Which data collection method is most appropriate for ongoing progress monitoring in MTSS?

• A. State-wide standardized test administered annually
• B. Curriculum-Based Measurements (CBMs) collected weekly
• C. Grade-level achievement test every quarter
• D. Annual teacher anecdotal notes

Answer: (B)

Ongoing progress monitoring needs frequent, objective data that reflect what students are learning in the classroom. Curriculum-Based Measurements are brief, standardized probes tied to the actual curriculum and are designed to be given regularly—typically each week. Because they’re quick to administer and aligned to daily instruction, they provide a steady stream of data you can plot over time to see both the current level and the rate of growth (the slope). This makes it possible to detect small changes early and decide quickly whether a particular intervention is helping or if instruction needs to be adjusted.

Using weekly CBMs gives you a clear, actionable picture of a student’s progress, which is exactly what MTSS progress monitoring is intended to inform. In contrast, state-wide tests administered once a year don’t offer timely feedback to guide interventions, quarterly grade-level tests may still be too infrequent and not sensitive enough to detect rapid changes, and relying on annual teacher notes is subjective and inconsistent for tracking measurable growth.