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El. knyga: ABCs of CBM: A Practical Guide to Curriculum-Based Measurement

3.91/5 (105 ratings by Goodreads)
(Western Washington University, United States), (University of Massachusetts Amherst, United States), (University of Massachusetts Amherst, United States)
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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.

Recenzijos

"The authors have expanded their practical guide to CBM to include measures of multiple academic domains, including early literacy and numeracy, as well as the content areas. The book shows how CBM is an essential resource for implementing multi-tiered services and illustrates how to graph, interpret, and use CBM data to make important educational decisions. I am impressed by the expanded content, including more measures and a fuller explanation of CBM in the context of a functional assessment model. I am truly excited to make this text a centerpiece of the functional academic assessment course I will be teaching in the spring. Students will find practical, step-by-step administration, scoring, and graphing procedures; current benchmark standards and normative comparisons; and advice about data management systems."--Kathy McNamara, PhD, Department of Psychology, Cleveland State University

"As schools continue to adopt multi-tiered systems of support, the use of effective progress monitoring tools such as CBM is critical to their success. This book is the most useful resource that I have seen to date for helping teachers implement CBM. Its filled with reader-friendly explanations and detailed examples, and contains all the whys and hows' needed to use CBM effectively."--Charles A. Hughes, PhD, Special Education Program, The Pennsylvania State University

"This is a significant revision of a widely used and respected text. Trainers and training programs should consider its use. It is the right introduction to CBM for educators."--Theodore J. Christ, PhD, Department of Educational Psychology and Director, Center for Applied Research and Educational Improvement, University of Minnesota

"This user-friendly 'how-to' manual is impressive in its coverage of CBM across age levels and academic areas. Given the extensions and developments in CBM over the past 10 years, the second edition is a welcome update. I recommend it as a reference for teachers, school psychologists, and administrators, or as a text for university classes on assessment, progress monitoring, or models of special services implementation, such as response to intervention or multi-tiered systems of support."--Christine Espin, PhD, Department of Special Education, Leiden University, The Netherlands

As a 'nuts and bolts' book, this is a direct and low-inference text with high-value results, just like the measures it describes. Read it and use it--because the instructional and curriculum decisions you make really do matter."--Edward J. Kame'enui, PhD, DeanKnight Professor Emeritus, College of Education, University of Oregon -

