The ABCs of CBM; A Practical Guide to Curriculum-Based Measurement
ISBN: 9781593853990 | 1593853998
Edition: 1stFormat: Trade Paper
Publisher: The Guilford Press
Pub. Date: 12/12/2006
Why Rent from Knetbooks?
Because Knetbooks knows college students. Our rental program is designed to save you time and money. Whether you need a textbook for a semester, quarter or even a summer session, we have an option for you. Simply select a rental period, enter your information and your book will be on its way!
Top 5 reasons to order all your textbooks from Knetbooks:
- We have the lowest prices on thousands of popular textbooks
- Free shipping both ways on ALL orders
- Most orders ship within 48 hours
- Need your book longer than expected? Extending your rental is simple
- Our customer support team is always here to help
This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide everything needed to evaluate student learning in reading, spelling, writing, and math; graph the resulting data; and use this information to make sound instructional decisions, plan interventions, and monitor progress. The role of CBM within a response-to-intervention model is also explained. Every chapter includes helpful answers to frequently aske... MORE
| What Is CBM and Why Should I Do It? | p. 1 |
| What Will I Learn from This Book? | p. 2 |
| What Is CBM? | p. 2 |
| Why Were the Other Attributes, Like the Timing and Charting, Developed? | p. 3 |
| How Is CBM Different from Other Forms of Measurement? | p. 5 |
| Curriculum | p. 5 |
| Alterable Variables | p. 6 |
| Low-Inference Measures | p. 6 |
| Criterion-Referenced Measures | ... MOREp. 7 |
| What Are the Main Advantages of CBM? | p. 8 |
| What Kind of Decisions Can I Make with CBM Data? | p. 9 |
| How Does CBM Relate to RTI? | p. 9 |
| So CBM Does Just About Everything? | p. 10 |
| Are There Different Types of CBM? | p. 10 |
| General Outcome Measures | p. 10 |
| Skills-Based Measures | p. 11 |
| Mastery Measures | p. 12 |
| I Have Never Seen CBM Being Used. If It's So Great, Why Isn't It More Popular? | p. 14 |
| Is CBM Used in Special Education or General Education? | p. 16 |
| Who Gives CBM Measures? | p. 16 |
| If I Want to Use CBM, Does This Mean I'll Need to Make Tests Out of the Instructional Materials I'm Using? | p. 17 |
| Where Do I Get CBM Materials? | p. 18 |
| CBM for Assessment and Problem Solving | p. 19 |
| What Do I Need to Know about Educational Decision Making? | p. 20 |
| What Is a Criterion-Referenced Test? | p. 22 |
| Are CBMs Standardized Tests? | p. 24 |
| How Reliable and Valid Is CBM? | p. 24 |
| Where Do They Get the Performance Standards Used in CBM? | p. 25 |
| How Can CBM Be Used for Screening/Benchmarking? | p. 26 |
| Screening Summary | p. 27 |
| How Can CBM Be Used for Progress Monitoring? | p. 27 |
| Progress Monitoring Summary | p. 28 |
| So Where Do We Go from Here? | p. 29 |
| How to Conduct Reading CBM | p. 31 |
| Overview of Why to Conduct Reading CBM | p. 31 |
| ORF CBM | p. 32 |
| Materials Needed to Conduct ORF CBM | p. 32 |
| Directions and Scoring Procedures for ORF CBM | p. 35 |
| Maze CBM | p. 40 |
| Materials Needed to Conduct Maze CBM | p. 40 |
| Directions and Scoring Procedures for Maze CBM | p. 42 |
| How Often Should ORF and Maze CBM Be Given? | p. 44 |
| How Much Time Does It Take to Administer and Score Reading CBM? | p. 46 |
| Expected Growth Rates and Norms for ORF and Maze CBM | p. 46 |
| How Much Progress Can We Expect in Reading? | p. 46 |
| Proficiency Levels or Benchmarks for Reading CBM | p. 48 |
| Norms for Reading CBM | p. 48 |
| Survey-Level Assessment with ORF CBM | p. 51 |
