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Assessment for Effective Intervention
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Determining Adequate Yearly Progress from Kindergarten Through Grade 6 with Curriculum-Based Measurement

Lynn S. Fuchs

Peabody College of Vanderbilt University

Douglas Fuchs

Peabody College of Vanderbilt University

Curriculum-based measurement (CBM) bridges traditional psychometric and classroom-based observational assessment paradigms to forge an innovative approach to measurement, with several advantages over traditional and other forms of classroom assessment. This article provides a framework for extending CBM in two ways. First, the authors explain how CBM may be used effectively and efficiently to fulfill the Adequate Yearly Progress (AYP) accountability requirement of No Child Left Behind and how such an approach may be linked to special education accountability. Second, with the goal of tracking AYP across the elementary school grades, the authors introduce a system of CBM indicators that extends the CBM passage reading fluency task down to the beginning of kindergarten and up through the end of sixth grade. Across these two extensions to CBM, the goal is to provide a seamless approach to progress monitoring in reading across the elementary grades and across general and special education.

Assessment for Effective Intervention, Vol. 29, No. 4, 25-37 (2004)
DOI: 10.1177/073724770402900405
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