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 book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Publisher: Guilford Publications
Number of pages: 158
Weight: 406 g
Dimensions: 267 x 203 x 13 mm
"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)
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