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ERIC Number: EJ931245
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1918-5227
Using CBM to Help Canadian Elementary Teachers Write Effective IEP Goals
Mattatall, Chris
Exceptionality Education International, v21 n1 p61-71 2011
Knowing what students should be able to accomplish academically is the first step in knowing how to write accurate Individual Education Plan (IEP) goals. By giving students short Curriculum-Based Measurements (CBM) in areas such as reading, writing, and mathematics, teachers are able to determine current level of performance, or baseline. Teachers then use empirically established performance standards to set year-end goals and monitor progress throughout the year to see if current instructional offerings are sufficient. Using CBM in this manner is more effective than the current method of writing IEPs because it takes less time, relies on normed data that is established in research, and provides a clear and concise picture of how well the school is doing in advancing students academically. The purpose of this paper is to introduce to Canadian educators the concept of using CBM to write IEP goals in the areas of mathematics, reading, and writing. (Contains 1 figure.)
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada