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This chapter talks about using technology in the classroom. The focus here is on principles and general tips and on proven tools and categories of technology rather than the latest technological development. The chapter explains that the teacher can consult the Internet or their institution's specialists for the latest in instructional technology. Here, the chapter argues that using technology in the classroom effectively begins with a question that on the surface has nothing to do with technology: What are your learning goals for your students? Once this question has been addressed, the teacher can move on to other concerns: what technology will most effectively help students reach their goals and what technology will allow the teacher to measure their progress.

This chapter reviews studies that have extended the use of Curriculum-Based Measurement (CBM) to monitor first graders’ progress in reading. These studies show that by frequently assessing at-risk first graders, rates of progress can be estimated in a reliable and valid manner. Accordingly, it appears feasible to determine which at-risk students are not making sufficient progress and to offer them help with minimal delay. Progress monitoring with lists of words is the approach with the strongest empirical support, but important issues remain unresolved. It is notably crucial to determine the extent to which first graders’ scores are influenced by word selection and to develop guidelines for word selection.

This chapter focuses on the use of Curriculum-Based Measurement (CBM) for making special education eligibility decisions for English Language Learners (ELLs) in Saint Paul Public Schools (SPPS), a large urban district in the Midwest. It describes the process, procedures, data, and results of using CBM reading, writing, and mathematics to develop district-wide local norms for ELLs. The norms presented can be used to represent typical progress for students who are learning basic skills while they are learning English. The progress of students referred for special education services can be compared to the progress of their peers. Comparisons can then be used for special education decision making (e.g. eligibility for placement in special education) and monitoring progress in academics.