Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities

Abstract

The purpose of this article is to illustrate how one well-developed, technically strong measurement system, curriculum-based measurement (CBM), can be used to establish academic growth standards for students with learning disabilities in the area of reading. An introduction to CBM and to the basic concepts underlying the use of CBM in establishing growth standards is provided. Using an existing database accumulated over various localities under typical instructional conditions, the use of CBM to provide growth standards is illustrated. Next, normative growth rates under typical instructional conditions are contrasted with CBM growth rates derived from studies of effective practices. Finally, based on these two data sets, issues and conclusions about appropriate methods for establishing academic growth rates using CBM are discussed.

Additional information

Notes on contributors

Stanley L. Deno

Stanley L. Deno, Ph.D., is Professor of Educational Psychology at the University of Minnesota. His teaching addresses the education of students with mild disabilities. He conducts research and development on procedures for measuring growth in basic academic skills.

Lynn S. Fuchs

Lynn S. Fuchs, Ph.D., is Professor of Special Education and Co-Director of the Kennedy Center's Institute on Learning Accommodations at Vanderbilt University. She conducts research on classroom-based assessment as well as reading and math instruction in the early grades.

Douglas Marston

Douglas Marston, Ph.D., currently is working in the Minneapolis Public Schools as a special education administrator. He is also an adjunct faculty member of the Educational Psychology Department at the University of Minnesota.

Jongho Shin

Jongho Shin, Ph.D., is an assistant professor and coordinator of special education programs at the Sejong University, Seoul, Korea. His research interests include assessment of cognitive and academic development of children with mild disabilities and development of intervention programs to improve their cognitive and academic skills.