LEADER 05212nam 2200625Ia 450 001 9910462288203321 005 20200520144314.0 010 $a1-4529-4763-5 010 $a0-8166-8174-0 035 $a(CKB)2670000000269580 035 $a(EBL)1047464 035 $a(OCoLC)815383332 035 $a(SSID)ssj0000756333 035 $a(PQKBManifestationID)11494940 035 $a(PQKBTitleCode)TC0000756333 035 $a(PQKBWorkID)10750983 035 $a(PQKB)11448528 035 $a(StDuBDS)EDZ0001170777 035 $a(MiAaPQ)EBC1047464 035 $a(MdBmJHUP)muse30008 035 $a(Au-PeEL)EBL1047464 035 $a(CaPaEBR)ebr10613540 035 $a(CaONFJC)MIL525569 035 $a(EXLCZ)992670000000269580 100 $a20120320d2012 ub 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 02$aA measure of success$b[electronic resource] $ethe influence of curriculum-based measurement on education /$fChristine A. Espin ... [et al.], editors 210 $aMinneapolis $cUniversity of Minnesota Press$dc2012 215 $a1 online resource (407 p.) 300 $aDescription based upon print version of record. 311 $a0-8166-7970-3 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Abbreviations; Introduction; 1. Curriculum-Based Measurement: The Paradigm, History, and Legacy; I. Contributions to Educational Policy and Practice; 2. A Review of Deno and Mirkin's Special Education Resource Teacher (SERT) Model: An Early Effort to Reconcile the Right to Social Integration with a Need for Effective Instruction; 3. Using Curriculum-Based Measurement to Develop Educationally Meaningful and Legally Sound Individualized Education Programs (IEPs); 4. When the "Emerging Alternative" Becomes the Standard; II. School-Based and District-Wide Applications 327 $a5. School-and District-Wide Implementation of Curriculum-Based Measurement in the Minneapolis Public Schools6. Implementing Data-Based Program Modification Big Ideas; 7. The Contribution of Curriculum-Based Measurement to Response to Intervention: Research, Policy, and School Practice; III. Applications in Elementary Education; 8. How Curriculum-Based Measures Help Us Detect Word Recognition Problems in First Graders; 9. How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty 327 $a10. Technological Applications of Curriculum-Based Measurement in Elementary Settings: Curriculum-Based Measurement in the Digital Age IV. Applications in Secondary Education; 11. Big Ideas and Core Values: The Influence of Stanley Deno's Work on Secondary Mathematics Progress Monitoring; 12. They're Getting Older . . . but Are They Getting Better? The Influence of Curriculum-Based Measurement on Programming for Secondary-School Students with Learning Disabilities; V. Applications in General Education Settings 327 $a13. Curriculum-Based Measurement at Larue Elementary: They Said It Couldn't Be Done! 14. Curriculum-Based Measurement Progress Monitoring and the Health of General Education; VI. Applications for Special School Populations; 15. Curriculum-Based Measurement and English Language Learners: District-Wide Academic Norms for Special Education Eligibility; 16. A Tribute to Stanley Deno: Curriculum-Based Measurement for English Learners in First Grade; 17. Extending Curriculum-Based Measurement to Assess Performance of Students with Significant Cognitive Disabilities 327 $aVII. Applications in State Assessments of Schools 18. How Curriculum-Based Measurement Progress Monitoring Contributes to the Alignment of Instruction and State-Adopted Standards and Assessments; 19. Curriculum-Based Measures: Application with State Assessments; 20. Curriculum-Based Measurement, Progress Monitoring, and State Assessments; VIII. Uses for Teacher Development; 21. Stanley Deno's Contributions to Teacher Education Scholarship and Practice; 22. The Impact of Curriculum-Based Measurement on Teacher Practice; IX. Uses in Psychology and School Psychology 327 $a23. Data-Based Program Modification and the Launching of Careers 330 $aSimple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980's as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. Gathering an international group of leading researchers and practitioners, A Measure of Success provides a comp... 606 $aCurriculum-based assessment 608 $aElectronic books. 615 0$aCurriculum-based assessment. 676 $a371.26/4 701 $aEspin$b Christine$01032484 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462288203321 996 $aA measure of success$92450364 997 $aUNINA