Contact Information
To receive more information on Intervention Support Teams, please contact:
Psychological Services
(336) 370-8170
(336) 370-8172 fax
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Curriculum Based Measurement
What is Curriculum-Based Measurement?
Curriculum-based measurement, or CBM, is a method of monitoring student educational progress through direct assessment of academic skills
- CBM can be made to measure basic skills in reading, mathematics, spelling, written expression and readiness skills
- The instructor gives the student brief, timed samples, or “probes,” made up of academic material taken from curriculum that the student is expected to learn
Characteristics of CBMs
- Reduce the gap between assessment and instruction
- Aide teachers in generating superior student achievement
- Improve communication
- Increase sensitivity
- Enhance the database
- Shorten administration time
- Are more cost effective
What Decisions Can I Make With CBMs?
- CBMs are an efficient means of monitoring student performance on an ongoing basis. With CBM, we are able to detect whether students are, in fact, making progress toward an end goal and to monitor the effects of instructional modifications aimed at helping the student reach this goal.
- Screening decisions:
- Decide which students need help and which don’t
- Progress-monitoring decisions:
- Decide when to move on to new goals or modify instruction
- Diagnostic decisions:
- Decide what kind of help a student needs; and
- Outcome decisions:
- Decide when special services can be discontinued and to document the overall effectiveness of efforts across all students.
What’s so great about CBMs?!
- Quick to administer
- Can be given often
- Sensitive to short-term gain in academic skills
- Good overlap with curriculum
- CBM graphs provide a clear picture of the student’s progress toward an academic goal for the school year
- CBM graphs can help create a common understanding among parents, teachers, administrators, and other professionals
- CBM graphs can help teachers modify their instructional methods so that they are more effective in improving progress toward the stated goals
- There is sound research backing CBM, as well as years of successful use in public schools
- Because of the visual record that graphs provide, students can keep track of their own progress; in addition, seeing their graph change week by week often motivated students to work harder toward their goals
Suggested and Optional Baseline CBM Screenings by Grade Level (K-5)
Kindergarten Fall
| Suggested Reading |
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Optional Reading |
DIBELS Initial Sound Fluency |
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Phonological Awareness Skills Test |
DIBELS Letter Naming Fluency |
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Suggested Math |
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Optional Math |
Early Numeracy – Number Identification (0 – 10) |
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Oral Counting |
Early Numeracy – Quantity Discrimination (0 – 10) |
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Early Numeracy – Missing Number (0 – 10) |
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Kindergarten Winter
| Suggested Reading |
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Optional Reading |
DIBELS Initial Sound Fluency |
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Phonological Awareness Skills Test |
DIBELS Letter Naming Fluency |
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DIBELS Phoneme Segmentation Fluency |
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Suggested Math |
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Optional Math |
Early Numeracy – Number Identification (0 – 10) |
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Oral Counting |
Early Numeracy – Quantity Discrimination (0 – 10) |
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Early Numeracy – Missing Number (0 – 10) |
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Kindergarten Spring
| Suggested Reading |
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Optional Reading |
DIBELS Letter Naming Fluency |
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DIBELS Initial Sound Fluency |
DIBELS Phoneme Segmentation Fluency |
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Phonological Awareness Skills Test |
DIBELS Nonsense Word Fluency |
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Sight Word Reading |
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Suggested Math |
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Optional Math |
Early Numeracy – Number Identification (0 – 10) |
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Oral Counting |
Early Numeracy – Quantity Discrimination (0 – 10) |
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Early Numeracy – Missing Number (0 – 10) |
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First Grade Fall
| Suggested Reading |
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Optional Reading |
DIBELS Letter Naming Fluency |
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DIBELS Initial Sound Fluency |
DIBELS Phoneme Segmentation Fluency |
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Phonological Awareness Skills Test |
DIBELS Nonsense Word Fluency |
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Letter Sound Fluency |
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Suggested Math |
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Optional Math |
Early Numeracy – Number Identification (0 – 20) |
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Oral Counting |
Early Numeracy – Quantity Discrimination (0 – 20) |
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Early Numeracy Measures (0 - 10) |
Early Numeracy – Missing Number (0 – 20) |
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First Grade Winter
| Suggested Reading |
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Optional Reading |
DIBELS Letter Naming Fluency |
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DIBELS Initial Sound Fluency |
DIBELS Phoneme Segmentation Fluency |
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Phonological Awareness Skills Test |
DIBELS Nonsense Word Fluency |
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Letter Sound Fluency |
DIBELS Oral Reading Fluency |
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Sight Word Reading |
