Abstract
This chapter discusses the use of curriculum-based measurement (CBM), especially, CBMs as measures of fluency. The theoretical support for measures of fluency is discussed, along with more detailed research that supports the use of CBM, basic components of the process, and using CBM data to make screening decisions across a variety of academic subjects. Specific details are provided regarding how CBMs have been developed in reading, mathematics, and writing. In addition, case study examples illustrate teachers’ use of CBM in a data-based decision-making process. Issues that might limit the use of CBM for screening decisions are also addressed. The chapter concludes with an overview of future research that is needed in using CBM for screening decisions in a variety of content areas.
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