Document Type
Thesis - campus only access
Date of Award
Summer 1997
Degree Name
Education Specialist (Ed.S)
Department
Advanced Education Programs
Advisor
Amy Claxton
Abstract
The State of Kansas has granted waivers to several special education cooperatives to use alternative methods for determining eligibility for special education. Instead of determining exceptionalities such as a learning disability using an IQ/achievement discrepancy, the categorical placement is changed to “Special Education.” Eligibility is then based on a discrepancy between the student’s score on a curriculum-based measurement (CBM) probe and the median class score. The Learning Disabilities Association of Kansas (LDAK) predicted that 52% of current Learning Disabled (LD) students would not be eligible for services using the alternative assessment eligibility criteria proposed by Marston and Magnusson (1985) under the CBM approach for identifying students for special education. This field study confirms the LDA-K prediction finding 52.9% of current LD students would not be eligible for special education services using the CBM method. In addition, students previously ineligible for special education and termed “slow learners” would be served using the CBM identification criteria while high IQ LD students would no longer be eligible for services. Further, this study found low correlations between the CBM probes and the Woodcock-Johnson Tests of Achievement-Revised cluster scores currently used to identify students with learning disabilities.
Recommended Citation
Claeys, Joseph, "The Identification of Learning Disabled Students in the State of Kansas Utilizing a Curriculum-Based Measurement Model Versus a Traditional Assessment Model" (1997). Master's Theses. 2614.
DOI: 10.58809/XBXK4345
Available at:
https://scholars.fhsu.edu/theses/2614
Rights
© 1997 Joseph E. Claeys
Comments
For questions contact ScholarsRepository@fhsu.edu