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Curriculum-Based Assessment (CBA): Measurement that uses direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions.
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"As a principal, my quest for providing meaningful reading instruction for students was shared by my teaching staff. While we felt we were doing great things for students in the area of reading, our state assessment showed that, in some cases, 50% of our students were not at grade level in reading..." [read full story]
- Bob Heimbaugh, K-5 Principal, Wyoming
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Why should we undertake Response to Intervention (RTI) when we already have several other initiatives going on in our district?
Response from Ann Casey, Ph.D .: RTI is a framework that could be used as an organizing tool for all of our work in education. The main intent of RTI is to ensure students receive targeted instruction early so all students can be successful. In RTI, we integrate measurement/data systems to focus instruction by using a problem solving process...[read full response ]
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Joseph R. Jenkins
Joseph R. Jenkins, Ph.D., has 37 years of experience in special education. He is currently a professor of Special Education at the University of Washington where he teaches classes in the master’s and doctoral programs in special education and in the elementary teacher education program. Dr. Jenkins has conducted research and written extensively in special education (more than 100 articles, chapters, and books), and has since 1982 directed OSEP leadership, personnel development, model demonstration, and research projects. In 2000, he was awarded the American Education Research Association’s Distinguished Research Award for Special Education Research. His work has focused on developing research-based practices for serving students with learning disabilities--reading assessment and intervention, inclusive education, and effective service delivery models for students with disabilities. He worked with OSEP to determine research-based assessment for determining the eligibility of students for learning disability services (See OSEP Learning Disabilities National Summit, 2001).
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