Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports

Description

The purpose of this narrative synthesis of the curriculum-based measure (CBM) instructional utility literature is to deepen insight into the supports required to enrich teachers’ instructional decision-making within curriculum-based measure–data-based individualization (CBM-DBI) in ways that enhance the learning outcomes of students with intensive intervention needs, including students with learning disabilities. We begin by summarizing a recent meta-analysis of CBM-DBI studies focused on academic outcomes. We then reconsider studies from that meta-analysis to further explore the supports required to enrich teachers’ instructional decision-making within CBM-DBI and improve student learning. We next draw conclusions and propose a renewed program of instructional utility CBM-DBI research for capitalizing on technology’s potential to enhance productive instructional decision-making for students who require intensive intervention, fulfill DBI’s potential, and bring CBM-DBI to scale.

Publication Date

1-1-2021

Publisher

figshare SAGE Publications

DOI

10.25384/sage.c.5366405.v1

Document Type

Data Set

Identifier

10.25384/sage.c.5366405.v1

Embargo Date

1-1-2021

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