1st Edition
Curriculum-Based Assessment for Instructional Design Using Data to Individualize Instruction
158 Pages
by
Guilford Press
Accessibly written and featuring illustrative case examples, this book provides a complete guide to curriculum-based assessment for instructional design (CBA-ID). CBA-ID comprises easy-to-implement, reliable, and valid procedures for determining a student's instructional level and individualizing instruction by developing tasks that are neither too hard nor too easy. It is a key tool for supporting K-8 students who are struggling in reading, math, or writing, and is ideally suited for intervention planning within multi-tiered systems of support. In a convenient large-size format, the book includes reproducible forms. Purchasers also get access to a Web page where they can download and print the reproducible materials.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Foreword, James A. Tucker
1. Curriculum-Based Assessment for Instructional Design: Using Data to Drive Instruction and Intervention
2. The Instructional Level
3. CBA-ID as an Assessment Tool
4. CBA-ID for Reading
5. CBA-ID for Math
6. CBA-ID for Early Writing
7. CBA-ID for Instruction and Intervention
8. CBA-ID in Action
Glossary of Abbreviations
Appendices
1. Curriculum-Based Assessment for Instructional Design: Using Data to Drive Instruction and Intervention
2. The Instructional Level
3. CBA-ID as an Assessment Tool
4. CBA-ID for Reading
5. CBA-ID for Math
6. CBA-ID for Early Writing
7. CBA-ID for Instruction and Intervention
8. CBA-ID in Action
Glossary of Abbreviations
Appendices
Biography
Matthew K. Burns, PhD, is The Rose and Irving Fein Endowed Professor of Special Education at the University of Florida and Assistant Director of the University of Florida Literacy Institute. He is a past editor of School Psychology Review and Assessment for Effective Intervention. Dr. Burns’s research focuses on the use of assessment data to determine individual or small-group interventions. A coauthor of the Path to Reading Excellence in School Sites (PRESS) reading intervention program, he has published over 210 articles, book chapters, and books.
David C. Parker, PhD, is Research Director at ServeMinnesota, the state commission tasked with administering Americorps programming in Minnesota. ServeMinnesota operates Minnesota Reading Corps and Math Corps, which apply research-based practices in assessment and intervention within and beyond Minnesota schools in order to support at-risk learners. Dr. Parker has published multiple articles and chapters on instructionally relevant assessment and intervention, and has worked as a school psychologist and school psychology trainer.
David C. Parker, PhD, is Research Director at ServeMinnesota, the state commission tasked with administering Americorps programming in Minnesota. ServeMinnesota operates Minnesota Reading Corps and Math Corps, which apply research-based practices in assessment and intervention within and beyond Minnesota schools in order to support at-risk learners. Dr. Parker has published multiple articles and chapters on instructionally relevant assessment and intervention, and has worked as a school psychologist and school psychology trainer.
"The book convincingly demonstrates the benefits of using CBA-ID for assessing and monitoring students' academic performance. The contents are well organized across reading, math, and writing skill areas. In each chapter, the authors insightfully bridge theory and practice to guide educators in making data-based decisions about instruction. This is a valuable resource for practitioners who wish to work effectively and efficiently in multi-tiered systems. I plan to use it as a required text in my Linking Academic Assessment to Intervention course."--Laurice Marie Joseph, PhD, School Psychology Program, The Ohio State University-
"Burns and Parker explain step by step how school psychologists, instructional coaches and consultants, and teachers can observe student responding during instruction and make instructional changes to enhance learning. This is an ideal text for school psychologists and special educators in training. Each chapter explains the research evidence and the expected effects of particular strategies and provides easy-to-follow case examples to demystify instructional improvements. If you are serious about promoting your students' learning, you will love this book."--Amanda M. VanDerHeyden, PhD, Education Research and Consulting,Fairhope, Alabama
"CBA-ID is an authentic assessment tool that can go a long way in promoting instructional success for teachers and academic success for students. Burns and Parker provide a comprehensive overview of the history and research behind CBA-ID, distinguish it from other assessment approaches, and demonstrate its relevance in contemporary schools. The book spells out how to use CBA-ID to assess students’ instructional levels in reading, math, and writing, as well as how to link CBA-ID data to well-matched, research-based interventions. The reproducible (and downloadable) forms will be extremely useful for school-based practitioners and graduate students alike."--Daniel Newman, PhD, School Psychology Program, National Louis University
"Finally, a comprehensive, user-friendly guide to CBA-ID. Burns and Parker have created a resource that honors the practice of the legendary founders of CBA, extends the work forward with practical guides, and keeps an eye on the validity and reliability of the methods used. This is a 'must-have' resource for the toolbox of school psychologists and educators interested in assessment for instruction. It will be invaluable for the professional learning efforts I lead as a consultant in our Intermediate School District."--Lara Lynne MacQuarrie, PhD, school psychologist, Oakland Schools (Michigan)
