Curriculum-Based Measurement, Progress Monitoring, and State Assessments

State assessments of academic achievement are designed to provide a static indicator of the knowledge and skills of students in relation to state-defined academic content standards (Yell, Katsiyannis, and Shriner, 2006). Despite rhetoric about the instructional relevance of these large-scale assessments and attempts to increase their implications for classroom instruction, they have remained fairly far removed from the day-to-day decision making about instruction in the classroom (National Research Council, 2003). In contrast, Curriculum-Based Measurement (CBM) generally is deined by its relevance to instruction and instructional decision making (Deno, 1992, 2003; Gersten, Keating, and Irvin, 1995). This emphasis on instructional relevance