ABSTRACT
Curriculum-Based Measurement (CBM) is a set of short (i.e., 1–5 minutes), standardized assessments that are used to identify at-risk students and evaluate academic progress over time (Deno, 1985; Shinn, 2010). Reading, math, writing, and spelling achievement can all be measured with CBM probes (Deno, 1985; Deno, 1986, Shinn, 1989). CBM tools are used across age groups from early childhood and elementary to secondary levels (Deno, 2003; Shinn, 1998). While CBM was originally developed to monitor Individualized Education Plan (IEP) goals for Special Education students, its use has expanded to general education, at-risk, and English Language Learners (Deno, 2003; Shinn, 1998; Shinn, 2010; Shinn & Baker, 1996; Shinn, Collins, & Gallagher, 1998).
