University of Oregon

A Validity Argument for a Mathematics Curriculum-Based Measure: Implications for Response to Intervention Decision-Making

A Validity Argument for a Mathematics Curriculum-Based Measure: Implications for Response to Intervention Decision-Making
Within a response to intervention (RTI) framework, many schools initially group students into tiers on the basis
of normative achievement. Using a screener and benchmarks with curriculum-based measurement (CBM), students
are classified as being academically “at-risk” or not. In the current study, we present a validity argument for the
use of a mathematics CBM as a classification tool within RTI and explore the relation between a fall CBM administration
and state accountability test results using a large sample in Oregon (located in the Pacific Northwest
in the United States) through regression analyses. Our analyses indicate a strong relation between easyCBM® and
the state achievement tests, which suggests that accurate screening of students using CBM can help teachers and
administrators make more informed decisions for both instruction and school resource allocation. For more successful
RTI, educators should implement effective and efficient decision-making processes based on assessment data,
and researchers should continue exploring ways to improve the classification accuracy of CBM and incorporate
instructional effects.
     Park, B. J., Anderson, D., Tindal, G., & Alonzo, J. (2017). A validity argument for a mathematics curriculum-based measure:
     Implications for response to intervention decision-making. Journal of Educational Administration and Policy, 2, 33-46.