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The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Kindergarten. Technical Report # 0921
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Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in kindergarten. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from…
Descriptors: Kindergarten, General Education, Response to Intervention, Access to Education
An Exploratory Study of Student-Paced versus Teacher-Paced Accommodations for Large-Scale Math Tests.
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Hollenbeck, Keith; Rozek-Tedesco, Marick A.; Tindal, Gerald; Glasgow, Aaron – Journal of Special Education Technology, 2000
This study examined whether a teacher-paced video (TPV) accommodation or a student-paced computer (SPC) accommodation provided differential access for student with disabilities versus their general education peers on a large-scale math test. It found that although both pacing accommodations significantly influenced mean scores, the SPC…
Descriptors: Accessibility (for Disabled), Computer Assisted Testing, Disabilities, Educational Assessment
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 4. Technical Report # 09-03
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Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 4, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 5. Technical Report # 09-01
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Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 5, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 3. Technical Report # 09-02
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Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 3, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 7. Technical Report 0908
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Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 7, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 8. Technical Report # 09-04
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Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 8, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 2. Technical Report # 0920
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Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 2, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 6. Technical Report 09-07
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Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2008
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 6, General Education, Response to Intervention, Access to Education
Use of Focus Groups to Inform the Construction of a Universally Designed Mathematics Test. Technical Report # 29
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Ketterlin-Geller, Leanne; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
Focus groups were used to examine the needs of students taking a computer adaptive math assessment. The assessment designed using universal design and item response theory. Focus groups included teachers, administrators, child advocacy groups, and 3rd grade students and parents from the following groups: students with disabilities, students in…
Descriptors: Focus Groups, Access to Computers, Disabilities, Child Advocacy