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Universal Screener, Benchmark Assessment, Progress Monitor easyCBMTM
Implement an assessment that facilitates
instruction for a Response to Intervention model.
easyCBMTM is a proven online benchmark and progress–monitoring assessment and learning management system. It is designed for district implementation of a research-based Response to Intervention (RTI) model. Developed by Dr. Gerald Tindal and Dr. Julie Alonzo, easyCBM provides key data needed for establishing district or school-wide intervention and making better decisions about placement, instruction, and exit from an intervention program.
TOOLS TO INFORM INSTRUCTION AND INTERVENTION
easyCBM facilitates instruction and intervention at every tier of RTI through a district-level assessment system for Response to Intervention. This assessment and reporting suite includes a combination of benchmarking, progress monitoring, and comprehensive reporting. Available for grades K–8, the Reading and Mathematics curriculum–based measures examine a full year of academic growth, enabling educators to make informed intervention and instructional decisions.
TCOMPONENTS
• Computer-administered assessment
• Administered three times per year, equivalent forms
PROFESSIONAL LEARNING OPPORTUNITIES
• In-Person Training
• Webinars
• Individual and Team Coaching
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Developed for RTI—Developed with federal guidance in a Response to Intervention framework, easyCBM enables educators to screen, monitor progress, and plan interventions with con dence.
Computer administration options—Student performance and progress are managed in real time through the computer-based measurement and evaluation system. Teachers spend less time entering data and students receive instant feedback for almost all assessments.
Comprehensive reporting—The data utilization system includes a number of reports that ful ll class, building, or district RTI and instructional functions including: identi cation of students at risk; monitoring e ectiveness of interventions; organization of students into skill groups; progress monitoring of groups of students; diagnostic displays of errors; target aim lines for improvement; and movement of students across instructional tiers. Item-level data—The easyCBM’s item-level reporting ensures that educators can pinpoint instructional areas of concern and intervention for each student or group.
Ease of use—The exibility of easyCBM’s intuitive operating system and built-in professional development allows users to become familiar with the benchmarks and progress monitoring system to ensure valid data-driven decisions.
Active research and development—Riverside’s ongoing partnership with the University of Oregon ensures an active program of research and development toward improvements in formative assessment systems.
IRT process—Con dently track student progress and make data-driven decisions rooted in sound educational research. The Item Response Theory process ensures comparability of alternate forms, so any variation in performance can be attributed to the student, not measurement error.
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