Atnaujinkite slapukų nuostatas

El. knyga: ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making

4.10/5 (20 ratings by Goodreads)
(University of Massachusetts Amherst, United States), , (Western Washington University, United States), (University of Massachusetts Amherst, United States)
Kitos knygos pagal šią temą:
ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision MakingDidesnis paveikslėlis
Kitos knygos pagal šią temą:

DRM apribojimai

  • Kopijuoti:

    neleidžiama

  • Spausdinti:

    neleidžiama

  • El. knygos naudojimas:

    Skaitmeninių teisių valdymas (DRM)
    Leidykla pateikė šią knygą šifruota forma, o tai reiškia, kad norint ją atrakinti ir perskaityti reikia įdiegti nemokamą programinę įrangą. Norint skaityti šią el. knygą, turite susikurti Adobe ID . Daugiau informacijos  čia. El. knygą galima atsisiųsti į 6 įrenginius (vienas vartotojas su tuo pačiu Adobe ID).

    Reikalinga programinė įranga
    Norint skaityti šią el. knygą mobiliajame įrenginyje (telefone ar planšetiniame kompiuteryje), turite įdiegti šią nemokamą programėlę: PocketBook Reader (iOS / Android)

    Norint skaityti šią el. knygą asmeniniame arba „Mac“ kompiuteryje, Jums reikalinga  Adobe Digital Editions “ (tai nemokama programa, specialiai sukurta el. knygoms. Tai nėra tas pats, kas „Adobe Reader“, kurią tikriausiai jau turite savo kompiuteryje.)

    Negalite skaityti šios el. knygos naudodami „Amazon Kindle“.

"This book provides a practical guide to curriculum-based evaluation (CBE), which helps educators solve learning problems by making data-based decisions about what and how to teach. CBE offers clear procedures for analyzing PreK-12 students' academic skills, determining where instruction needs to focus, and evaluating progress. Written in an engaging, step-by-step style, the book features examples throughout that illustrate the problem-solving process. The use of curriculum-based measurement (CBM) as a data collection technique is discussed. Reproducible planning and implementation tools are included; the large-size format and lay-flat binding facilitate photocopying. 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. See also The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement, by Michelle K. Hosp, John L. Hosp, and Kenneth W. Howell, which provides hands-on instructions for implementing a core technique used in CBE. "--

"This book provides a practical guide to curriculum-based evaluation (CBE), which helps educators solve learning problems by making data-based decisions about what and how to teach. CBE offers clear procedures for analyzing PreK-12 students' academic skills, determining where instruction needs to focus, and evaluating progress. Written in an engaging, step-by-step style, the book features examples throughout that illustrate the problem-solving process. The use of curriculum-based measurement (CBM) as a data collection technique is discussed. Reproducible planning and implementation tools are included; the large-size format and lay-flat binding facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials. Subject Areas/Keywords: academic skills problems, assessments, CBE, CBM, curriculum-based evaluation, curriculum-based measurement, data-based decision making, evaluation, individualized instruction, interventions, learning difficulties, MTSS, multi-tiered systems of support, problem-solving, progress monitoring, response to intervention, RTI, school psychology, special education, students Audience: PreK-12 school psychologists, special educators, classroom teachers, administrators, and instructional specialists and coaches"--

This guide details the use of curriculum-based evaluation for analyzing preK-12 students' academic skills, determining the focus of instruction, and evaluating progress. It explains why and when to use curriculum-based evaluation, its foundational concepts, the process, and each action and its steps: fact finding, summative decision making, and formative decision making. It also addresses troubleshooting and developing a plan for using curriculum-based evaluation. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)

This book provides a practical guide to curriculum-based evaluation (CBE), which helps educators solve learning problems by making data-based decisions about what and how to teach. CBE offers clear procedures for analyzing PreK-12 students' academic skills, determining where instruction needs to focus, and evaluating progress. Written in an engaging, step-by-step style, the book features examples throughout that illustrate the problem-solving process. The use of curriculum-based measurement (CBM) as a data collection technique is discussed. Reproducible planning and implementation tools are included; the large-size format and lay-flat binding facilitate photocopying. 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.

