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Strategies for Making Adequate Yearly Progress, Using Curriculum Based-Measurement for Progress Monitoring

Student Achievement and School Accountability Conference
October 2002

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Text (slide 27):

Curriculum-Based Measurement (CBM) Was Designed to Address These Problems

• CBM makes no assumptions about instructional hierarchy for determining measurement (i.e., CBM fits with any instructional approach).
• CBM incorporates automatic tests of retention and generalization.