ABSTRACT
Curriculum-Based Measurement (CBM; Deno, 1985) is an ongoing progress-monitoring system designed to provide educators with data that can be used to evaluate the effectiveness of instructional programs for individual students. CBM originally was designed to monitor the progress of students with severe and persistent learning difficulties (see Jenkins and Fuchs, 2012). Interventions for these students were seen as “instructional hypotheses” whose effectiveness was tested empirically via collection and inspection of progress data (Deno and Mirkin, 1977). This approach was referred to as a problem-solving approach (Deno and Fuchs, 1987; Deno, 2013).
