Evaluation of schedule frequency and density when monitoring progress with curriculum-based measurement

Stacy Ann A. January, Ethan R. Van Norman, Theodore J Christ, Scott P. Ardoin, Tanya L. Eckert, Mary Jane White

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

School-based professionals often use curriculum-based measurement of reading (CBM-R) to monitor the progress of students with reading difficulties. Much of the extant CBM-R progress monitoring research has focused on its use for making group-level decisions, and less is known about using CBM-R to make decisions at the individual level. To inform the administration and use of CBM-R progress monitoring data, the current study evaluated the utility of 4 progress monitoring schedules that differed in frequency (once or twice weekly) and density (1 or 3 probes). Participants included 79 students (43% female; 51% White, 25% Hispanic or Latino, 11% Black or African American, 1% other, 12% unknown) in Grades 2 (n = 45) and 4 (n = 34) who were monitored across 10 weeks (February to May). Consistent with a focus on individual-level decision making, we used regression and mixed-factorial analysis of variances (ANOVAs) to evaluate the effect of progress monitoring schedule frequency, schedule density, grade level, and their interaction effects on CBM-R intercept, slope, SE of the slope (SEb), and SE of the estimate (SEE). Results revealed that (a) progress monitoring schedule frequency and density influenced the magnitude of SEb, (b) density had a significant but negligible impact on SEE, and (c) grade level had a significant effect on slope and intercept. None of the interaction effects were statistically significant. Findings from this study have implications for practitioners and researchers aiming to monitor students' progress with CBM-R.

Original languageEnglish (US)
Pages (from-to)119-127
Number of pages9
JournalSchool Psychology Quarterly
Volume34
Issue number1
DOIs
StatePublished - Jan 1 2019

Fingerprint

Curriculum
Reading
Appointments and Schedules
monitoring
curriculum
evaluation
school grade
Students
Hispanic Americans
interaction
female student
analysis of variance
African Americans
Decision Making
Analysis of Variance
student
Research Personnel
decision making
regression
Research

Keywords

  • Curriculum-based measurement
  • Data-based decision making
  • Multitiered systems of support
  • Progress monitoring
  • Reading

PubMed: MeSH publication types

  • Journal Article

Cite this

Evaluation of schedule frequency and density when monitoring progress with curriculum-based measurement. / January, Stacy Ann A.; Van Norman, Ethan R.; Christ, Theodore J; Ardoin, Scott P.; Eckert, Tanya L.; White, Mary Jane.

In: School Psychology Quarterly, Vol. 34, No. 1, 01.01.2019, p. 119-127.

Research output: Contribution to journalArticle

January, Stacy Ann A. ; Van Norman, Ethan R. ; Christ, Theodore J ; Ardoin, Scott P. ; Eckert, Tanya L. ; White, Mary Jane. / Evaluation of schedule frequency and density when monitoring progress with curriculum-based measurement. In: School Psychology Quarterly. 2019 ; Vol. 34, No. 1. pp. 119-127.
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