The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement / Edition 1

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Overview

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 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.

About the Author:
Michelle K. Hosp, PhD, is an Assistant Professor of Special Education at the University of Utah

About the Author:
John L. Hosp, PhD, is an Assistant Professor of Special Education at the University of Utah

About the Author:
Kenneth W. Howell, PhD, is a Professor of Special Education at Western Washington University

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Editorial Reviews

From the Publisher

"Up to date, comprehensive, and practical. Contains useful forms and norms."--Terry Bontrager, PhD, Department of Counseling and School Psychology, University Of Massachusetts Boston

"This book is exactly what teachers need to get started using CBM or to refine and extend their current use. I would highly recommend this book to anyone who is interested in CBM. I have flagged several pages so that I can readily locate the information for future use."--Sharon Vaughn, PhD, Department of Special Education, University of Texas at Austin
 
"The ABCs of CBM is an excellent treatment of the nature and purposes of CBM, and provides resources for applying the approach across several academic skills areas. Progress monitoring and formative evaluation are increasingly important in general, remedial, and special education. I plan to adopt this book as a text for courses in assessment and academic intervention taught to undergraduate and graduate students."--Dan Reschly, PhD, Peabody College of Vanderbilt University

 

"This text provides a useful introduction to the nuts and bolts of CBM administration, interpretation, and application. It is a useful primer to support introductory coursework on CBM. The material is also relevant for field-based administrators, teachers, paraprofessionals, and school psychologists who are interested in a direct and nontechnical presentation of CBM."--Theodore J. Christ, PhD, School Psychology Program, University of Minnesota

NASP Communiqu�

"As a CBM trainer for almost 16 years, I can now throw out my handout packet entitled What's CBM and Why You and Your Students Need It and replace it with this powerful little (172 pages) gem for my graduate assessment class and for the Illinois school district personnel who call my office weekly asking about CBM."--NASP Communiqué
NASP Communiqu���

"As a CBM trainer for almost 16 years, I can now throw out my handout packet entitled What's CBM and Why You and Your Students Need It and replace it with this powerful little (172 pages) gem for my graduate assessment class and for the Illinois school district personnel who call my office weekly asking about CBM."—NASP Communiqué
From The Critics

"Up to date, comprehensive, and practical. Contains useful forms and norms."--Terry Bontrager, PhD, Department of Counseling and School Psychology, University Of Massachusetts Boston

"This book is exactly what teachers need to get started using CBM or to refine and extend their current use. I would highly recommend this book to anyone who is interested in CBM. I have flagged several pages so that I can readily locate the information for future use."--Sharon Vaughn, PhD, Department of Special Education, University of Texas at Austin "This book is exactly what teachers need to get started using CBM or to refine and extend their current use. I would highly recommend this book to anyone who is interested in CBM. I have flagged several pages so that I can readily locate the information for future use."--Sharon Vaughn, PhD, University of Texas at Austin "The ABCs of CBM is an excellent treatment of the nature and purposes of CBM, and provides resources for applying the approach across several academic skills areas. Progress monitoring and formative evaluation are increasingly important in general, remedial, and special education. I plan to adopt this book as a text for courses in assessment and academic intervention taught to undergraduate and graduate students."--Dan Reschly, PhD, Peabody College of Vanderbilt University "This text provides a useful introduction to the nuts and bolts of CBM administration, interpretation, and application. It is a useful primer to support introductory coursework on CBM. The material is also relevant for field-based administrators, teachers, paraprofessionals, and school psychologists who are interested in a direct and nontechnical presentation of CBM."--Theodore J. Christ, PhD, School Psychology Program, University of Minnesota

NASP Communiqu�
"As a CBM trainer for almost 16 years, I can now throw out my handout packet entitled What's CBM and Why You and Your Students Need It and replace it with this powerful little (172 pages) gem for my graduate assessment class and for the Illinois school district personnel who call my office weekly asking about CBM."--NASP Communiqué
Children's Literature - Meredith Kiger
Designed for use in addressing the academic achievement of at-risk children, CBM developed out of the curriculum philosophies for learning disabled children. Popular in the last decade in teaching at-risk students to read, the philosophy is extended here to include writing, spelling, and math. This book, obviously, is the workbook for those in training to use CBM in the classroom. The book defines CBM, compares it to other forms of skill measurement, outlines the advantages, and explains how to use it. Its advantage, according to the authors, is that it can be used with existing curriculum or is "aligned" with the curriculum, as the jargon goes. Its methods provide teachers with a continuous data collection system that keeps track of each student's skill levels. Students are evaluated on how well they are doing individually, not compared to the whole group. The book gives examples of how to use spelling, reading, writing and math curriculum in a way that provides continuous data using your curriculum goals. A chapter about charting and graphing resulting data is included, as well as a discussion on what to do with the data. An appendix on reliability and validity, sample guides and forms, and an index are also included. CBM would be difficult to implement without some in-service training on its use.
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Product Details

  • ISBN-13: 9781593853990
  • Publisher: Guilford Publications, Inc.
  • Publication date: 1/8/2007
  • Series: Guilford Practical Intervention in the Schools Series
  • Edition description: (Lay-Flat Paperback)
  • Edition number: 1
  • Pages: 172
  • Sales rank: 132,627
  • Product dimensions: 11.02 (w) x 8.16 (h) x 0.40 (d)

Meet the Author

Michelle K. Hosp, PhD, is a Research Associate in the Department of Special Education at the University of Utah. She earned her doctorate in education and human development from the Peabody College of Education at Vanderbilt University and her master's in school psychology from the Rochester Institute of Technology. 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 is also a trainer for the National Center on Student Progress Monitoring.

John L. Hosp, PhD, is an Assistant Professor in the School of Teacher Education at Florida State University and Research Faculty at the Florida Center for Reading Research. He has a master's degree in school psychology from the Rochester Institute of Technology and a doctorate in education and human development from the Peabody College of Education at Vanderbilt University. 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 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. 

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Table of Contents

1. What is CBM and Why Should I Do It?
2. CBM for Assessment and Problem Solving
3. How to Conduct Reading CBM
4. How to Conduct Early Reading CBM
5. How to Conduct Spelling CBM, with Tessie Rose
6. How to Conduct Writing CBM, with Tessie Rose
7. How to Conduct Math CBM
8. Charting and Graphing Data to Help Make Decisions
9. Planning to Use CBM--and Keeping it Going
Appendix A. Summary of Validity and Reliability Studies for CBM
Appendix B. Reproducible Quick Guides and Forms for Conducting CBM

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