Curriculum-Based Measure
a. Explain the difference between a curriculum-based measure and a criterion-referenced measure. Curriculum based measures (CBM) are used to constantly measure a student’s performance or progress in school. They will show a teach areas of weakness to target when teaching lessons. For example, a CBM may show a student is having difficulty subtracting 3 digit numbers. The means the teacher needs to focus on this topic. While criterion-referenced measures compare students scores to a specific criteria. An example of the measure would be fluency rate. A teacher will obtain a student’s fluency and compare it to the average for students the same age to determine if the student is on grade level. Both of these scores can be used in IEPs and
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These strategies are monitored for six to eight weeks to determine if progress is being made. If there is progress, the interventions remain in place to assist the student. If there is not progress, other strategies can be applied or a referral for a special education placement can be made.
If the student is not advancing, a referral will be made. This will result in additional evaluations will be made through observations, further testing and parent input to determine the best plan of action for the student. This could be more intense interventions, placement in programs such as Take Flight, work with a specialist or a special education placement.
d. Explain the role of progress monitoring in the classroom. Progress monitoring is essential in the classroom. Teachers need to be aware at all times how well their students are comprehending concepts being taught. By monitoring students, teachers are able to change or refocus their lessons to assist students with their learning to insure they are understanding the information. In addition, progress monitoring assist teachers when discussing how well a child is doing in the classroom with parents. Furthermore, this information can be used in IEPs, ARDs, lesson planning and other helpful
These strategies are monitored for six to eight weeks to determine if progress is being made. If there is progress, the interventions remain in place to assist the student. If there is not progress, other strategies can be applied or a referral for a special education placement can be made.
If the student is not advancing, a referral will be made. This will result in additional evaluations will be made through observations, further testing and parent input to determine the best plan of action for the student. This could be more intense interventions, placement in programs such as Take Flight, work with a specialist or a special education placement.
d. Explain the role of progress monitoring in the classroom. Progress monitoring is essential in the classroom. Teachers need to be aware at all times how well their students are comprehending concepts being taught. By monitoring students, teachers are able to change or refocus their lessons to assist students with their learning to insure they are understanding the information. In addition, progress monitoring assist teachers when discussing how well a child is doing in the classroom with parents. Furthermore, this information can be used in IEPs, ARDs, lesson planning and other helpful