A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?

• Published in: Journal of learning disabilities Vol. 54; no. 4; pp. 256 - 268
• Main Authors: Espin, Christine A., van den Bosch, Roxette M., van der Liende, Marijke, Rippe, Ralph C. A., Beutick, Melissa, Langa, Athanasia, Mol, Suzanne E.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2021; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Attention; Curricula; Curriculum Based Assessment; Data Use; Decision Making; Educational materials; Faculty Development; Instructional Materials; Learning disabilities; Professional development; Special education; Special Education Teachers; Systematic review; Teacher education; Teachers; Topics; Trainers; intervention; professional development; CBM
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/0022219421997103

The purpose of this study was to examine the amount of attention devoted to data-based decision-making in Curriculum-Based Measurement (CBM) professional development materials. Sixty-nine CBM instructional sources were reviewed, including 45 presentations, 22 manuals, and two books. The content of the presentations and manuals/books was coded into one of four categories: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed that only a small proportion of information in the CBM instructional materials was devoted to data-based decision-making (12% for presentations and 14% for manuals/books), and that this proportion was significantly smaller than (a) that devoted to other instructional topics, (b) that expected were information to be equally distributed across major instructional topics, and (c) that recommended by experienced CBM trainers. Results suggest a need for increased attention to data-based decision-making in CBM professional development.