Many school systems are adopting three-tiered models of prevention (e.g., Response to Intervention and Positive Behavior Support) to support an increasingly diverse student population (Sugai, Horner, & Gresham, 2002). A central feature of these models is that data are monitored to determine responsiveness. We offer this paper as a guide for…

The purpose of this article is to discuss curriculum-based measurement (CBM) as it is currently utilized in research and practice and to propose a new approach for developing measures to monitor the academic progress of students longitudinally. To accomplish this, we first describe CBM and provide several exemplars of CBM in reading and…

Curriculum-based measurement Reading (CBM-R) is an assessment procedure used to evaluate students' relative performance compared to peers and to evaluate their growth in reading. Within the response to intervention (RtI) model, CBM-R data are plotted in time series fashion as a means modeling individual students' response to varying levels of…

This study investigated the accuracy of classroom teachers' judgments of the reading progress of their low-performing students. Participants were 36 second grade teachers and students in their lowest reading groups (n = 150). Student progress was monitored weekly using reading-curriculum-based measurement (R-CBM) procedures. After 6 weeks,…

One of the best methods of formative assessment in academic areas and a method that exemplifies the characteristics of good measures is Curriculum-Based Measurement (CBM; Deno, 1985). Developed at the University of Minnesota in the early 1970's, CBM has been researched in academic areas including mathematics computation, concepts, and…

Forty-four preservice teachers viewed one of two videotaped presentations on curriculum-based measurement (CBM), stressing either statistical or anecdotal information to support CBM's validity and utility. Results revealed no effects for presentation format but, in general, participants' beliefs were more positive about the utility of CBM than…

Reintegration of 23 elementary-age students with mild disabilities who had been in special education pull-out programs into general education classrooms for reading instruction was evaluated using curriculum-based measurement. Results indicated that, on average, reintegrated students made academic gains comparable with their general education…

This study compared alternative measures of early writing performance with 15 second-grade students in a summer program for students at risk. Two- to three-minute samples were obtained of word copying, sentence copying, word dictation, and sentence dictation. Writing from word and sentence dictation correlated best with global judgments of…

The use of curriculum based assessment (CBA) to ensure learning disabled and low achieving students adequate educational opportunity remains the focus in this direct and comprehensive third edition. The additions to this edition are in the way of providing detail and explanation in the context of current and emerging issues in educational…

The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and…

Evaluation of literature-based and traditional basal reading series for sensitivity of repeated curriculum-based measurement with 48 third-grade students found that passage probes from the literature-based series were less sensitive to indexing growth over time than were passage probes from the traditional basal series. (Author/DB)

This study investigated the validity of 3 curriculum-based measures for predicting the performance of 184 secondary students (including 13 with mild disabilities) on content-area tasks. Reliable correlations were found between oral reading, maze, and vocabulary measures; and students' performance on comprehension, acquisition, and retention of…

Three second-grade students with learning disabilities were measured twice a week for 12 weeks on 2 types of curriculum-based measurement (computer maze and oral reading) and an intervention of repeated readings was implemented. Data indicated that the repeated reading intervention affected oral reading CBM, but not performance on the maze…

This study of 121 10th-grade students investigated the criterion-related validity of 2 potential curriculum-based measurements, reading from text and identifying vocabulary meaning, for predicting student performance on content-area study tasks. Correlational and multiple regression techniques found the vocabulary measure to be the stronger…

Twenty-nine elementary special education teachers each monitored 2 students with mild disabilities using curriculum-based measurement (CBM) for 16 weeks. Students whose teachers implemented CBM more accurately made significantly greater math gains than students whose teachers either implemented CBM less accurately or who did not use CBM. Adequacy…