9781593853990

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 the tools needed to assess student learning in reading, spelling, writing, and math, and to graph the resulting data. The role of CBM in systematic instructional problem solving is explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use.

See also The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents a broader problem-solving model that utilizes CBM.

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.

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	p. 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.

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The ABCs of CBM A Practical Guide to Curriculum-Based Measurement

The ABCs of CBM A Practical Guide to Curriculum-Based Measurement

1593853998

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Table of Contents

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