See also The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement, by Michelle K. Hosp, John L. Hosp, and Kenneth W. Howell, which provides hands-on instructions for implementing a core technique used in CBE.

Recenzijos

"Here in one place is basic information on the foundations of CBE, explicit guidance on implementation, and useful information on solving student academic problems. This book will serve as a very useful primer on CBE for school personnel. The authors are four of the leading researchers and practitioners in academic assessment, diagnosis, and problem solving."--James E. Ysseldyke, PhD, Birkmaier Professor of Educational Leadership, Department of Educational Psychology, University of Minnesota

"A 'must read' for anyone involved in designing, implementing, and evaluating instruction. In an era of increased accountability for student outcomes, this book offers a practical framework for collecting assessment information that is directly related to intervention and program planning. The authors use humor and practical examples to teach the different phases, actions, and questions that make up the CBE process. This is an excellent resource for all educators."--Kimberly Gibbons, PhD, Center for Applied Research and Educational Improvement, University of Minnesota

"This book fills a gap in the literature by providing a systematic framework for data-based instructional problem solving. CBE informs my practice as a district program evaluation coordinator. It facilitates the kind of effective, efficient decision making needed to help students meet Common Core standards. I plan to use The ABCs of Curriculum-Based Evaluation not only for my own reference, but also for professional development of inservice teachers and preservice training of education and school psychology students."--Rob Richardson, PhD, NCSP, Program Evaluation Coordinator, Canyons School District; Department of Educational Psychology, University of Utah

"As educators, how do we know what specific skills learners are struggling with, and how can we tell if our interventions are actually working? The approach in this thoughtful book strengthens what is often the weakest link in a schools RTI system: diagnostic assessment. Every school psychologist, instructional coach, and special education teacher should use CBE as a foundational practice."--Michele Pettit, SSP, school psychologist, Grant Wood Area Education Agency, Cedar Rapids, Iowa

"An exceptional contribution to educational practice and training. Practical and user friendly, the book is grounded in a foundation of research. It contains a wealth of useful tools to guide problem solving and decision making, including action steps, guiding questions, checklists, forms, and troubleshooting tips. This book will be invaluable for school professionals working in teams to improve student outcomes. I will definitely recommend adopting it as a text in our School Psychology Program. Our training model is founded in problem solving and data-based decision making; this book is aligned with that approach and provides excellent conceptual understanding and practical application."--Janet L. Graden, PhD, School Psychology Program, University of Cincinnati

