What is easyCBM Math?

The easyCBM Math assessment is an online benchmark screening and progress monitoring tool developed at the University of Oregon. Two versions include easyCBM CCSS Math and easyCBM NCTM Math based on the Common Core State Standards and the National Council for Teachers of Mathematics Focal Points, respectively. These math assessments build on decades of research on curriculum based measurement to help educators make data-based decisions to improve student outcomes. Because testing occurs online no other materials are necessary.

Both easyCBM CCSS Math and easyCBM NCTM Math include benchmark testing 3 times per year for kindergarten through sixth grade. Progress monitoring is available for easyCBM CCSS Math only. The example tests give you an idea of the type of questions and level of difficulty your students will face.

All testing occurs on a secure web site. The assessment can be group administered in a computer lab or done individually on classroom workstations. We recommend reviewing and bookmarking the URL prior to student testing. The assessment includes 30 to 45 items and takes approximately 30 minutes to complete. If a student does not finish the assessment in the allotted time frame, the site will remember their answers and allow them to complete the assessment at a future date. See the testing instructions for more information.

Benchmark Screening

Benchmark testing is the systematic process of screening all students on essential skills predictive of later mathematics performance. Benchmark testing is one part of a comprehensive assessment system that includes universal screening, progress monitoring, summative assessments and other formal and informal assessments all designed to get the critical information needed to make informed instructional decisions. It is a foundational link between assessment, instruction and goal setting.

The easyCBM assessments have been researched and validated specifically for benchmark screening and progress monitoring in kindergarten through 6th grade. We recommend screening all students three times per year with grade-level materials. Research indicates that early identification and early intervention are essential for helping students who are at risk for future difficulties, or are currently having difficulties. Screening all students, including those who met earlier goals, also provides a complete data set that is needed to determine if math instruction is effective with all students at the school or district level. Benchmark data can help answer the following types of questions:

• Is our program effective with all students at all grade levels?
• Are there exemplar schools (or classes) in our district on which we can model successful math instruction?
• What are the strengths of our mathematics program?
• Which students are at risk for math difficulties?
• Which students should I consider progress monitoring?

Progress Monitoring

Progress monitoring materials are available for easyCBM CCSS Math. Progress monitoring is a key component of providing differentiated and individualized math instruction. Student performance and development of math skills should be monitored for all students who are at risk. The data gathered during progress monitoring can be used in the instructional decision making process.

For students identified as low risk (at or above the 40^th percentile) we recommend screening only during the three benchmark periods. For students identified as some risk (between the 20^th and 39^th percentile) or at risk (below the 20^th percentile), who receive additional instructional support, we recommend progress monitoring. Progress monitoring with easyCBM CCSS Math is done online and is typically done once per month. There are 10 probes per grade with 25-30 questions depending on the grade. The probes are more thorough than one minute fluency measures so monitoring once per month is recommended.