The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement, Edition 2
Feb 2016 · Guilford Publications
Ebook
244
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About this ebook
Curriculum-based measurement (CBM) has been adopted by growing numbers of school districts and states since the publication of this definitive practitioner guide and course text. The second edition presents step-by-step guidelines for using CBM in screening, progress monitoring, and data-based instructional decision making in PreK-12. It describes the materials needed and all aspects of implementation in reading, spelling, writing, math, and secondary content areas. Twenty sets of reproducible CBM administration and scoring guides and other tools are provided; the large-size format facilitates photocopying. Purchasers get access to a webpage where they can download and print the reproducible materials.
New to This Edition:
*Broader grade range--now has a chapter on secondary content areas.
*Chapter on early numeracy; expanded content on early reading.
*Nearly twice as many reproducible tools, including new or revised administration and scoring guides.
*Key updates on graphing and on using online CBM databases.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
See also The ABCs of Curriculum-Based Evaluation, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents an overarching problem-solving model that utilizes CBM.
New to This Edition:
*Broader grade range--now has a chapter on secondary content areas.
*Chapter on early numeracy; expanded content on early reading.
*Nearly twice as many reproducible tools, including new or revised administration and scoring guides.
*Key updates on graphing and on using online CBM databases.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
See also The ABCs of Curriculum-Based Evaluation, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents an overarching problem-solving model that utilizes CBM.
About the author
Michelle K. Hosp, PhD, is Associate Professor of Special Education at the University of Massachusetts Amherst. A nationally known trainer and speaker on problem solving and the use of progress-monitoring data, she has served as Director of the Iowa Reading Research Center and as a trainer with the National Center on Progress Monitoring and the National Center on Response to Intervention, and is currently on the technical review committee for the National Center on Intensive Intervention. Her research focuses on reading and on multi-tiered systems of support/response to intervention (MTSS/RTI) in relation to curriculum-based measurement (CBM) and curriculum-based evaluation (CBE). Dr. Hosp has published numerous articles, book chapters, and books.
John L. Hosp, PhD, is Professor of Special Education at the University of Massachusetts Amherst. His research focuses on MTSS/RTI, including disproportionate representation of minority students in special education and aligning assessment and instruction, particularly in the areas of CBM and CBE. Dr. Hosp has conducted workshops nationally and has authored over 50 journal articles, book chapters, and books.
Kenneth W. Howell, PhD, is Professor Emeritus of Special Education at Western Washington University. A former general and special education teacher and school psychologist, Dr. Howell’s primary focus has been on students with learning problems and behavioral difficulties, including adjudicated youth. He has presented nationally and internationally on CBE, MTSS/RTI, juvenile corrections, and social skills, and has published extensively in the areas of CBE, CBM, and problem solving.
John L. Hosp, PhD, is Professor of Special Education at the University of Massachusetts Amherst. His research focuses on MTSS/RTI, including disproportionate representation of minority students in special education and aligning assessment and instruction, particularly in the areas of CBM and CBE. Dr. Hosp has conducted workshops nationally and has authored over 50 journal articles, book chapters, and books.
Kenneth W. Howell, PhD, is Professor Emeritus of Special Education at Western Washington University. A former general and special education teacher and school psychologist, Dr. Howell’s primary focus has been on students with learning problems and behavioral difficulties, including adjudicated youth. He has presented nationally and internationally on CBE, MTSS/RTI, juvenile corrections, and social skills, and has published extensively in the areas of CBE, CBM, and problem solving.
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