At present, it is unclear whether math curriculum-based measurement (M-CBM) procedures provide a dependable measure of student progress in math computation because support for its technical properties is based largely upon a body of correlational research. Recent investigations into the dependability of M-CBM scores have found that evaluating…

We report findings of a validation study comparing two screening tools: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and the Social Skills Improvement System-Performance Screening Guide (SSiS-PSG). Participants included 458 kindergarten through fifth-grade…

We report findings of a validation study exploring the Student Risk Screening Scale (SRSS; Drummond, 1994) for use with English learners (ELs) attending a large suburban elementary school. First, we explored the reliability of the SRSS by examining internal consistency, with results indicating adequate internal consistency (0.83). Second, we…

Language skills developed during preschool contribute strongly to later reading and academic achievement. Effective preschool assessment and intervention should focus on core components of language development, specifically oral language skills. The Early Language and Literacy Individual Growth and Development Indicators (IGDIs) are a set of…

The reliability and validity of three curriculum-based measures as indicators of learning English as a foreign language were examined. Participants were 260 Dutch students in Grades 8 and 9 who were receiving English-language instruction. Predictor measures were maze-selection, Dutch-to-English word translation, and English-to-Dutch word…

The purpose of this study was to evaluate technical adequacy features of an online adaptation of vocabulary matching known as critical content monitoring. Validity and reliability studies were conducted with a sample of 106 students from one school in fifth-grade science content. Participants were administered 20 parallel forms of the general…

This study examined the technical adequacy of vocabulary-matching curriculum-based measurement (CBM) to identify and monitor the progress of 148 middle school students in social studies. In addition, the effectiveness of a reading comprehension intervention, Collaborative Strategic Reading (Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001),…

The use of Curriculum-Based Measures is rapidly expanding to the middle school level, where maze passages are frequently used to monitor progress in reading. At secondary grade levels, the focus of reading is on reading to learn, especially in the content areas. Therefore, we were interested in developing maze passages based on grade-level science…

The technical adequacy of curriculum-based measures in the form of short and simple vocabulary-matching probes to predict students' performance and progress in science at the secondary level was investigated. Participants were 198 seventh-grade students from 10 science classrooms. Curriculum-based measurements (CBM) were 5-min…

We reported findings of an exploratory validation study of a revised universal screening instrument: the Student Risk Screening Scale--Internalizing and Externalizing (SRSS-IE) for use with middle school students. Tested initially for use with elementary-age students, the SRSS-IE was adapted to include seven additional items reflecting…

Maze tasks have appealing properties as progress-monitoring tools, but there is a need for a thorough examination of the psychometric properties of Maze tasks among middle school students. We evaluated form effects, reliability, validity, and practice effects of Maze among students in Grades 6 through 8. We administered the same (familiar) and…

There has been increased attention to the development of assessment measures for evaluating mathematical skills in young children in order to inform instruction and intervention. However, existing tools have focused primarily on number sense with little attention to other areas of mathematical thinking such as geometry and algebra. The purpose of…

Substantial research exists to support the use of reading curriculum-based measures (R-CBMs) for screening and progress monitoring in schools; however, nearly all of this work has been done in English. The changing demographics of students who attend public school includes children who speak other languages. The purpose of this study was to…

The "Screening Test for Emotional Problems-Self-Report" (STEP-S) was designed to assess students aged 10 to 17 years referred for wide-ranging emotional disturbances categorized under the Individuals with Disabilities Education Improvement Act. Preliminary analysis indicated that subscale coefficients alpha ranged from 0.76 to 0.85 and test-retest…

This study investigated the validity of the "Post-School Outcomes Transition Survey" (PSOTS). The PSOTS was designed to ascertain whether individuals who received special education services in secondary school have obtained postschool employment or have enrolled in postsecondary education or training within 1 to 2 years of exiting high school. The…