Curriculum-Based Measurement
Curriculum-based measurement (CBM) is a tool for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics, and written language.
CBM uses "probes" developed from the district curriculum, so that it measures what the students are taught.
Curriculum-based measurement uses four different measures.
- Reading fluency measures how many words a student correctly reads in one minute. In practice, three reading probes are given; the middle score is reported.
- The spelling measure presents 10 words (first grade) or 17 words (second through fifth grades). Spelling lists are scored for words spelled correctly and correct letter sequences.
- The mathematics probe presents sets of mixed or single skill probes with a three-minute time limit. The student's responses are scored for correct digits written per minute.
- For the written expression task, students are presented with a "story starter" and given three minutes to write a story. The student work is scored for total words written, words spelled correctly, and correct writing sequences.
In District 25, curriculum-based measurement is used for a variety of purposes to
- Screen students to identify those students who may be at risk for difficulty acquiring the desired level of skill and fluency in basic skill areas. The screenings are conducted three times each year, in the fall, winter, and spring.
- Monitor student progress and response to instructional interventions. For example, if a student receives additional support in reading, we use CBM, administered several times weekly, to evaluate the effects of the intervention. Because of the frequency with which CBM can be used, it is possible to determine fairly quickly if a given intervention is working.
- Inform decision making when determining if a student should receive special education services.
- Establish critical benchmarks for both ISAT and MAP. Benchmarks are critical performance levels on CBM that predict success on future ISAT and MAP administrations. For example, we know that students who read 90 words correctly per minute at the end of 2nd grade have a very high probability of at least meeting standards on ISAT and MAP administered in 3rd, 4th, and 5th grades.
© 2009-10 Arlington Heights School District 25
1200 S. Dunton Avenue
Arlington Heights, Illinois 60005