The ABCs of CBM, Second Edition: A Practical Guide to Curriculum-Based Measurement (The Guilford Practical Intervention in the Schools Series) - Tapa blanda

Libro 37 de 70: The Guilford Practical Intervention in the Schools Series

Hosp, Michelle K.; Hosp, John L.; Howell, Kenneth W.

 
9781462524662: The ABCs of CBM, Second Edition: A Practical Guide to Curriculum-Based Measurement (The Guilford Practical Intervention in the Schools Series)
Tapa blanda
ISBN 10: 1462524664 ISBN 13: 9781462524662
Editorial: Guilford Press, 2016

Sinopsis

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.

"Sinopsis" puede pertenecer a otra edición de este libro.

Acerca del autor

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, until his death in 2025, was Professor Emeritus of Special Education at Western Washington University. A former general and special education teacher and school psychologist, Dr. Howell’s primary focus was on students with learning problems and behavioral difficulties, including adjudicated youth. He presented nationally and internationally on CBE, MTSS/RTI, juvenile corrections, and social skills, and published extensively in the areas of CBE, CBM, and problem solving.

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
Guilford Press
Año de publicación
2016
Idioma
Inglés
ISBN 10 
1462524664
ISBN 13 
9781462524662
Encuadernación
Tapa blanda
Número de edición
2
Número de páginas
244
Contacto del fabricante
no disponible
Persona responsable
no disponible