Curriculum-Based Assessment for Instructional Design

Using Data to Individualize Instruction
1. Auflage 2014
ISBN: 978-1-4625-1440-3
Verlag: Guilford Publications

Buch, Englisch, 158 Seiten, Format (B × H): 201 mm x 264 mm, Gewicht: 376 g

Reihe: The Guilford Practical Intervention in the Schools Series

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.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Burns, Matthew K

Parker, David C

Fachgebiete

• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Kinder- und Jugendlichenpsychotherapie

Inhaltsverzeichnis

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

Über Autor(innen)

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.