Using Progress-Monitoring Data to Improve Instructional Decision Making

In this article, the authors describe the use of curriculum-based measurement as a research-validated practice for monitoring student academic achievement and ultimately for improving students' educational outcomes. The authors describe oral-reading fluency and maze fluency as assessment tools for monitoring student progress, evaluating instructional effectiveness, and aiding teachers with instructional planning. They provide a brief hypothetical case study of 1 elementary-aged student with a learning disability in reading to illustrate the use of progress-monitoring practices for enhancing instructional decision making and promoting academic achievement.

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