When it comes to CBM, I'm a convert and like many converts I am now an ardent advocate. When I first attended a presentation on CBM at a CASP convention many years ago (Herdman, Leaman, and Chartard, 1990) I, like many of my colleagues, feared that its implementation would mean the end of school psychology. We anticipated that schools would start using CBM for eligibility decisions and no longer need the services of school psychologists. We also felt that CBM didn't provide information on processes that we could offer through our more sophisticated measurements. Now, in the age of databased decision making, I strongly believe that CBM is a tool with which all school psychologists should be

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