Curriculum-based Measurements (CBM) are considered formal progress monitoring because the probes have been established as valid and reliable. Best practices for CBM’s include: 

• Tracking a long term goal for IEPs and/or MTSS supports

• Focusing on Instructional-level probes rather than grade-level
  

Read more about start Progress Monitoring.

Step-by-Step Guidance

Refer to the Domain Performance table if the student will be assigned Domain-based Progress Monitoring

1. These identified skill-based GLEs are best used to determine the CBM for Domain-based Progress Monitoring.
   
2. Assigning Domain-based Progress Monitoring adds a "Play List" for the student based on the monitored domain 
   

In the example below the student performed at the 2nd grade level in Numeration, Operations and Geometry. The teacher would assign a 2nd grade level probe in one of those domains. Since Numeration is a prerequisite skill to operations and geometric measurement, the teacher would select 2nd grade Numeration as the domain for progress monitoring this student.

When determining which domain to focus on for Progress Monitoring, target the domain with the biggest instructional gap from their seated grade level and the domain that has the most influence on the other domains. 

Refer to the Overall Performance table if the student will be assigned Curriculum Sampling Progress Monitoring

1. The overall GLE indicates the student’s overall instructional level and is the best CBM level for Curriculum Sampling Progress Monitoring. 

In the example below the student's overall performed is at the 2nd grade level. The teacher would assign a 2nd grade level probe.

We strongly recommend using current valid and reliable data when starting a student on Progress Monitoring. Your Account Manager can help guide you.