The current study extended previous research on curriculum-based measurement in mathematics (M-CBM) assessments. The purpose was to examine the generalizability and dependability of multiple-skill M-CBM computation assessments across various assessment durations (1, 2, 3, 4, 5, and 6 minutes). Results of generalizability and dependability studies (N ϭ 104 students) suggest that relative interindividual decisions can rely on the results from 1-minute administrations for low-stakes decisions and the results of 4-minute administrations for high-stakes decisions. Moreover, absolute intraindividual decisions can rely on the results from 4-minute administrations for low-stakes decisions and 13-minute administrations for high-stakes decisions. The implications and limitations of these results are discussed. © 2005 Wiley Periodicals, Inc.Curriculum-based measurement (CBM) is a standardized set of procedures that can be used to assess and evaluate academic performance in the basic skill areas of reading, spelling, mathematics, and written expression (Deno, 1985(Deno, , 2003Shinn, 2002Shinn, , 1989. The CBM literature in the area of mathematics (M-CBM) is replete with studies that demonstrate its utility for making educational decisions. Research supports the use of M-CBM for the purposes of progress monitoring (Allinder, 1996;Allinder & Beck, 1995;Stecker & Fuchs, 2000), modifying instruction for class groups (Fuchs, Fuchs, Hamlett, & Phillips, 1994;Whinnery & Fuchs, 1992), informing instructional groupings Fuchs, Fuchs, Bishop, & Hamlett, 1992;Spicuzza et al., 2001), modifying instruction for students with special needs (Fuchs, Fuchs, & Hamlett, 1989;Fuchs et al., 1994;Whinnery & Fuchs, 1992), identifying academic strengths and weaknesses (Fuchs et al., 1989;Fuchs, Fuchs, Hamlett, & Stecker, 1990), supporting peer-assisted learning (Calhoon & Fuchs, 2003), and predicting performance on statewide assessments (Helwig, Anderson, & Tindal, 2002).When CBM is used to assess computational fluency performance is quantified as the number of digits written correctly per unit of time. A review of the professional literature suggests that this metric for computational fluency is more sensitive to student growth than accuracy measures, which do not account for the rate of performance

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The applied science of positive behavior supports (PBS) uses empirically-based educational and systems change methods to expand an individual's behavioral repertoire and minimize the occurrence of problem behavior (Carr et al., 2002). PBS was initially developed as an alternative to punishment-based interventions for aberrant behaviors displayed by individuals with developmental disabilities (Netzel & Eber, 2003). However, PBS strategies have been extended to include school-wide proactive intervention approaches . The purpose of this manuscript is to describe PBS implementation as experienced by a rural southeastern school district. Outcomes and implications will be addressed.This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.