Technical Features of a Mathematics Concepts and Applications Curriculum-Based Measurement System

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Abstract
The purpose of this study was to investigate technical features of a curriculum-based measurement (CBM) system that addresses a concepts and applications mathematics curriculum (i.e., number concepts, counting, applied computation, geometry, measurement, charts, graphs, money, and problem solving). Six general educators in Grades 2, 3, and 4 implemented the concepts and applications CBM system as well as a computation CBM system with all students in their classrooms for 20 school weeks. Across these classrooms, 140 students participated, including 12 students with learning disabilities (8.2% of the sample); these students with learning disabilities received math instruction in the general education setting every day. We examined students' weekly rates of growth and the reliability and validity of both the CBM graphed scores and the CBM diagnostic skills analysis. Results supported the adequacy of the concepts and applications CBM system. Implications for practice and for future research are discussed.