Introduction to the Role of Curriculum-Based Measurement in Response to Intervention

Abstract

The use of appropriate, evidence based procedures for identifying students for inclusion in or movement between various tiers of instruction is critical to the effectiveness of Response to Intervention (RTI) instructional models. Curriculum-Based Measurement (CBM) has become the prevalent approach to monitor student response to instruction. In the introduction to this thematic issue, a rationale for aligning each article with the linchpins of assessing, instructing, and monitoring CBMs in reading and writing within an RTI framework is presented. The authors focus on refining current measures and developing new ones to help identify and plan instruction for at-risk readers and writers.