1 What Is CBM and Why Should I Do It?
1(18)
Why Do I Need This Book?
2(1)
What Is CBM?
2(1)
Why Were the Other Attributes, Like the Timing and Charting, Developed?
3(2)
Why Is CBM Different from Other Forms of Measurement?
5(3)
Curriculum
5(1)
Alterable Variables
6(1)
Low-Inference Measures
6(1)
Criterion-Referenced Measures
7(1)
What Are the Main Advantages of CBM?
8(1)
What Kinds of Decisions Can I Make with CBM Data?
9(1)
How Does CBM Relate to MTSS or RTI?
9(1)
How Does CBM Relate to Curriculum-Based Evaluation?
9(1)
So, CBM Does Just About Everything?
10(1)
Are There Different Types of CBM?
10(4)
General Outcome Measures
10(1)
Skills-Based Measures
11(1)
Mastery Measures
12(2)
I Have Never Seen CBM Being Used---If It's So Great, Why Isn't It More Popular?
14(1)
Is CBM Used with Special Education or General Education?
15(1)
Who Gives CBM Measures?
15(1)
If I Want to Use CBM, Does This Mean I'll Need to Make Tests Out of the Instructional Materials I'm Using?
16(1)
Where Do I Get CBM Materials?
17(1)
So, Where Do We Go from Here?
18(1)
2 CBM for Assessment and Problem Solving
19(13)
What Do I Need to Know about Educational Decision Making?
19(4)
Are Curriculum-Based Measures Standardized Tests?
23(1)
How Reliable and Valid Is CBM?
24(1)
Where Do They Get the Performance Standards Used in CBM?
24(1)
How Can CBM Be Used for Universal Screening?
25(2)
Universal Screening Summary
27(1)
How Can CBM Be Used for Progress Monitoring?
27(3)
Progress Monitoring Summary
29(1)
How Do I Use the Information to Write Individualized Education Plan Goals and Objectives?
30(1)
Resources and/or Further Reading
31(1)
3 How to Conduct Early Reading CBM
32(38)
Why Should I Conduct Early Reading CBM?
32(2)
Overview of Early Reading Curriculum-Based Measures Identified by One Publisher
34(1)
Concepts of Print CBM
34(1)
Rhyming CRM
34(1)
Word Blending CBM
34(1)
Decodable Words CRM
34(1)
Sentence Reading CRM
35(1)
Onset Sounds CBM
35(6)
Materials Needed to Conduct Onset Sounds CRM
35(1)
Onset Sounds CBM Sheets
35(2)
Directions and Scoring Procedures for Onset Sounds CBM
37(4)
Phoneme Segmenting CBM
41(5)
Materials Needed to Conduct Phoneme Segmenting CBM
41(1)
Phoneme Segmenting CRM Sheets
42(1)
Directions and Scoring Procedures for Phoneme Segmenting CRM
42(4)
Letter Naming CBM
46(4)
Materials Needed to Conduct Letter Naming CRM
46(1)
Letter Naming CRM Sheets
46(1)
Directions and Scoring Procedure for Letter Naming CRM
47(3)
Letter Sounds CBM
50(5)
Materials Needed to Conduct Letter Sounds CRM
50(1)
Letter Sounds CRM Reading Sheets
51(1)
Directions and Scoring Procedures for Letter Sounds CRM
51(4)
Nonsense Words CBM
55(5)
Materials Needed to Conduct Nonsense Words CRM
55(1)
Nonsense Words CBM Sheets
56(1)
Directions and Scoring Procedures for Nonsense Words CBM
56(4)
Word Identification CBM
60(5)
Materials Needed to Conduct Word Identification CBM
60(1)
Word Identification CBM Sheets
61(1)
Directions and Scoring Procedure for Word Identification CBM
61(4)
How Often Should Early Reading CBM Be Administered?
65(1)
Universal Screening
65(1)
Progress Monitoring
65(1)
How Much Time Does It Take to Administer and Score Early Reading CBM?
65(1)
Reading CBM Scores
66(1)
Proficiency Levels or Benchmarks for Early Reading CBM
66(1)
Norms for Early Reading CBM
66(1)
How Do I Use the Information to Write Early Reading IEP Goals and Objectives?
67(1)
Frequently Asked Questions about Early Reading CBM
67(2)
Resources and/or Further Reading
69(1)
4 How to Conduct Reading CBM
70(19)
Why Should I Conduct Reading CBM?
70(1)
OPR CBM
71(7)
Materials Needed to Conduct OPR CRM
71(2)
OPR CRM Reading Passages
73(1)
Directions and Scoring Procedures for OPR CBM
74(4)
Maze CBM
78(5)
Materials Needed to Conduct Maze CBM
78(1)
Maze Reading Passages
79(1)
Directions and Scoring Procedures for Maze CRM
80(3)
How Often Should OPR CPM and Maze CBM Be Administered?
83(1)
Universal Screening
83(1)
Progress Monitoring
84(1)
How Much Time Does It Take to Administer and Score Reading CBM?
84(1)
Reading CBM Scores
85(1)
Proficiency Levels or Benchmarks for Reading CRM
85(1)
Norms for Reading CRM
85(1)
How Do I Use the Information to Write Reading IEP Goals and Objectives?
85(1)
Frequently Asked Questions about Reading CBM
86(2)
Resources and/or Further Reading
88(1)
5 How to Conduct Spelling CBM
89(11)
Why Should I Conduct Spelling CBM?
89(1)
Materials Needed to Conduct Spelling CBM
89(1)
Spelling CBM Lists
90(1)
Directions and Scoring Procedures for Spelling CBM
91(4)
Directions for Spelling CBM
91(1)
Scoring Spelling CBM
92(3)
Special Administration and Scoring Considerations for Spelling CRM
95(1)
How Often Should Spelling CBM Be Administered?
95(1)
Universal Screening
95(1)
Progress Monitoring
95(1)
How Much Time Does It Take to Administer and Score Spelling CBM?
96(1)
Spelling CBM Scores
96(1)
How Do I Use the Information to Write Spelling IEP Goals and Objectives?
96(2)
Frequently Asked Questions about Spelling CBM
98(1)
Resources and/or Further Reading
99(1)
6 How to Conduct Writing CBM
100(17)
Why Should I Conduct Writing CBM?
100(1)
Materials Needed to Conduct Writing CBM
101(1)
Writing CBM Story Starters
