Curriculum-Based Measurement as a Measure of Writing Growth for Diverse Elementary Students

• In Event: Poster Session 13
  In Poster Session: Special Education: Evidence-Based Practices

Abstract

Writing is an essential skill and is emphasized in the Common Core State Standards. It is critical to be able to identify learning difficulties in the area of writing and monitor writing progress using technically sound measures that can inform instructional decisions across increasingly diverse populations. This study evaluated the reliability of CBM-W measures for a diverse group of elementary students (n = 75) and assessed the ability of those measures to capture short-term writing growth.

Authors

• Athena Lentini McAlenney, St. Thomas Aquinas College

• Meenakshi Gajria, St. Thomas Aquinas College

• Regine Rossi, St. Thomas Aquinas College