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Curriculum Based Measurement

Curriculum Based Measurement. Module 4 – I Have Writing Fluency CBM Data – Now What?. Curriculum Based Measures. Emphasize repeated measurement over time Provide rate of progress Provide level of performance Are efficient to administer Are effective to summarize

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Curriculum Based Measurement

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  1. Curriculum Based Measurement Module 4 – I Have Writing Fluency CBM Data – Now What?

  2. Curriculum Based Measures • Emphasize repeated measurement over time • Provide rate of progress • Provide level of performance • Are efficient to administer • Are effective to summarize • Help with instructional planning

  3. What kind of decisions can you make with CBM data? • Screening Decisions: who needs additional help and who doesn’t? • Progress Monitoring Decisions: when do you move on to new goals or modify instruction? • Outcome Decisions: document overall effectiveness of efforts across all students (health of the core); determine when additional support is needed or no longer needed.

  4. What kind of decisions can you make with CBM data? • Diagnostic Decisions: what kind of help does a student need? (refer to chart – “Using Problem Solving to Address Writing Problems”)

  5. So…Let’s practice using some sample data. • What questions does this data generate? • What other data sources may be needed in order to make informed decisions for individual students? For instruction? • When do we look at this data? How often? • Why is it important to look at multiple sources of writing data together?

  6. Questions?

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