School Psychology Forum

Interpretations of Curriculum-Based Measurement Outcomes: Standard Error and Confidence Intervals

Theodore J. Christ and Melissa Coolong-Chaffin

Volume 1 Issue 2,

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Abstract: Curriculum-based measurement (CBM) is a set of procedures uniquely suited to inform problem solving and response-to-intervention (RTI) evaluations. The prominence, use, and emphasis on CBM are likely to increase in the coming years because of the recent changes in federal law (No Child Left Behind and the 2004 reauthorization of the Individuals with Disabilities Education Act [IDEA]) along with the advent and growing popularity of RTI models (i.e., multitiered and dual discrepancy). As a result of these changes in legislation, it is likely that CBM data will be used more often to guide high-stakes decisions, such as those related to diagnosis and eligibility determination. School psychologists must remain ever vigilant leaders in schools to guide assessment and evaluation practices. That includes implementation and advocacy for valid uses and interpretations of measurement outcomes. The authors promote a perspective and methodology for school psychologists to reference the co