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| Curriculum-Based Measurement× | Response to Intervention× | |
|---|---|---|
| Dziedzina | Education | Education |
| Rodzina | Process / pipeline | Process / pipeline |
| Rok powstania≠ | 1985 | 2006 |
| Twórca≠ | Stanley Deno and colleagues (University of Minnesota) | Special education / school psychology field (Deno; Fuchs & Fuchs; Vaughn) |
| Typ≠ | Standardized, repeated brief measures for monitoring academic progress | Tiered framework for screening, intervention, and learning-disability identification |
| Źródło pierwotne≠ | Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232. DOI ↗ | Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99. DOI ↗ |
| Inne nazwy≠ | CBM, Curriculum-Based Progress Monitoring, General Outcome Measurement, CBM Probes | RTI, RtI, Multi-Tiered System of Supports, MTSS |
| Pokrewne | 4 | 4 |
| Podsumowanie≠ | Curriculum-based measurement (CBM) is a standardized system of brief, repeated assessments used to monitor a student's academic progress over time. Developed by Stanley Deno and colleagues at the University of Minnesota, CBM uses short, technically adequate probes — such as one-minute oral reading fluency or math computation samples — sampled from the year's curriculum at a fixed difficulty. Scores are charted week by week, and the slope of improvement is compared against a goal line to judge whether instruction is working and to trigger timely changes. | Response to intervention (RTI) is a multi-tiered framework for preventing academic failure and identifying students with learning disabilities by their responsiveness to high-quality instruction. All students are screened and taught with evidence-based core instruction; those who fall behind receive progressively more intensive intervention while their progress is closely monitored. Students who fail to respond even to intensive, well-implemented intervention are flagged as needing further evaluation. RTI reframes disability identification from a static test discrepancy to a dynamic question of who does not respond to good teaching. |
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