An exploration of the use of curriculum-based measurement by elementary special educators

This study examined special educators ’ use of curriculum-based mea-surement as progress monitoring. Teacher characteristics were examined to determine if there was a relationship between certain teacher characteristics and utilizing curriculum-based measurement. A questionnaire was complet-ed by 191 special educators in the Midwest. Results showed that 45 % (n = 86) of the respondents utilized curriculum-based measurement for at least one purpose (monitoring ongoing progress, part of the prereferral process, evaluating programs, or identifying students with disabilities) and 55 % (n = 105) did not use curriculum-based measurement. Curriculum-based mea-surement for progress monitoring in reading is utilized significantly more often than curriculum-based measurement in math or spelling. Teachers also responded that they had an interest in attending a workshop and read-ing information on curriculum-based measurement. Suggestions for practice and future research are explained. The daily progress of a student with a disability is critical in mak