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The purpose of this study was to examine the importance of designing students' programs based on individual progress-monitoring data. For 20 weeks, 22 special education teachers monitored the mathematics progress of 42 students with mild to moderate disabilities, most of whom had learning disabilities, using curriculum-based measurement (CBM). For these 42 students in Grades 2 through 8, teachers made instructional adjustments based on CBM data. In addition, for each of the 42 students, teachers made the same instructional adjustments for a matched partner. Results indicated that students for whom teachers tailored instructional adjustments based on those students' own CBM data performed significantly better on a global achievement test than did their partners whose instructional adjustments were not based on their own assessment data. Implications for using CBM to effect superior achievement are discussed.
Stecker et al. (Fri,) studied this question.