How to do Curriculum-Based Measurement in MTSS/RtI

Curriculum-Based Measurement (CBM) is a valuable tool for MTSS/RtI, providing guidance on procedural techniques and addressing common obstacles. This book by leading experts provides specific guidance on CBM in a K-12 educational environment, making it a valuable resource for educators and school psychologists.

Format: Hardback
Publication date: 01 January 2021
Publisher: Taylor & Francis Ltd

Curriculum-Based Measurement (CBM) is a widely used assessment tool in MTSS/RtI that helps educators identify and address academic difficulties in students. CBM measures student performance on specific academic skills and provides timely feedback to teachers and parents. It is based on the Common Core State Standards and can be used in a variety of contexts, including Response-to-Intervention models and special education.

CBM has several benefits, including its ability to provide accurate and reliable data, its ease of use, and its ability to be used to monitor student progress over time. However, there are also some limitations to CBM, including its reliance on standardized instructions and its potential to be biased.

To address these limitations, leading experts in the field have developed best practices for CBM. These practices include providing standardized instructions, using targeted strategies, and accounting for the role of CBM in a K-12 educational environment.

Standardized instructions are essential for CBM to be effective. Teachers must provide clear and concise instructions to students, and students must be able to follow these instructions accurately. This can be challenging, especially for students with learning disabilities or other cognitive impairments.

Targeted strategies are designed to address specific academic difficulties that students may be experiencing. These strategies may include using visual aids, breaking down complex tasks into smaller steps, and providing additional practice opportunities.

Accounting for the role of CBM in a K-12 educational environment is also important. CBM can be used to monitor student progress over time, identify areas of need, and make adjustments to instruction. However, it is important to use CBM in a way that is not punitive or stigmatizing.

In addition to best practices, CBM can be used in a variety of contexts, including Response-to-Intervention models and special education. Response-to-Intervention models are designed to provide early intervention for students who are struggling academically. Special education is designed to provide specialized instruction and support to students with disabilities.

CBM can be used to measure a variety of academic skills, including reading, writing, math, and science. It can be used to measure student performance on a variety of levels, including grade level, subject area, and individual student.

CBM can be used in a variety of ways, including paper-and-pencil tests, computer-based tests, and oral tests. Paper-and-pencil tests are the most common type of CBM, and they can be administered quickly and easily. Computer-based tests are more accurate and can be administered remotely, but they can be more expensive. Oral tests are less accurate but can be used to measure student performance in a variety of settings, including classrooms and clinics.

CBM can be used to make a variety of decisions, including identifying students who need additional support, making adjustments to instruction, and evaluating the effectiveness of interventions. However, it is important to use CBM in a way that is consistent with the principles of evidence-based practice.

In conclusion, Curriculum-Based Measurement is a widely used assessment tool in MTSS/RtI that helps educators identify and address academic difficulties in students. CBM has several benefits, including its ability to provide accurate and reliable data, its ease of use, and its ability to be used to monitor student progress over time. However, there are also some limitations to CBM, including its reliance on standardized instructions and its potential to be biased. To address these limitations, leading experts in the field have developed best practices for CBM, including providing standardized instructions, using targeted strategies, and accounting for the role of CBM in a K-12 educational environment. CBM can be used in a variety of contexts, including Response-to-Intervention models and special education, and can be used to measure a variety of academic skills. However, it is important to use CBM in a way that is consistent with the principles of evidence-based practice.

ISBN-13: 9781138946545