Comparing e-CBM for Deaf and Hard of Hearing Students to Academic Progress and Standardized Achievement

• In Event: 43.069 - Interventions and Evidence: Perceptions and Practices in Special Education

Abstract

This study examined performance on assessments in an online progress monitoring system aligned with standardized achievement data for students who are Deaf and Hard of Hearing and the degree to which regular use of the progress monitoring system corresponded to predicted growth in reading scores. Student characteristics, including special education placement, progress in the system, and measures of reading achievement represented data examined. Findings from 10 case studies indicate alignment between levels in the progress monitoring software and standardized achievement measures.  Regular use of the system generally corresponded to stronger readings scores than predicted by MAP testing. Findings lend support for the accuracy of the monitoring system and suggest benefits of the system for reading achievement.

Authors

• Michelle Lynn Hepfer, The Pennsylvania State University

• Rayne A. Sperling, The Pennsylvania State University

• Susan Rose, University of Minnesota

• Leo Jian Liao

• Simon Hooper