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. Author manuscript; available in PMC: 2008 Sep 22.
Published in final edited form as: Learn Disabil Q. 2008;31(2):79–92.

Figure 2.

Figure 2

Roberto's progress on CBM concepts and applications.

Note. This figure is read the same way as Figure 1. On concepts and applications, Roberto's trend line prior to the winter break was less steep than the goal line, at which time the teacher introduced a revision to the instructional program (signified by the second dotted line). With that revision to the instructional program, Roberto's rate of progress accelerated, signified by the trend line, which, by the end of March, is steeper than the goal line. This suggested that, at the end of March, the goal needs to be increased.