| How to Use the Information to Write Reading IEP Goals and Objectives | p. 51 |
| Frequently Asked Questions about Reading CBM | p. 53 |
| How to Conduct Early Reading CBM | p. 55 |
| Overview of Why to Conduct Early Reading CBM | p. 55 |
| Overview of Dibels Measures | p. 56 |
| Initial Sound Fluency and Phoneme Segmentation Fluency | p. 56 |
| Nonsense Word Fluency | p. 57 |
| Letter Naming Fluency | p. 57 |
| LSF CBM | p. 57 |
| Materials Needed to Conduct LSF CBM | p. 57 |
| Directions and Scoring Procedures for LSF CBM | p. 59 |
| WIF CBM | p. 63 |
| Materials Needed to Conduct WIF CBM | p. 63 |
| Directions and Scoring Procedure for WIF CBM | p. 64 |
| How Often Should LSF and WIF CBM Be Given? | p. 67 |
| How Much Time Does It Take to Administer and Score Early Reading CBM? | p. 68 |
| Expected Growth Rates and Norms for LSF and WIF CBM | p. 68 |
| Proficiency Levels or Benchmarks for Early Reading CBM | p. 68 |
| Norms for Early Reading CBM | p. 68 |
| How to Use the Information to Write Early Reading IEP Goals and Objectives | p. 69 |
| Frequently Asked Questions about Early Reading CBM | p. 70 |
| How to Conduct Spelling CBM | p. 72 |
| Overview of Why to Conduct Spelling CBM | p. 72 |
| Materials Needed to Conduct Spelling CBM | p. 72 |
| Spelling CBM Lists | p. 73 |
| Directions and Scoring Procedures for Spelling CBM | p. 75 |
| Directions for Spelling CBM | p. 75 |
| Scoring Spelling CBM | p. 76 |
| How Often Should Spelling CBM Be Given? | p. 78 |
| How Much Time Does It Take to Administer and Score Spelling CBM? | p. 78 |
| Expected Growth Rates and Norms for Spelling CBM | p. 79 |
| How Much Progress Can We Expect in Spelling? | p. 79 |
| Norms for Spelling CBM | p. 80 |
| How to Use the Information to Write Spelling IEP Goals and Objectives | p. 80 |
| Frequently Asked Questions about Spelling CBM | p. 80 |
| How to Conduct Writing CBM | p. 84 |
| Overview of Why to Conduct Writing CBM | p. 84 |
| Materials Needed to Conduct Writing CBM | p. 85 |
| Writing CBM Story Starters | p. 85 |
| Directions and Scoring Procedures for Writing CBM | p. 88 |
| Directions for Writing CBM | p. 88 |
| Scoring Writing CBM | p. 88 |
| How Often Should Writing CBM Be Given? | p. 93 |
| How Much Time Does It Take to Administer and Score Writing CBM? | p. 93 |
| Expected Growth Bates and Norms for Writing CBM | p. 93 |
| How to Use the Information to Write Writing IEP Goals and Objectives | p. 94 |
| Frequently Asked Questions about Writing CBM | p. 94 |
| How to Conduct Math CBM | p. 97 |
| Overview of Why to Conduct Math CBM | p. 97 |
| Materials Needed to Conduct Math CBM | p. 98 |
| Math CBM Sheets | p. 98 |
| Directions and Scoring Procedures for Math CBM | p. 104 |
| Directions for Math CBM | p. 104 |
| Scoring Math CBM | p. 104 |
| How Often Should Math CBM Be Given? | p. 108 |
| How Much Time Does It Take to Administer and Score Math CBM? | p. 108 |
| Expected Growth Rates and Norms for Math CBM | p. 109 |
| How Much Progress Can We Expect in Math? | p. 109 |
| Proficiency Levels or Benchmarks for Math CBM | p. 109 |
| Norms for Math CBM | p. 109 |
| Survey-Level Assessment with Math CBM | p. 110 |
| How to Use the Information to Write Math IEP Goals and Objectives | p. 111 |
| Special Considerations That Apply to Math CBM | p. 112 |
| Accuracy of Teacher/Examiner Copy | p. 112 |
| Setting Up Math CBM Sheets to Provide Potential Diagnostic Information | p. 112 |
| Early Numeracy | p. 113 |
| Concepts and Applications | p. 115 |
| Estimation | p. 115 |
| Frequently Asked Questions About Math CBM | p. 116 |
| Charting and Graphing Data to Help Make Decisions | p. 118 |
| Procedures and Materials Needed to Chart CBM Data | p. 118 |