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Suggested Math |
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Optional Math |
Early Numeracy – Number Identification (0 – 20) |
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Oral Counting |
Early Numeracy – Quantity Discrimination (0 – 20) |
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Early Numeracy Measures (0 - 10) |
Early Numeracy – Missing Number (0 – 20) |
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First Grade Spring
| Suggested Reading |
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Optional Reading |
DIBELS Letter Naming Fluency |
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DIBELS Initial Sound Fluency |
DIBELS Phoneme Segmentation Fluency |
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Phonological Awareness Skills Test |
DIBELS Nonsense Word Fluency |
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Letter Sound Fluency |
DIBELS Oral Reading Fluency |
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Sight Word Reading |
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Suggested Math |
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Optional Math |
Early Numeracy – Number Identification (0 – 20) |
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Oral Counting |
Early Numeracy – Quantity Discrimination (0 – 20) |
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Early Numeracy Measures (0 - 10) |
Early Numeracy – Missing Number (0 – 20) |
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Second Grade
| Suggested Reading |
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Optional Reading |
DIBELS Nonsense Word Fluency |
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Phonological Awareness Skills Test |
DIBELS Oral Reading Fluency |
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DIBELS Initial Sound Fluency |
MAZE Passages |
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DIBELS Letter Naming Fluency |
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DIBELS Phoneme Segmentation Fluency |
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Sight Word Reading |
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Suggested Math |
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Optional Math |
Math Curriculum Based Measures
(addition, subtraction, no regrouping) |
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Oral Counting
Early Numeracy Measures (0 – 10, 0 -20) |
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Suggested Writing |
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Optional Writing |
Correct Writing Sequences |
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Spelling CBM |
Third Grade
| Suggested Reading |
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Optional Reading |
DIBELS Oral Reading Fluency |
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Phonological Awareness Skills Test |
MAZE Passages |
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DIBELS ISF, LNF, PSF, NWF |
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Sight Word Reading |
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Suggested Math |
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Optional Math |
Math Curriculum Based Measures (addition, subtraction, regrouping, multiplication facts 0 - 12) |
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2nd Grade Math CBM
Early Numeracy Measures (0 – 10, 0 -20) |
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Suggested Writing |
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Optional Writing |
Correct Writing Sequences |
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Spelling CBM |
Fourth Grade
| Suggested Reading |
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Optional Reading |
DIBELS Oral Reading Fluency |
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Phonological Awareness Skills Test |
MAZE Passages |
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DIBELS ISF, LNF, PSF, NWF |
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Sight Word Reading |
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Suggested Math |
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Optional Math |
Math Curriculum Based Measures
(addition and subtraction with regrouping, multiplication facts 0–12, multiplication with regrouping, division facts 0-12) |
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2nd Grade Math CBM
3rd Grade Math CBM
Early Numeracy Measures (0 – 10, 0 -20) |
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Suggested Writing |
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Optional Writing |
Correct Writing Sequences |
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Spelling CBM |
Fifth Grade
| Suggested Reading |
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Optional Reading |
DIBELS Oral Reading Fluency |
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Phonological Awareness Skills Test |
MAZE Passages |
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DIBELS ISF, LNF, PSF, NWF |
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Sight Word Reading |
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Suggested Math |
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Optional Math |
Math Curriculum Based Measures (addition, subtraction, regrouping, multiplication facts 0 – 12, multiplication with regrouping, division facts 0 – 12, long division) |
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2nd Grade Math CBM
3rd Grade Math CBM
4th Grade Math CBM
Early Numeracy Measures (0 – 10, 0 -20) |
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Suggested Writing |
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Optional Writing |
Correct Writing Sequences |
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Spelling CBM |
Free CBM Resources
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In compliance with federal laws, Guilford County Schools administers all educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability or gender, except where exemption is appropriate and allowed by law. Refer to the Board of Education's Discrimination Free Environment Policy AC for a complete statement. Inquiries or complaints should be directed to the Guilford County Schools Compliance Officer, 120 Franklin Boulevard, Greensboro, NC 27401; 336.370.2323.
All Guilford County Schools facilities, both educational and athletic, are tobacco-free learning environments.
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