-

1 What Is Curriculum-Based Evaluation and Why Should I Do It?
1(19)
What Will I Learn from This Book?
2(1)
What Should I Already Know?
2(1)
Some Common Terminology
3(2)
What Is CBE?
5(2)
What Is CBA?
7(1)
What Is CBM?
8(1)
How Is CBE Related to CBM?
8(2)
What Are the Main Advantages of CBE?
10(1)
Who Uses CBE?
10(1)
How Does CBE Relate to Problem Solving?
11(1)
How Does CBE Relate to Formative Assessment?
11(1)
How Does CBE Fit into RTI, PBIS, or MTSS?
12(1)
What Is the CBE Process of Inquiry?
13(1)
I've Heard of CBE Before; Why Does This Look Different?
14(1)
What about Behavior Problems?
15(1)
This All Looks Complicated; Is It Really Necessary?
15(1)
Framework for the Rest of the Book
16(4)
What to Expect from Each
Chapter
16(2)
CBE Maxims
18(1)
Use of Terms and Examples
18(1)
Forms, Figures, and Tables
18(1)
Apology for the Jokes
19(1)
2 Foundations of CBE
20(21)
Decision Making Is Not the Same as Judgment
20(4)
Threats to Good Judgment
23(1)
Rules for Good Judgment
23(1)
Data and Evidence Should Be Valued
24(1)
Students Don't Have Predetermined or Fixed Ability
25(1)
Focus on Alterable Variables
26(1)
There Are Different Types of Knowledge
27(4)
Factual Knowledge
28(1)
Conceptual Knowledge
28(1)
Procedural Knowledge
29(1)
Metacognitive Knowledge
30(1)
Confront Common Misconceptions That Influence Teaching
31(3)
Task Complexity Is Not the Same as Task Difficulty
31(1)
Practice Isn't Everything
32(1)
Motivation Should Be about Accomplishment More Than Completion
32(2)
Learning Preferences Exist; Learning Styles Don't
34(1)
Use Varied Teaching Approaches
34(5)
Effective Teaching
37(1)
Teaching Students Who Are Experiencing Learning Problems
37(2)
Keep an Open and Positive Outlook
39(1)
Chapter Summary
40(1)
3 Overview of the CBE Process of Inquiry
41(11)
The CBE Process of Inquiry
41(3)
Phase 1 Fact Finding
44(2)
Action 1.1 Concern about Learning
44(1)
Action 1.2 Define the Problem
45(1)
Action 1.3 Collect Existing Information
45(1)
Action 1.4 Summarize Information
45(1)
Question 1 Is There a Confirmable Problem?
46(1)
Phase 2 Summative Decision Making
46(2)
Action 2.1 Generate Assumed Causes
46(1)
Action 2.2 Plan Assessment
46(1)
Action 2.3 Assess (as Needed)
47(1)
Action 2.4 Summarize Results
47(1)
Question 2 Were the Assumed Causes Verified?
47(1)
Phase 3 Formative Decision Making
48(1)
Action 3.1 Write Goals
48(1)
Action 3.2 Design Instruction
48(1)
Action 3.3 Implement Instruction
48(1)
Action 3.4 Monitor Progress
48(1)
Question 3 Is the Program Working?
49(1)
Troubleshoot
49(2)
Checkpoint A
49(1)
Checkpoint B
50(1)
Checkpoint C
50(1)
Checkpoint D
50(1)
Checkpoint E
50(1)
The Rest of This Book
51(1)
4 CBE Process Phase 1: Fact Finding
52(22)
The Purpose of Phase 1: Fact Finding
52(1)
Action 1.1 Concern about Learning
53(2)
Action 1.2 Define the Problem
55(9)
Evaluating a Problem Definition
62(1)
Define the Criteria for Judging the Severity of the Difference
63(1)
Action 1.3 Collect Existing Information
64(6)
"Where Can I Find Existing Information That Is Relevant?"
65(2)
Evaluation Domains
67(1)
"When Do I Have Enough Information to Make a Decision?"
68(2)
Action 1.4 Summarize Information
70(2)
Question 1 Is There a Confirmable Problem?
72(1)
No
72(1)
Yes
73(1)
Chapter Summary
73(1)
5 CBE Process Phase 2: Summative Decision Making
74(18)
Some Words of Caution
74(1)
The Purpose of Phase 2: Summative Decision Making
75(1)
Action 2.1 Generate Assumed Causes
76(7)
Rules for Developing Assumed Causes
77(2)
An Example
79(1)
F.AC.T.R.
80(3)
Action 2.2 Plan Assessment
83(2)
Action 2.3 Assess (as Needed)
85(4)
Option 1 Existing Results
85(1)
Option 2 Reassess on Same Task
86(1)
Option 3 Create/Use New Instrument
87(2)
Action 2.4 Summarize Results
89(1)
Question 2 Were the Assumed Causes Verified?
90(1)
No
91(1)
Yes
91(1)
Chapter Summary
91(1)
6 CBE Process Phase 3: Formative Decision Making
