The ABCs of CBM
Höfundar:
John L. Hosp; Michelle K. Hosp (Útgáfa: 3)
Kaup valmöguleikar
With over 50 years of research validation, curriculum-based measurement (CBM) continues to expand across schools and districts due to its proven effectiveness, ease of implementation, and alignment within multi-tiered systems of support (MTSS). The revised and updated third edition of the gold-standard ABCs of CBM delivers essential guidance as educators increasingly rely on data-driven instruction for universal screening, progress monitoring, and instructional decision making.
In a convenient large-size format, the book accessibly covers the "whats," "whys," and "how-tos" of CBM across reading, spelling, writing, and math, with detailed protocols for administration, scoring, and standards within MTSS. New to This Edition: Updated throughout with 10 years of advances in administration, scoring, and reporting. Chapter on preschool CBM for early intervention. Cutting-edge multilingual CBM resources for diverse populations.
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- Guilford Publications, Inc.
- 9781462563289
- 9781462563265
- Page Fidelity (PDF)
- 3
- John L. Hosp; Michelle K. Hosp
- English
- 2026-06-09
- 100
- 30
- 2
Kaflar
- Half Title Page
- Series Page
- Title Page
- Copyright
- Dedication
- About the Authors
- Contents
- 1. What Is CBM and Why Should I Do It?
- Why Do I Need This Book?
- What Is CBM?
- Why Were the Other Attributes, Like the Timing and Charting, Developed?
- How Is CBM Different from Other Forms of Measurement?
- Standards/Curriculum
- Alterable Variables
- Low-Inference Measures
- Criterion-Referenced Decisions
- What Are the Main Advantages of CBM?
- What Kinds of Decisions Can I Make with CBM Data?
- How Does CBM Relate to MTSS, RTI, or DBI?
- How Does CBM Relate to Curriculum-Based Evaluation?
- So, CBM Does Just About Everything?
- Are There Different Types of CBM?
- General Outcome Measures
- Skills-Based Measures
- Mastery Measures
- Composites
- I Have Never Seen CBM Being Used—If It’s So Great, Why Isn’t It More Popular?
- Is CBM Used with Special Education or General Education?
- Who Gives CBM Measures?
- So, If I Want to Use CBM, I Don’t Need to Make Tests Out of the Instructional Materials I’m Usin
- Where Do I Get CBM Materials?
- Where Do We Go from Here?
- 2. Applications and Details of CBM
- What Do I Need to Know about Educational Decision Making?
- Are Curriculum-Based Measures Standardized Tests?
- How Reliable and Valid Is CBM?
- Where Do They Get the Performance Standards Used in CBM?
- Why Is CBM So Useful for Universal Screening?
- Why Is CBM So Useful for Progress Monitoring?
- Emerging Diagnostic Uses of CBM
- How Do I Use the Information to Write Individualized Education Program Goals and Objectives?
- What Format of CBM Should I Use?
- 3. How to Conduct Preschool Literacy CBM
- Why Should I Conduct CBM in Preschool?
- Overview of Preschool Measures Identified by Only One Publisher
- Concepts of Print (FastBridge)
- Blending: Robot Blending (Star Preschool)
- Receptive Onset Sounds: First Sounds (myIGDIs and Star Preschool)
- Expressive Onset Sounds: Word Parts and First Sound (PELI)
- Receptive and Expressive Onset Sounds: Onset Sounds (FastBridge)
- Receptive Comprehension: Which One Doesn’t Belong? (myIGDIs)
- Expressive Comprehension: Comprehension Questions and Shared Retell (PELI)
- Vocabulary
- Materials Needed to Conduct Picture Naming
- Picture Naming Stimuli
- Directions and Scoring Procedures for Picture Naming
- Oral Language
- Materials Needed to Conduct Tell About
- Tell About Stimuli
- Directions and Scoring Procedures for Tell About
- Rhyming
- Materials Needed to Conduct Rhyming
- Rhyming Stimuli
- Directions and Scoring Procedures for Rhyming
- Letter Identification
- Materials Needed to Conduct Alphabet Knowledge
- Alphabet Knowledge Stimuli
- Directions and Scoring Alphabet Knowledge
- Letter Sounds
- Materials Needed to Conduct Sound Identification
- Directions and Scoring Procedures for Sound Identification
- 4. How to Conduct Early Reading CBM
- Why Should I Conduct Early Reading CBM?
- Overview of Early Reading Measures Identified by Only One Publisher
- Oral Language: Oral Repetition (FastBridge)
- Rhyming (FastBridge)
- Blending: Word Blending (FastBridge)
- Decodable Words (FastBridge)
- Sentence Reading (FastBridge)
- Concepts of Print
- Materials Needed to Conduct Concepts of Print
- Concepts of Print Stimuli
- Directions and Scoring Procedures for Concepts of Print
- Receptive and Expressive Onset Sounds
- Materials Needed to Conduct Onset Sounds
- Onset Sounds Stimuli
- Directions and Scoring Procedures for Onset Sounds
- Segmenting
- Materials Needed to Conduct Phonemic Segmentation Fluency
- Phonemic Segmentation Fluency Stimuli
- Directions and Scoring Procedures for Phonemic Segmentation Fluency
- Letter Identification
- Materials Needed to Conduct Letter Names
- Letter Names Stimuli
- Directions and Scoring Procedures for Letter Names
- Letter Sounds
- Materials Needed to Conduct Letter Sounds
- Letter Sounds Stimuli
- Directions and Scoring Procedures for Letter Sounds
- Nonsense Words
- Materials Needed to Conduct Nonsense Word Fluency
- Nonsense Word Fluency Stimuli
- Directions and Scoring Procedures for Nonsense Word Fluency
- Sight/High-Frequency Words
- Materials Needed to Conduct Sight/High-Frequency Words
- Sight/High-Frequency Words Stimuli
- Directions and Scoring Procedure for Sight/High-Frequency Words
- Rapid Automatic Naming
- Materials Needed to Conduct RAN Object
- RAN Object Stimuli
- Directions and Scoring Procedures for RAN Object
- 5. How to Conduct Reading CBM
- Why Should I Conduct Reading CBM?
- Oral Passage Reading
- Materials Needed to Conduct CBMreading
- CBMreading Stimuli
- Directions and Scoring Procedures for CBMreading
- Vocabulary
- Materials Needed to Conduct Vocabulary
- Vocabulary Stimuli
- Directions and Scoring Procedures for Vocabulary
- Maze
- Materials Needed to Conduct Maze
- Maze Stimuli
- Directions and Scoring Procedures for Maze
- Reading Comprehension
- Materials Needed to Conduct Proficient Reading Comprehension
- Proficient Reading Comprehension Stimuli
- Directions and Scoring Procedures for Proficient Reading Comprehension
- 6. How to Conduct Spelling/Encoding CBM
- Why Should I Conduct Spelling/Encoding CBM?
- Spelling/Encoding
- Materials Needed to Conduct Encoding
- Encoding Stimuli
- Directions and Scoring Procedures for Encoding
- 7. How to Conduct Writing CBM
- Why Should I Conduct Writing CBM?
- Word Dictation
- Materials Needed to Conduct Word Dictation
- Word Dictation Stimuli
- Directions and Scoring for Word Dictation
- Picture Word
- Materials Needed to Conduct Picture Word
- Picture Word Stimuli
- Directions and Scoring for Picture Word
- Story Prompt
- Materials Needed to Conduct Story Prompt
- Story Prompt Stimuli
- Directions and Scoring for Story Prompt
- 8. How to Conduct Early Numeracy CBM
- Why Should I Conduct Early Numeracy CBM?
- Overview of Early Numeracy Measures Identified by Only One Publisher
- Composing/Decomposing (FastBridge)
- Equal Partitioning (FastBridge)
- Match Quantity (FastBridge)
- Subitizing (FastBridge)
- Verbal Addition/Subtraction (FastBridge)
- Counting
- Materials Needed to Conduct Counting Objects
- Counting Objects Stimuli
- Directions and Scoring Procedures for Counting Objects
- Computation
- Materials Needed to Conduct Addition to 10
- Addition to 10 Stimuli
- Directions and Scoring Procedures for Addition to 10
- Number Identification
- Materials Needed to Conduct Number Naming
- Number Naming Stimuli
- Directions and Scoring Procedures for Number Naming
- Number Sequencing
- Materials Needed to Conduct Missing Number Fluency
- Missing Number Fluency Stimuli
- Directions and Scoring Procedures for Missing Number Fluency
- Quantity Discrimination
- Materials Needed to Conduct Advanced Quantity Discrimination
- Advanced Quantity Discrimination Stimuli
- Directions and Scoring Procedures for Advanced Quantity Discrimination
- 9. How to Conduct Math CBM
- Why Should I Conduct Math CBM?
- Overview of Math Measures Identified by Only One Publisher
- Algebra (easyCBM)
- Geometry (easyCBM)
- Measurement (easyCBM)
- Place Value (FastBridge)
- Story Problems (FastBridge)
- Computation
- Materials Needed to Conduct Mixed Addition and Subtraction
- Mixed Addition and Subtraction Stimuli
- Directions and Scoring Procedures for Mixed Addition and Subtraction
- Concepts and Applications
- Materials Needed to Conduct Concepts and Applications
- Concepts and Applications Stimuli
- Directions and Scoring Procedures for Concepts and Applications
- 10. Other CBM Applications
- Additional Languages
- Content-Area CBM
- Why Should I Conduct Content-Area CBM?
- Oral Passage Reading and Maze
- Vocabulary Matching
- Social–Emotional/Behavioral CBM
- 11. Charting and Graphing Data to Help Make Decisions
- Common Graphs for Displaying CBM Data
- Line Graphs
- Box Plots
- Bar Charts
- How to Chart CBM Data for Progress Monitoring
- How to Set and Graph Goals for Progress Monitoring
- End-of-Year Benchmarks
- Norms
- Intraindividual Framework
- Graphing Goals
- How Often Should Data Be Collected?
- Decision Rules to Help Educators Use the Data to Inform Instruction
- Considerations for Graphing and Charting the Data in the Content Areas
- The Use of CBM in RTI/MTSS
- Computerized Graphing and Data Management Systems
- Material-Specific Programs
- Material-Flexible Program
- Spreadsheet and Data Management Programs
- 12. Planning to Use CBM—and Keeping It Going
- Developing a Plan for Using CBM
- Ten Steps to Using CBM before, during, and after Initial Implementation
- Hints on How to Get CBM Going
- Hints on How to Keep CBM Going
- Appendix A. Frequently Asked Questions
- Appendix B. References, Resources, and Further Reading
- Index