One Teacher's Use of Curriculum-Based Measurement: A Changed Opinion

Curriculum-based measurement (CBM) is a well-researched and widely discussed tool for making a variety of key school-based decisions, including eligibility for special services, monitoring students' progress, developing and modifying academic interventions, and evaluating program effectiveness. However, there is little evidence that CBM is being used by significant numbers of teachers or school psychologists. This article presents an overview of CBM and a discussion of the general lack of implementation by practitioners. Six case studies illustrate the transition of one teacher from a skeptical opponent of CBM to a strong advocate, who incorporates CBM into her instructional program for low-skilled readers.