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ERIC Number: ED519252
Record Type: Non-Journal
Publication Date: 2011
Pages: 76
Abstractor: ERIC
Reference Count: N/A
Using CBM for Progress Monitoring in Reading
Fuchs, Lynn S.; Fuchs, Douglas
National Center on Student Progress Monitoring
Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed to: (1) Estimate rates of improvement; (2) Identify students who are not demonstrating adequate progress and therefore require additional or alternative forms of instruction; and/or; and (3) Compare the efficacy of different forms of instruction and thereby design more effective, individualized instructional programs for problem learners. In this manual, the authors discuss one form of progress monitoring: Curriculum-Based Measurement (CBM). CBM provides teachers with an easy and quick method of obtaining empirical information on the progress of their students. With frequently obtained student data, teachers can analyze student scores to adjust student goals and revise their instructional programs. That way, instruction can be tailored to best fit the needs of each student. Research has demonstrated that when teachers use CBM to inform their instructional decision making, students learn more, teacher decision making improves, and students are more aware of their own performance. Included is an annotated bibliography of selected CBM articles. Appendices include: (1) CBM Materials; and (2) Resources. (Contains 59 figures and 54 resources.)
National Center on Student Progress Monitoring. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 866-770-6111; Fax: 202-403-5001; e-mail:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center on Student Progress Monitoring