92(20)
Action 3.1 Write Goals
93(1)
Action 3.2 Design Instruction
94(4)
Frequency
96(1)
Focus
96(1)
Format
96(1)
Size
97(1)
The Heart of the Flower Is the Intervention
97(1)
Action 3.3 Implement Instruction
98(5)
Step 1 Present a Clear Goal/Objective for Each Lesson
98(1)
Step 2 Give a Reason for the Importance of Learning the Skill
99(1)
Step 3 Show/Demonstrate the Skill and the Criterion of Acceptable Performance
100(1)
Step 4 Practice the Skill with the Student
100(1)
Step 5 Observe the Student Performing the Skill
100(1)
Step 6 Provide Immediate and Explicit Feedback about the Performance
101(1)
Step 7 Additional Practice of the Skill
101(2)
Action 3.4 Monitor Progress
103(8)
Choosing Progress Monitoring Instruments
104(1)
Frequency of Monitoring
105(1)
Graphing Student Performance
106(5)
Chapter Summary
111(1)
7 Troubleshooting the CBE Process
112(18)
Checkpoint A---Action 3.4: Monitor Progress
113(5)
Question 1 Are the Progress Monitoring Data Graphed Correctly?
114(1)
Question 2 Is the Goal Appropriate and Is the Goal Line Drawn?
114(2)
Question 3 Are Data Collected in a Timely Manner?
116(2)
Question 4 Are the Right Progress Monitoring Instruments Being Used?
118(1)
Checkpoint B---Action 3.3: Implement Instruction
118(4)
Step 1 Present a Clear Goal/Objective for Each Lesson
119(1)
Step 2 Give a Reason for the Importance of Learning the Skill
119(1)
Step 3 Show/Demonstrate the Skill and the Criterion of Acceptable Performance
119(2)
Step 4 Practice the Skill with the Student
121(1)
Step 5 Observe the Student Performing the Skill
121(1)
Step 6 Provide Immediate and Explicit Feedback about the Performance
121(1)
Step 7 Additional Practice of the Skill
121(1)
Checkpoint C---Action 3.2: Design Instruction
122(3)
Frequency
122(2)
Focus
124(1)
Size
124(1)
Format
124(1)
Checkpoint D---Action 2.1: Generate Assumed Causes
125(1)
(F) Fact
125(1)
(AC) Assumed Cause
125(1)
(T) Test
126(1)
(R) Results
126(1)
Checkpoint E---Action 1.2: Define the Problem
126(1)
Chapter Summary
127(3)
8 Keeping the CBE Process Going
130(10)
Developing a Plan for Using CBE
130(6)
Before
131(2)
During
133(3)
After
136(1)
Hints on How to Get CBE Going
136(1)
Hints on How to Keep CBE Going
137(1)
Frequently Asked Questions about Planning and Conducting CBE
138(1)
Chapter Summary
139(1)
9 Conclusion
140(5)
Glossary 145(8)
Resources 153(4)
References 157(3)
Index 160
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.

Michelle K. Hosp, PhD, is Director of the Iowa Reading Research Center. A nationally known trainer and speaker on problem solving and the use of progress monitoring data, she has worked 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 focus is on reading and data-based decision making in relation to CBM and CBE. Dr. Hosp has published articles and conducted workshops both at the state and national level.

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, RTI, juvenile corrections, and social skills, and has published extensively in the areas of CBE, CBM, and problem solving.

Randy Allison, MEd, EdS, is the owner of Educational Solutions, LLC, where he provides consultative services to education agencies and school districts. He also teaches at Iowa State University. Mr. Allison began his career as a school psychologist. He then joined Heartland Area Education Agency as Supervisor of School Psychology and Coordinator of Systems Supports and Educational Results, ultimately becoming the Director of Special Education. He also worked at the Iowa Department of Education as the Consultant for Data-Based Decision Making and Progress Monitoring. He has written, presented, and consulted widely on problem-solving processes and RTI.
Daugiau apie elektronines knygas Daugiau apie elektronines knygas
Pastovi nuoroda: https://www.kriso.lt/db/97814625136592e.html
Raktažodžiai: