Using Curriculum-Based Measurement to Identify Potential Candidates for Reintegration into General Education

Abstract

This paper examines the use of Curriculum-Based Measurement (CBM) to operationalize satisfactory achievement, one distinguishing feature of the Least Restrictive Environment. This feature then is used to identify students receiving special education as potential candidates for reintegration into general education. In two studies, local norms representing the reading skills of general education low reading group students on passages derived from their curriculum were used to represent satisfactory performance. Students in special education who read as well as or better than their low reading group peers on CBM tasks were identified as potential candidates for reintegration. Results, analyzed by idiographic and nomothetic approaches, showed that a substantial portion (approximately 40%) of the special education students could be candidates for reintegration using this approach. Implications for reintegration efforts are discussed.

The Effects of Classroom Reading Performance Data on General Education Teachers' and Parents' Attitudes About Reintegration

“…Special education students were classified as PC or UC using procedures employed in previous research on reintegration of special education students (Rodden-Nord et al, 1992;Shinn, Habedank, Rodden-Nord, & Knutson, 1993). Special education students from Grades 1 to 5 who met the criteria (n = 83) were identified by the schools' general education teachers.…”

“…This criterion has been demonstrated to have both conceptual (Allen, 1989;Hundert, 1982) and empirical support (D. Rodden-Nord et al, 1992;Shinn et al, 1993). Special education students who scored below all of the low readers in their general education classroom were classified as UC.…”

Curriculum-Based Measurement and Problem-Solving Assessment: Basic Procedures and Outcomes

“…Preliminary research on using CBM to identify potential candidates for reintegration shows promise. Shinn, Habedank, Rodden-Nord, and Knutson (1991) examined the percentage of special education students served in resource rooms with an IEP objective in reading who read gradelevel curricular materials in the range of low reading group general education students from their grade placement. The outcomes estimated that approximately 40% of the special education students read as well as or better than at least one of the low reading group students.…”