Progress Monitoring Resources


CBM Training Materials and Modules from National Center on Response to Intervention
University of Oregon "Big Ideas in Beginning Reading" - This web site, outlines key components of K-3 reading programs and reviews early reading assessments (including, but not limited to DIBELS and CBM Reading).  This material is work associated with "Reading First."

Oral Reading Fluency: 90 Years of Measurement (PDF)  These Oral Reading Fluency (ORF) research norms from Hasbrouck & Tindal (2006) may be helpful for schools, as they can be used to set performance benchmarks and determine "expected growth" for students.


Elementary/Middle School CBM

Creating reading, math and site word probes online - Intervention Central has great resources that can save you much time.  Also has a great tool to create progress monitoring graphs.  In the same site, find CBM Warehouse with free access to probes K-High School, training materials and other resources - fantastic!
MAZE passages are available for free download for grades 4-6 through University of Southern Maine.  Scroll down this page - also directions for creating your own MAZE passages.

"easyCBM" allows you to register you for a free account to access CBM probes including early literacy, reading fluency, reading comprehension, and mathematics.  Printable probes are available, and several types of probes may be taken by students online (including multiple choice reading comprehension probes and multiple choice math probes).  An online management system is available.  This system has been developed through federally funded research at the University of Oregon.



 DIBELS web site - Download research-based assessment materials to measure phonemic awareness and reading fluency skills from grades K-3.  Must request a password, but administration guide and master stimulus materials are free due to support by U.S. Department of Education.  This is an excellent web site and even has video clips that demonstrate administration.
Summary of research (PDF) regarding the reliability and validity of DIBELS and CBM measures for assessing reading