Date of Award

5-2011

Degree Type

Creative Project

Degree Name

Master of Education (MEd)

Department

Special Education and Rehabilitation

Committee Chair(s)

Scott Ross

Committee

Scott Ross

Committee

Robert Morgan

Committee

Charles Salzberg

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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