Special education, curriculum-based measures, and learning recovery: A framework for confident decision making

Watch Webinar

Every day, educators are tasked with making good instructional decisions using all of the information at their disposal. This is often easier said than done, and it can be especially difficult when large numbers of students are struggling to meet grade-level expectations—or when a learning disability may be involved.

In this on-demand webinar, Dr. Rachel Brown and Dr. Scott McConnell provide a practical decision-making framework you can use to confidently determine what type of instruction is needed to support all students’ learning needs.

Watch it now to learn more about:
  • The history of curriculum-based measures (CBMs) and when they may be appropriate for identifying risk and monitoring progress for all students—including those suspected of having a learning disability
  • The current landscape of special education and how CBM data can be used to assist teams in considering referrals and eligibility
  • Using all of your assessment data—academic achievement and social-emotional behavior—to identify the best services and supports for each learner


Sarah_web_centered.jpgScott McConnell, Ph.D.
Director of Assessment Innovation, Renaissance
Scott McConnell, Ph.D., is Director of Assessment Innovation at Renaissance and Emeritus Professor of Educational Psychology at the University of Minnesota. He is the founder of Early Learning Labs and the co-creator of the myIGDIs for Preschool and Star CBM assessments. His research has focused in part on the use of CBM and other General Outcome Measures to support great outcomes for all students.


Rachel Brown, Ph.D.
Senior Research Consultant, Renaissance
Rachel Brown earned her Ph.D. in school psychology and special education at the University of Massachusetts Amherst. She joined FastBridge, now part of Renaissance, in 2015 where she currently serves as a senior research consultant. Dr. Brown is also Professor of Educational and School Psychology Emerita at the University of Southern Maine. Her research focuses on effective reading instruction and assessment within a multi-tiered system of support.