Read more
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.
List of contents
1. What Is Curriculum-Based Evaluation and Why Should I Do It? 2. Foundations of CBE 3. Overview of the CBE Process of Inquiry 4. CBE Process Phase 1: Fact Finding 5. CBE Process Phase 2: Summative Decision Making 6. CBE Process Phase 3: Formative Decision Making 7. Troubleshooting the CBE Process 8. Keeping the CBE Process Going 9. Conclusion; Glossary; Resources
About the author
John L. Hosp, PhD, is Professor and Chair of the Department of Teaching and Learning at the University of Iowa. His research focuses on aspects of implementing response to intervention (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. She is 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 focuses on reading and data-based decision making in relation to CBM and CBE. Dr. Hosp is coauthor of The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement (with John L. Hosp and Kenneth W. Howell). Kenneth W. Howell, PhD, is Professor Emeritus of Special Education at Western Washington University. His primary career focus has been on students with learning problems and behavioral difficulties (including adjudicated youth). Dr. Howell 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, provides consultative services to education agencies and school districts as the owner of Educational Solutions, LLC, and is an Instructor at Iowa State University. After beginning his career as a school psychologist, Mr. Allison held several positions at Heartland Area Education Agency and 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.
