Frequently Asked Questions

1. What sort of technical adequacy do the CBM measures in this system have?

The progress monitoring measures offered through easyCBM have been designed using the most modern approaches to designing, testing, and revising student assessments. Detailed information about the design considerations and technical adequacy of each of the measures can be found in the individual Technical Reports related to each type of measure. Please click on the link below to access our library of Technical Reports. We will continue to add additional reports as we complete further studies. BRT website - Publications / Technical Reports

2. What are your assessments based on?

The math assessments now available on easyCBM are based on the National Council of Teachers of Mathematics (NCTM) Curriculum Focal Point Standards in Mathematics. Alignment to Common Core Standards for grades 6-8 was launched in September 2012. The new content includes 25 multiple-choice math problems optimized for computer administration in a group setting.

The reading assessments available on the system are based on the 'Big Five' constructs of reading reported in the 2000 National Reading Panel report and the CCSS.  The CCSS content for grades 3-8 was added in September of 2012. These questions report out to a main reading skill and reflect the changes in the Common Core. The new contact includes 5 sections followed by 5 multiple choice questions.

Video answer How are easyCBM items developed?

3. What Spanish Content is available?

Spanish content is available for grades K-2. There are 3 Benchmarks and 10 PM measures. These include, Syllable Segmenting: Grades K & 1, Syllable Sounds: Grades K & 1, Word Reading Fluency: Grades 1 & 2, and Sentence Reading Fluency: Grades 1 & 2.

4. Can easyCBM be utilized at the High School level?

The Benchmarking (Universal Screening) and Progress Monitoring found in easyCBM are developed for Grades K–8. Nevertheless, high school educators may benefit from data provided by easyCBM for the intensive progress monitoring of Tier 3 at-risk students.

Technical questions related to the use of the website

1. What web browser should I use for the best performance?

The easyCBM system has been engineered to provide high-quality student progress monitoring while at the same time reducing teacher workload. Because there are many small differences between Web browsers, we have carefully selected the ones that best accomplish our goals—delivering consistent high quality and ease of use. In some cases, users might have to download a new browser. We feel this inconvenience will be well rewarded: We can provide better support with a known browser. Although the easyCBM Website will open with many browsers, it will only work properly using one of the recommended browsers.

2. Why can't I simply get a booklet containing all the possible tests my students might be taking this year?

Although on the surface it might sound like a good idea to have a single booklet with all possible test forms in it, the sheer number of tests makes this unworkable. To print out a single copy of each of the measures available on easyCBM would take over 2800 pages of paper.

Another important reason for not printing out entire paper versions of the assessments available on easyCBM is that we make revisions to the measures periodically, to ensure accurate measurement of student skills.

3. How do I "Group" my students?

Sometimes it is helpful to have sub-sets of your students grouped together so you can see how the whole group is doing when looking at the Group reports. When teachers work with multiple classes throughout the day or have students assigned to different levels of tiered instruction, this feature is particularly relevant.

Students can be put into groups using the "Students" section of easyCBM. Create a new group by clicking the Add Group button, then assign students to that group by marking their corresponding checkboxes.

Ideally, you should only put students into the same group if you want all of them to take the same measures. This means that if you have a particular student who is the only one to whom you want to assign certain measures, then he or she should be alone in a unique group. You can create as many groups as you'd like, and a single student can be in multiple groups at the same time. The grouping feature affects how the data are clustered in the Groups screen of the Reports page.

4. How can I provide feedback about this system?

Send all feedback to the We are especially interested in hearing about the features on the system you like (so we don't change them on you!) and the features on the system you find problematic (so we can change them for you).