Assessment

CBM

Curriculum-Based Measurement

Definition

CBM is a set of brief, standardized, repeatable fluency probes (typically 1-3 minutes) administered weekly or biweekly to monitor student response to intervention. Originating with Deno (1985, Exceptional Children 52(3):219-232), CBM produces slope estimates that are used for RTI/MTSS decision-making. Reliability coefficients typically exceed .90 for oral reading fluency; Fuchs & Fuchs recommend a 4-point rule: four consecutive data points below the aim line trigger an instructional change.

Regulatory Citation

34 CFR §300.320(a)(3) (progress monitoring of annual goals)

Example in Practice

A student receives weekly oral-reading-fluency probes. After 8 weeks, the trend-line slope is 0.6 WCPM/week versus a goal slope of 1.5 WCPM/week, triggering instructional revision under Fuchs & Fuchs's 4-point rule.

Key Research Citations

·Deno (1985, Exceptional Children 52(3):219-232) — CBM foundations
·Fuchs & Fuchs (2006, J Special Education 41(2):85-95) — Progress monitoring
·Fuchs & Fuchs (2007, Teaching Exceptional Children) — 4-point decision rule

Full bibliography available on the Research page.

Related Terms

RTI MTSS

Back to glossary

This glossary entry is educational. It is not legal or clinical advice. Consult a qualified attorney or licensed clinician before making decisions that rely on this summary.