Curriculum Based Measurement – Progress Monitoring Education Essay

Please look at attachment for details .
By the way everything can be fictitious data at your discretion. Only thing is make sure the grade level is 6th - 8th middle school.
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A alliant.instructure.comResearch different curriculum-based measurements for your assigned subject area and grade level.
Create or select the following:• Three curriculum-based measurements for your assigned subject area and grade level.
• Accompanying data sheets for each of the three measurements to keep track of weekly or monthly progress throughout the school year.
Refer to p. 30 in Assessing Students with Special Needs for an example.
Submit your curriculum-based measurements and data sheets as a Word document by Sunday.
Note. You will be sharing your curriculum-based measurements and data sheets in the Week 5 Measurements & Data Sheets discussion forum so that you will have a large sampling of different subject and grade level measurements and data sheets to use when you are teaching.Curriculum-Based Measurements and Data Sheets Rubric Criteria Ratings Content 12.0 pts 9.0 pts 6.0 pts 3.0 pts Three Two Two or One assessments assessments three assessme with data with data assessments with a dai sheets sheets without sheet included included data sheets
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A bookshelf.vitalsource.com C30 Chapter 2they can lead lo valuable conclusions and judgments. Impressions usually evolve after teachers interact with students over time. For example, a teacher may decide to use a particular intervention based on an impression formed after working directly with a student and consulting with other teachers (Salvia, Yssledyke, & Bolt, 2013).
Curriculum-Based Measurement
CBM is another widely used assessment procedure that is helpful in the intervention process, especially in the academic learning areas of reading, mathematics, spelling, and written expression. With CBM. teachers obtain ongoing measurement data about student performance using brief probes The probes normally take one to five minutes to give and to score. Data from these probes informs teachers about how well students are learning, and it helps gauge the success of the instructional intervention program. The results of each probe arc recorded on a graph, which allows comparison of the student's performance with expected performance levels (Wright, 2007). Because collecting and interpreting CBM data accurately can be difficult, teachers need and can benefit from training and other support, especially in how to use and interpret CBM data (Codding. Skowron. 6i Pace. 2005). CBM data yields extensive information about students' current capabilities and rates of progress, but using these data is complex and requires high level data gathering, management, and interpretation skills When used effectively. CBM helps teachers identify intervention priorities, plan cffcctivc individual programs, establish appropriate learning goals and objectives. and monitor student progress in the curriculum and in meeting benchmarks and standards Two CBM progress monitoring chans appear in Figures 2-3 and 2-4.Figure 2-3 Jeffrey's Progress in Words Read Correctly ^Jeffrey s Progress In Word Reading ~Figure 2-4 Kinley's Progress in Words Read Correctly Kinley's Progress in Word Reading9 10 11 12 13 14 15 16 17 18 School WeeksDPa<