Curriculum-Based Measurement: Assessing Special Children » (1st Edition)

Mark R. Shinn, School Psychology Program, Department of Applied Behavioral and Communications Sciences, University of Oregon, Eugene, OR.

Developed specifically to overcome problems with traditional standardized instruments—and widely used in both general and special education settings throughout the US—curriculum-based measurement (CBM) comprises brief assessment probes of reading,spelling, written expression, and mathematics that serve both to quantify student performance and to bolster academic achievement. Building on the basic concepts described in a previous volume, Curriculum-Based Measurement, this work presents new and enhanced assessment techniques and elaborates an advanced problem-solving model for use in educational evaluation and planning. Broadening the applications of CBM methodology, contributors discuss its implementation with diverse populations including preschoolers, members of cultural and linguistic minority groups, and secondary students. Special features include reproducible forms* guiding decision-making about the reintegration of students from special to general education.

1. Curriculum-Based Measurement and Special Education Services: A Fundamental and Direct Relationship, Deno.
2. A Curriculum-Based Measurement Approach to Assessing Academic Performance: What Is It and Why Do It?, Marston.
3. Case Study of Ann H.: From Referral to Annual Review, Shinn.
4. Identifying and Defining Academic Problems: CBM Screening and Eligibility Procedures, Shinn.
5. Exploring Solutions: Writing IEP Objectives, Fuchs and Shinn.
6. Evaluating Solutions: Monitoring Progress and Revising Intervention Plans, Fuchs.
7. Using CBM to Make Periodic and Annual Review and Exit Decisions, Allen.
8. Evaluating the Effectiveness of Educational Programs at the Systems Level Using Curriculum-Based Measurement, Tindal.
Appendix: Administration and Scoring Procedures for Reading, Written Expression, Spelling, and Mathematics.