Use of Curriculum-Based Measurement in Identifying Students with Disabilities

Fuchs, Lynn S.; Fuchs, Douglas

doi:10.17161/fec.v30i3.6758

Cited by 3 publications

(3 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Fuchs et al (2015); D. Fuchs and Fuchs (1994-1995, 2016); L. Fuchs and Fuchs (2017) to help support this conversation, in addition to any other relevant literature that you may be aware of.…”

Section: Teaching Notesmentioning

confidence: 96%

Special Education Placement: An Interdisciplinary Case Study

Giordano¹,

LoCascio

Inoa

2019

Journal of Cases in Educational Leadership

View full text Add to dashboard Cite

This case is designed to help school leaders develop skills needed to work with interdisciplinary groups while demonstrating the complex issues faced while considering the special education needs of students. The case further examines a child study team meeting from the lens of different participants, including the principal, teacher, school psychologist, parents, and consulting psychologist. Although initially designed as an interdisciplinary lesson, with students from various programs taking on the roles, the case can also be used exclusively with educational leaders, with leaders role-playing the parts. Roles can also be adjusted and/or eliminated as needed to accommodate other disciplines.

show abstract

Section: Teaching Notesmentioning

confidence: 96%

Special Education Placement: An Interdisciplinary Case Study

Giordano¹,

LoCascio

Inoa

2019

Journal of Cases in Educational Leadership

View full text Add to dashboard Cite

show abstract

“…Next, key decisions related to the format of the operational test were made using prior research on the design of CBM (c.f., Fuchs and Fuchs, 1997;Foegen et al, 2007). These decisions included:…”

Section: Phase 1: Specify the Test Specifications And Blueprintmentioning

confidence: 99%

Developing progress monitoring measures: Parallel test construction from the item-up

Ketterlin-Geller

Sparks²,

McMurrer

2022

Front. Educ.

View full text Add to dashboard Cite

Progress monitoring is a process of collecting ongoing samples of student work and tracking performance of individual students over time. Progress monitoring involves administering parallel sets of items to the same student on a regular basis (at least monthly) that are sensitive to changes in the student’s understanding based on instruction. The sets of items administered over time should be parallel in difficulty so that differences in performance can be attributed to differences in the student’s understanding as opposed to variability in item difficulty across sets. In this manuscript, we describe an approach to designing items that controls item-level variability by constraining the item features that may elicit different cognitive processing. This approach adapts the principles of Automated Item Generation (AIG) and includes carefully designing test specifications, isolating specific components of the content that will be assessed, creating item models to serve as templates, duplicating the templates to create parallel item clones, and verifying that the duplicated item clones align with the original item model. An example from an operational progress monitoring system for mathematics in Kindergarten through Grade 6 is used to illustrate the process. We also propose future studies to empirically evaluate the assertion of parallel form difficulty.

show abstract

“…Based on current literature, CBM tools are being used as critical components of RTI methodology for informing instructional programming and evaluating treatment responsiveness (Busch & Reschly, 2007;Fuchs & Fuchs, 1997, 1998 (Buck & Torgesen, 2003;Roehrig et al, 2008;Schilling et al, 2007) and robust alternate form reliability (r > .90) (Ardoin & Christ, 2008;Christ & Silberglitt, 2007;Howe & Shinn, 2002). Recently, Betts et al (2009) used confirmatory factor analysis (CFA, Bollen, 1989) to examine whether CBM ORF probes indeed measured a single underlying factor.…”

Section: Cbm Orf In Rtimentioning

confidence: 99%

An examination of the equivalence of the first grade DIBELS oral reading fluency probes

Fan¹

View full text Add to dashboard Cite

Given the change in federal legislation allowing the consideration of a Response-To-Intervention (RTI) approach to making eligibility decisions for specific learning disabilities (IDEIA, 2004), it is crucial to establish sufficient evidence for using curriculum-based measurements (CBM) or CBM-like measures (e.g., Dynamic Indicators of Basic Early Literacy Skills; DIBELS) for monitoring students' responses to interventions as part of the identification process for Specific Learning Disabilities. One critical component in an effective RTI model is the availability of parallel measures suited for frequent progress monitoring to index student performance over time. The current study investigated the equivalence of the twenty first grade DIBELS Oral Reading Fluency (DORF) progress monitoring probes using a one-way ANOVA for repeated-measures. Participants were 68 first grade students (36 females and 32 males) from two Midwestern elementary schools. No selection criteria other than parental consent were used. The DORF probes were given in a pseudo-counterbalanced order across four days at the end of the school year to avoid instruction and practice effects. The standard error of measurement (SEM) of the twenty first grade DORF progress monitoring probes was calculated using alternate form reliability coefficients. Results suggested that the equivalence assumption of the first grade DORF was not held. Most of the probes were significantly different in their difficulty level from each other and did not yield consistent mean levels of performance. The findings also suggested a significant magnitude of score fluctuation at the individual student level. The average SEM value was about 9 (ranging from 8 to 10), similar to previous research findings using test-retest reliability for calculation. Limitations, educational implications for CBM ORF users and researchers, and directions for future research are presented.

show abstract

Use of Curriculum-Based Measurement in Identifying Students with Disabilities

Cited by 3 publications

References 26 publications

Special Education Placement: An Interdisciplinary Case Study

Special Education Placement: An Interdisciplinary Case Study

Developing progress monitoring measures: Parallel test construction from the item-up

An examination of the equivalence of the first grade DIBELS oral reading fluency probes

Contact Info

Product

Resources

About