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The purpose of this study was to provide preliminary evidence of the criterion-related validity of curriculum-based measurement (CBM) for reading, mathematics, and written expression with postsecondary students with intellectual and developmental disabilities (ID). The participants included 41 postsecondary students with ID enrolled in a 2-year certificate program at a large Midwestern university. CBMs were administered to participants using standardized procedures, and results were compared with performance on the Woodcock-Johnson Tests of Achievement. Descriptive statistics were calculated as were bivariate correlations between CBM measures and the content-appropriate criterion measure. Results are discussed in terms of the potential use of CBMs as indicators of academic performance for postsecondary students with ID.

Replication is a foundation of the development of a knowledge base in an evidence-based field such as education. This study includes two direct replications of Hosp, Hensley, Huddle, and Ford which found evidence of criterion-related validity of curriculum-based measurement (CBM) for reading and mathematics with postsecondary students with developmental disabilities (DD). Participants included two cohorts of postsecondary students with DD enrolled in a 2-year certificate program at a large Midwestern university (n = 24 and 21). Using the same standardized procedures as Hosp et al., participants were administered CBMs for Oral Passage Reading (OPR), Maze, Math Computation, and Math Concepts and Applications. Descriptive statistics and bivariate correlations between CBMs and the content-appropriate Woodcock-Johnson Tests of Achievement-Third Edition were calculated. No significant differences in criterion-related validity coefficients between cohorts were found but differences between the correlations for Math Computation and Math Concepts and Applications identified in Hosp et al. were not found in either replication cohort.

Special education has a long tradition of valuing a continuum of placements and services to meet individual students' needs (Deno 1970). The alignment with response to intervention (RTI) and the provision of evidence-based intervention is strong. In this chapter, we discuss the research base and characteristics of RTI as they relate to students with learning disabilities (LD) and special education services in general. We discuss RTI as both a system of educational service delivery as well as a method for determining eligibility for special education services as a student with LD. Both definitions and approaches are important to examining the intersection of RTI and special education and there is a good amount of overlap.The authors begin this chapter with definitions of some of the key terms that are important to the treatment of the topic throughout the rest of the chapter. Next, the research base in relation to some key components of RTI and how they link to the needs of students with LD and the provision of special education services are presented. These include (a) eligibility and exit determinations, (b) tiered delivery of services, (c) evidencebased practices (EBPs), (d) universal screening, and (e) progress monitoring. Finally, some directions for future research in this area that are derived from prior research and gaps therein as well as implications of the current research base for the implementation of RTI are provided. Definitions• Aptitude-achievement discrepancy: A method for identifying students with LD. It includes comparing a student's performance on a standardized, norm-referenced achievement test to a test of cognitive ability. A student is determined to have a LD if his/her achievement score is less than would be predicted given his/her cognitive ability. The RTI framework can be used as an alternative method for identifying students with LD.• Child Find: A federal mandate that requires school districts to locate, identify, and evaluate children with disabilities, from birth to age 21, to ensure provision of a free and appropriate public education through special education and/or related services.• Curriculum-based measurement (CBM): A measurement system which uses instruments and metrics highly associated with the curriculum a student is expected to learn. Thus, little inference is required regarding the determination of students' skill level.• Evidence-based practices (EBPs): Instructional practices that are supported by high-

Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (