discusses the merging of curriculum-based measurement and dynamic assessment as a process to support appropriate prereferral…

This article describes a statewide project in which weekly progress monitoring of mathematics was implemented with 120 special education students. Curriculum-based measurement probes for computation and concepts/applications skills were administered weekly over seven months. Students were assessed at levels identified as instructional by their…

A study examined the reliability and validity of two curriculum-based measures (CBMs) as indicators of the performance of 58 7th-graders in a content-area classroom. CBM measures were student- and administrator-read vocabulary-matching probes. Results revealed moderate alternate-form reliability for both vocabulary-matching measures. Scores for…

This study investigated technical features of a curriculum-based measurement (CBM) system that addresses a concepts and applications mathematics curriculum. Six elementary educators implemented the concepts/applications CBM system, along with a computation CBM system, with 140 students, including 12 with learning disabilities. The system indexed…

This executive summary discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability. It begins by outlining four major methods that are used to compute the discrepancy-based definition of LD and the flaws of the discrepancy-based model. It then describes an approach to defining LD that is…