Curriculum-Based Assessment for Instructional Design

Using Data to Individualize Instruction

Matthew K. Burns and David C. Parker
Foreword by James A. Tucker

A Paperback Originale-bookprint + e-book
A Paperback Original
April 2, 2014
ISBN 9781462514403
Price: $36.00 $30.60
158 Pages
Size: 8" x 10½"
Convenient Lay-Flat Binding
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e-book
April 2, 2014
PDF ?
Price: $36.00 $30.60
158 Pages
Convenient Lay-Flat Binding
order
print + e-book
A Paperback Original + e-Book (PDF) ?
Price: $72.00 $39.60
158 Pages
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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. Including reproducible forms, the print book has a large-size format and lay-flat binding to facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials.

This title is part of The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.


“The book convincingly demonstrates the benefits of using CBA-ID for assessing and monitoring students' academic performance. The contents are well organized across reading, math, and writing skill areas. In each chapter, the authors insightfully bridge theory and practice to guide educators in making data-based decisions about instruction. This is a valuable resource for practitioners who wish to work effectively and efficiently in multi-tiered systems. I plan to use it as a required text in my Linking Academic Assessment to Intervention course.”

—Laurice Marie Joseph, PhD, School Psychology Program, The Ohio State University


“Burns and Parker explain step by step how school psychologists, instructional coaches and consultants, and teachers can observe student responding during instruction and make instructional changes to enhance learning. This is an ideal text for school psychologists and special educators in training. Each chapter explains the research evidence and the expected effects of particular strategies and provides easy-to-follow case examples to demystify instructional improvements. If you are serious about promoting your students' learning, you will love this book.”

—Amanda M. VanDerHeyden, PhD, Education Research and Consulting,Fairhope, Alabama


“CBA-ID is an authentic assessment tool that can go a long way in promoting instructional success for teachers and academic success for students. Burns and Parker provide a comprehensive overview of the history and research behind CBA-ID, distinguish it from other assessment approaches, and demonstrate its relevance in contemporary schools. The book spells out how to use CBA-ID to assess students’ instructional levels in reading, math, and writing, as well as how to link CBA-ID data to well-matched, research-based interventions. The reproducible (and downloadable) forms will be extremely useful for school-based practitioners and graduate students alike.”

—Daniel Newman, PhD, School Psychology Program, National Louis University


“Finally, a comprehensive, user-friendly guide to CBA-ID. Burns and Parker have created a resource that honors the practice of the legendary founders of CBA, extends the work forward with practical guides, and keeps an eye on the validity and reliability of the methods used. This is a 'must-have' resource for the toolbox of school psychologists and educators interested in assessment for instruction. It will be invaluable for the professional learning efforts I lead as a consultant in our Intermediate School District.”

—Lara Lynne MacQuarrie, PhD, school psychologist, Oakland Schools (Michigan)

Table of Contents

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


About the Authors

Matthew K. Burns, PhD, is Associate Dean for Research and Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri–Columbia. He has published over 150 articles and book chapters and 10 books, and served as Editor of School Psychology Review.

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.

Audience

K–8 school psychologists, special educators, classroom teachers, administrators, and instructional specialists and coaches.

Course Use

May serve as a text in graduate-level courses.