101(3)
Directions and Scoring Procedures for Writing CBM
104(6)
Directions for Writing CRM
104(1)
Scoring Writing CRM
104(6)
Special Administration and Scoring Considerations for Writing CRM
110(1)
How Often Should Writing CBM Be Administered?
110(1)
Universal Screening
110(1)
Progress Monitoring
110(1)
How Much Time Does It Take to Administer and Score Writing CBM? Ill Writing CBM Scores
111(4)
How Do I Use the Information to Write Writing IEP Goals and Objectives?
115(1)
Frequently Asked Questions about Writing CBM
115(1)
Resources and/or Further Reading
116(1)
7 How to Conduct Early Numeracy CBM
117(25)
Why Should I Conduct Early Numeracy CBM?
117(1)
Counting CBM
117(7)
Materials Needed to Conduct Counting CRM
119(1)
Counting CRM Sheets
119(2)
Directions and Scoring Procedures for Counting CRM
121(3)
Number Identification CBM
124(4)
Materials Needed to Conduct Number Identification CBM
124(1)
Number Identification CBM Sheets
124(1)
Directions and Scoring Procedures for Number Identification CBM
124(4)
Missing Number CBM
128(4)
Materials Needed to Conduct Missing Number CBM
128(1)
Missing Number CBM Sheets
129(1)
Directions and Scoring Procedures for Missing Number CBM
129(3)
Quantity Discrimination CBM
132(5)
Materials Needed to Conduct Quantity Discrimination
133(1)
Quantity Discrimination CBM Sheets
133(1)
Directions and Scoring Procedures for Quantity Discrimination CBM
133(4)
How Often Should Early Numeracy CBM Be Administered?
137(1)
Universal Screening
137(1)
Progress Monitoring
137(1)
How Much Time Does It Take to Administer and Score Early Numeracy CBM?
138(1)
Early Numeracy CBM Scores
138(1)
How Do I Use the Information to Write Early Numeracy IEP Goals and Objectives?
138(2)
Frequently Asked Questions about Early Numeracy CBM
140(1)
Resources and/or Further Reading
141(1)
8 How to Conduct Math CBM
142(25)
Why Should I Conduct Math CBM?
142(1)
M-COMP CBM
142(11)
Materials Needed to Conduct M- COMP CBM
143(1)
M-COMP CBM Sheets
143(4)
Directions and Scoring Procedures for M-COMP CBM
147(6)
M-CAP CBM
153(5)
Materials Needed to Conduct M-CAP CBM
153(1)
M-CAP CBM Sheets
153(1)
Directions and Scoring Procedures for M-CAP CBM
154(4)
How Often Should Math CBM Be Administered?
158(1)
Universal Screening
158(1)
Progress Monitoring
158(1)
How Much Time Does It Take to Administer and Score Math CBM?
159(1)
Math CBM Scores
159(1)
How Do I Use the Information to Write Math IEP Goals and Objectives?
160(1)
Special Considerations That Apply to Math CBM
160(4)
Accuracy of Teacher/Examiner Copy
160(2)
Setting Up M-COMP CBM Sheets to Provide Potential Diagnostic Information
162(2)
Estimation
164(1)
Algebra
164(1)
Frequently Asked Questions about Math CBM
164(1)
Resources and/or Further Reading
165(2)
9 How to Conduct Content-Area CBM
167(8)
Why Should I Conduct Content-Area CBM?
167(1)
OPR and Maze CBM
167(1)
Vocabulary Matching CBM
168(3)
Materials Needed to Conduct Vocabulary Matching CBM
168(1)
Vocabulary Matching CBM Sheets
168(2)
Directions and Scoring Procedures for Vocabulary Matching CBM
170(1)
How Often Should Content-Area CBM Be Administered?
171(1)
Universal Screening
171(1)
Progress Monitoring
171(1)
How Much Time Does It Take to Administer and Score Content-Area CBM?
172(1)
Content-Area CBM Scores
172(1)
Benchmarks for Content-Area CBM
172(1)
Norms for Content-Area CBM
172(1)
How Do I Use the Information to Write Content-Area IEP Goals and Objectives?
173(1)
Special Considerations That Apply to Content-Area CBM
173(1)
Frequently Asked Questions about Content-Area CBM
173(1)
Resources and/or Further Reading
174(1)
10 Charting and Graphing Data to Help Make Decisions
175(17)
Common Graphs for Displaying CBM Data
175(3)
Line Graphs
175(2)
Box Plots
177(1)
Bar Charts
178(1)
How to Chart CBM Data for Progress Monitoring
178(1)
How to Set and Graph Goals for Progress Monitoring
179(3)
End-of-Year Benchmarks
180(1)
Norms
180(1)
Intraindividual Framework
181(1)
Graphing Goals
182(1)
How Often Should Data Be Collected?
182(1)
Decision Rules to Help Educators Use the Data to Inform Instruction
183(2)
Considerations for Graphing and Charting the Data in the Content Areas
185(1)
The Use of CBM in RTI
185(1)
Computerized Graphing and Data Management Systems
186(4)
Material-Specific Programs
187(2)
Material-Flexible Program
189(1)
Spreadsheet and Data Management Programs
189(1)
Frequently Asked Questions about Charting and Graphing CBM Data
190(1)
Resources and/or Further Reading
191(1)
11 Planning to Use CBM---and Keeping It Going
192(11)
Developing a Plan for Using CBM
192(1)
Ten Steps to Using CBM before, during, and after Initial Implementation
193(6)
Hints on How to Get CBM Going
199(1)
Hints on How to Keep CBM Going
199(1)
Frequently Asked Questions about Planning and Using CBM
200(1)
Resources and/or Further Reading
201(2)
Appendix A Norms for Early Reading CBM, OPR CBM, and Maze CBM 203(4)
Appendix B Reproducible Quick Guides and Forms for Conducting CBM 207(30)
References 237(2)
Index 239
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. Howells 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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