We realize some school district require weekly data points and testing of students. If that is what you are wanting to do with the easyCBM program, then you are not implementing it the way it was intended to be use.
The easyCBM Lite program is for use in progress monitoring and our Deluxe account has an added benchmark feature. Students use benchmark tests to determine if they are functioning at the 50th percentile for their grade in school. Benchmark testing is done three times a year (Fall, Winter, and Spring). If a student tests at or above the 50th percentile, then no further testing is needed until the next benchmark period. If they are performing below the 50th percentile, or you know they are not performing at their grade level, forgo the benchmark testing and go right to the progress monitoring feature. Our easyCBM Lite program only has benchmark measures.
How often teachers assess students depends on two key questions: How quickly is it reasonable for teachers to expect to see growth in a particular skill area and how much actual intervention has the student received? In all cases, of course, it is important that the student is actually receiving focused instruction to address their skill deficits if teachers hope to see an improvement in their performance over time. The more difficult the skill being tested, the longer the time should be between testing as students need to receive targeted instruction in order to help them improve their skills.
Letter Names, Phoneme Segmenting, and Letter Sounds can be given as often as every week or two – because students are able to make rapid progress in these skill areas when they are receiving in-depth interventions to help accelerate their learning
Word and Passage Reading Fluency, are assessing skill areas that take longer for students to improve. We recommend testing no more often than every other week with these measure types.
Multiple Choice Reading Comprehension, we recommend testing no more frequently than every 3 to 4 weeks.
Math Measures, we recommend testing no more frequently than every 3 to 4 weeks.
The system only lets a student take a measure once because once a student has taken a test the first time, re-taking the test is likely to give an artificially-inflated score (familiarity with the material is likely to result in a higher score that is based more on practice than on actual improvement in knowledge and skill).
You can choose to delete a measure and then retest a student but the system will only retain the most recent score for the student. There is no way around this feature.