Identify At-Risk Students & Track the Impact of Intervention with Powerful, Curriculum-Based Measurements
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As an educator, you know better than anyone that every student experiences learning differently.
Read moreHow do you stay up to date in your field? Our team of experts, authors, and specialists contribute regularly to our profession-specific blogs, keeping you informed of the latest industry trends, news, and innovations. Dive in below and check back often, as new content is added weekly.
As an educator, you know better than anyone that every student experiences learning differently.
Read moreby Mark Shinn
The US Department of Education Office of Special Education Programs (OSEP) recently sent out a memo that requires IEP goals to be relevant for the grade in which the student is enrolled. There is no technology to help teachers do this – yet.
Read moreby Mark Shinn
At the secondary level, multi-tiered services of support are still a relatively new practice. Dr. Mark Shinn explains how curriculum-based measurement helps educators organize and plan for intervention measures within the demanding and increasingly varied schedules in middle and high schools.
by Mark Shinn
Typically, end of year benchmark data is underused, which forfeits valuable time for intervention measures during the summer that could help narrow or close the student’s learning gap. Dr. Mark Shinn discusses how to use screening and progress monitoring instruments at the end of year to assist in goal-setting and planning.
Read moreby Mark Shinn
It seems like every week there is an increase in the "anti-testing" movement, which although a number of complaints are legitimate, are painting all tests with the same brush. This piece provides a context for understanding how Curriculum-Based Measurement (CBM) remains invaluable for simple, time and cost efficient frequent basic skills progress monitoring and screening.
Download "What Makes CBM Tests Useful for Practice in MTSS"
Read moreBuilding a Better ELL Program:
In today’s educational environment, ELL students represent an important—and growing—student population, and for these students to be prepared for success in school, college and career, it is crucial that schools have access to innovative solutions for meeting their unique needs.
Read moreby Mark Shinn
This entry is a continuation of the previous entry that described the most familiar of the two types of Progress Monitoring practices, Mastery Monitoring (MM) or Short-Term Measurement. As noted, this type of Progress Monitoring has high instructional validity (did students learn what I taught today, this week, etc.), but is typically less accurate as a measure of long-term growth. General Outcome Measurement (GOM), represented by Curriculum-Based Measurement (CBM), is the most research example.
Read moreby Mark Shinn
The first of a two part posting on different approaches to frequent progress monitoring, Mastery Monitoring (MM) or Short-Term Measurement (STM).
Teachability_The_Two_Types_of_Progress_Monitoring_Part_1 - Download
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