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
Recommended Citation
Hamlett, Carol L.; Fuchs, Douglas; Fuchs, Lynn S.; Stecker, Pamela M. (2021), "Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports", figshare SAGE Publications, doi: 10.25384/sage.c.5366405.v1
https://doi.org/10.25384/sage.c.5366405.v1
Identifier
10.25384/sage.c.5366405.v1
Embargo Date
1-1-2021