Date of Award

5-2011

Degree Type

Creative Project

Degree Name

Master of Education (MEd)

Department

Special Education and Rehabilitation

Committee

Scott Ross

Abstract

Curriculum-Based Measurement (CBM) is a method that teachers use to formatively assess progress in reading, math, writing, and spelling. In recent years, different data-management systems have been created to systematically organize, group, and monitor data on multiple students for teachers to make better instructional decisions. Most data-management-systems are fee-based and can be cost-prohibitive, but CBM Focus is a free program consisting of the same concepts, charting, and data-entry methods. This project measured the social validity and implementation fidelity of CBM Focus—a curriculum-based measurement data management system for recording student reading, writing, and math records. Eleven participating elementary teachers in this project were surveyed prior to using CBM Focus to determine a baseline of social validity. At the end of 11 weeks, a second survey was administered. Based on results of implementation fidelity at the ninth week, an additional procedure was implemented for the last seven weeks. The study concluded with a follow up survey at 16 weeks. The results of the study revealed that the 11 teachers: (a)did not implement CBM Focus with fidelity prior to the author’s intervention; (b)implemented the program with fidelity after the author’s intervention; and (c)teachers with higher rates of implementation fidelity of CBM use had higher acceptability of CBM Focus.

Comments

This work made publicly available electronically on June 13, 2011

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