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About Us

Edcheckup is home to the CBM system developed by Professor Stanley Deno of the University of Minnesota and Douglas Marston, Ph.D. of the Minneapolis Public Schools who have worked for over 20 years in the successful expansion and implementation of CBM in the schools. Curriculum-based Measurement (CBM) has been shown to be a valid and reliable indicator of student growth in reading that indexes growth in both reading fluency and comprehension.

We blend quality CBM materials with a data-entry and reporting system that is secure, easy to use, and benefits administrators, teachers, and students. Monitoring their students’ progress in reading fluency helps teachers determine the effectiveness of their instruction and set instructional goals. When students see their fluency growth reflected in the graphs and reports, they are motivated to achieve. Administrators use Edcheckup reports to assess the effectiveness of curriculum and the progress of all students across grades and demographics.

The result is focused instruction that truly leaves no child behind. We invite you to learn more about how Curriculum-based Measurement and Edcheckup data reporting can work in your classroom or school.

Management Team

Stan Deno
Content Author

Dr. Deno is, perhaps, best known for his research and development activities related to monitoring student progress in basic skills. This work has resulted in the development of procedures - typically referred to as Curriculum-based Measurement (CBM) - that have been widely disseminated through publication in both technical and professional journals. More than 100 articles and 2 edited books are currently available that demonstrate improvement in special educational programs resulting from the systematic application of CBM within the framework of ongoing progress evaluation by teachers.


  Doug Marston
Content Author

Dr. Marston is a special education administrator in the Minneapolis Public Schools and adjunct faculty in educational psychology, the University of Minnesota. Doug has published several articles on the use of curriculum-based measurement and the problem-solving model. His research interests include progress monitoring, reading instruction, and response-to-intervention special education eligibility models.