Curriculum-Based Measurement: A Method for Monitoring Student Academic Progress in Basic Skills

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Curriculum-Based Measurement A Method for
Monitoring Student Academic Progress in Basic
Skills
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Teacher Circle of Accountability

• Identify students who need additional support

• Use research-based interventions to assist
  students

• Monitor these students progress on ongoing basis

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Using Data for Intervention Team Referrals
Baseline Data Collected
Progress-Monitoring Data Collected
Teacher Referral
Initial Meeting Held
Follow-Up Meeting Held
Intervention Started Monitored
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Curriculum-Based Measurement
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Limitations of Commercial, Norm-Referenced
Achievement Tests
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Commercial Tests Limitations

• Compare child to national average rather than
  to class or school peers
• May have poor overlap with student curriculum,
  classroom content
• Can be given only infrequently
• Are not sensitive to short-term student gains in
  academic skills

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Curriculum-Based Measurement Defining
Characteristics

• Tests preselected objectives from local
  curriculum
• Has standardized directions for administration
• Is timed, yielding fluency, accuracy scores
• Uses objective, standardized, quick guidelines
  for scoring
• Permits charting and teacher feedback

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CBM Student Reading Samples What Difference
Does Fluency Make?

• 3rd Grade 19 Words Per Minute

• 3rd Grade 70 Words Per Minute

• 3rd Grade 98 Words Per Minute

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CBM Techniques have been developed to assess

• Reading fluency
• Math computation
• Writing
• Spelling
• Phonemic awareness skills

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www.interventioncentral.org
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Curriculum-Based Measurement Defining
Characteristics

• Samples objectives from local curriculum
• Uses items from a predefined measurement pool
• Has standardized directions for administration
• Is timed, yielding fluency, accuracy scores
• Uses objective, standardized, quick guidelines
  for scoring
• Permits charting and teacher feedback

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CBM Reading Probes Example
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DIBELS Reading Probe Benchmark 2.1
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