Development of Curriculum-Based Local Norms for Use in Special Education Decision-Making

Abstract

Assessment practices for mildly handicapped students face continued challenges of lack of utility, reliability, validity, discrimination, and general effectiveness. Recently proposed solutions to these challenges include curriculum-based assessment (CBA). To be useful in decision-making, CBA procedures must be reliable and valid. Importantly, the measurement system must have standards on which to base any specific decision, be it screening, eligibility, instructional planning, or monitoring of student progress. One type of CBA, Curriculum-based Measurement (CBM) offers the necessary technical adequacy for making decisions with students. Decision-making standards are provided through the development of local norms. This paper presents a description of the development and use of local norms across the major special education decisions. These local norms provide a consistent and continuous data base that links the data collected for screening and eligibility purposes to student progress decisions. Implications of the use of these measures on the practice of school psychology are addressed.

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