{"id":800,"date":"2019-11-02T22:25:24","date_gmt":"2019-11-03T03:25:24","guid":{"rendered":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/?page_id=800"},"modified":"2019-11-07T18:21:15","modified_gmt":"2019-11-07T23:21:15","slug":"curriculum-based-measurement-case-study-part-four","status":"publish","type":"page","link":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/curriculum-based-measurement-case-study-part-four\/","title":{"rendered":"Curriculum-Based Measurement Case Study Part Four"},"content":{"rendered":"

\"Criterion-Based<\/p>\n

Now that Miss Erickson and Mrs. Franks have determined the rate of weekly progress and their decision rules for making instructional changes, they are now reading to implement the progress monitoring probes, graph their data and make decisions.<\/p>\n

Let’s see how Miss Erickson and Mrs. Franks implement CBM in their co-taught class.\u00a0<\/strong><\/p>\n

Please note that from this point on, the case study will only be focusing on the students who are receiving the word identification fluency probe (WIF).<\/p>\n

Miss Erickson and Mrs. Franks have decided on a WIF (word identification fluency) probe to access their students that were reading below 10 words per minute on the second grade oral reading fluency probe.<\/p>\n

They consult the information for their CBM pre-planning training for information about WIF probes.\u00a0 They find this information the most helpful in making the decision to use the WIF for their students who are reading well below grade level:<\/p>\n

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