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

3. Teacher ‘Circle of Accountability’
Identify students who need additional support
Use research-based interventions to assist students
Monitor these students progress on ongoing basis

4. Using Data for Intervention Team Referrals
Baseline Data Collected
Progress-Monitoring Data Collected
Teacher Referral
Initial Meeting Held
Intervention Started & Monitored
Follow-Up Meeting Held

5. Curriculum-Based Measurement

7. Limitations of Commercial, Norm-Referenced Achievement Tests

8. 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

9. 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

10. 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

11. CBM Techniques have been developed to assess:
Reading fluency
Math computation
Writing
Spelling
Phonemic awareness skills

13. 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

14. DIBELS Reading Probe: Benchmark 2.1

16. 57 WPM