| How to Set and Graph Goals | p. 120 |
| End-of-Year Benchmarks | p. 120 |
| Norms | p. 121 |
| Intraindividual Framework | p. 122 |
| Graphing Goals | p. 123 |
| How Often Should Data Be Collected? | p. 123 |
| Decision Rules to Help Educators Use the Data to Inform Instruction | p. 124 |
| Considerations for Graphing and Charting the Data in the Content Areas | p. 126 |
| The Use of CBM in Response to Intervention | p. 126 |
| Computerized Graphing and Data Management Systems | p. 127 |
| Material-Specific Programs | p. 128 |
| Material-Flexible Programs | p. 129 |
| Spreadsheet and Data Management Programs | p. 130 |
| Frequently Asked Questions about Charting and Graphing CBM Data | p. 130 |
| Planning to Use CBM-and Keeping It Going | p. 132 |
| Developing a Plan for Using CBM | p. 132 |
| Ten Steps to Using CBM before, during, and after Initial Implementation | p. 133 |
| Hints on How to Get CBM Going | p. 138 |
| Hints on How to Keep CBM Going | p. 138 |
| Frequently Asked Questions about Planning and Using CBM | p. 139 |
| Summary of Validity and Reliability Studies for CBM | p. 141 |
| Reproducible Quick Guides and Forms for Conducting CBM | p. 143 |
| References | p. 163 |
| Index | p. 167 |
| Table of Contents provided by Ingram. All Rights Reserved. |
Michelle K. Hosp, PhD, is an Assistant Professor of Special Education at the University of Utah. Her research focus is on using curriculum-based measurement (CBM) to inform instruction in the area of reading. Dr. Hosp has been using CBM and conducting trainings for more than 10 years and has 3 years of experience working as a trainer for the National Center on Student Progress Monitoring.
John L. Hosp, PhD, is an Assistant Professor of Special Education at the University of Utah. His research interests include disproportionate representation of minority students in special education, aligning assessment with intervention, and the design and implementation of response to intervention (RTI). Dr. Hosp has used CBM extensively in his own practice as a school psychologist and has trained educators in several states to use CBM and Dynamic Indicators of Basic Early Literacy Skills (DIBELS).
Kenneth W. Howell, PhD, is a Professor in the Department of Special Education at Western Washington University. Dr. Howell has published extensively in the areas of curriculum-based evaluation (CBE), CBM, and evaluation. His primary areas of research interest are problem solving, RTI, CBE, CBM, and school violence. A former special education teacher and school psychologist, Dr. Howell is well known in both fields as a speaker and trainer.
John L. Hosp, PhD, is an Assistant Professor of Special Education at the University of Utah. His research interests include disproportionate representation of minority students in special education, aligning assessment with intervention, and the design and implementation of response to intervention (RTI). Dr. Hosp has used CBM extensively in his own practice as a school psychologist and has trained educators in several states to use CBM and Dynamic Indicators of Basic Early Literacy Skills (DIBELS).
Kenneth W. Howell, PhD, is a Professor in the Department of Special Education at Western Washington University. Dr. Howell has published extensively in the areas of curriculum-based evaluation (CBE), CBM, and evaluation. His primary areas of research interest are problem solving, RTI, CBE, CBM, and school violence. A former special education teacher and school psychologist, Dr. Howell is well known in both fields as a speaker and trainer.
Please wait while this item is added to your cart...
