Title Practitioner's guide to curriculum-based evaluation in reading / Jason E. Harlacher, Tami L. Sakelaris, Nicole M. Kattelman

Published New York : Springer, [2014] ©2014

Table of Contents
1.	Introduction					1
1.1.	Outline of the Book					2
pt. I	Background of Education and Curriculum-Based Evaluation
2.	History of Education					7
2.1.	Chapter Preview					7
2.2.	The State of Education					7
2.2.1.	Students with Disabilities and Second-Language Learners					9
2.3.	Why are Schools Struggling?					10
2.3.1.	Teacher Attrition					11
2.3.2.	Changing Student Population					11
2.3.3.	Isolation Among Staff and Fragmented School Structure					13
2.3.4.	Historical Focus on Labeling and Entitlement					13
2.3.5.	Inadequate Educator Training on Scientific Practices and Limited Use of Effective Practices					14
2.4.	What to do About it?					15
2.4.1.	Improvement Practice 1: Increase Collaboration Among Staff					16
2.4.2.	Improvement Practice 2: Ensure Effective Practices					17
2.4.3.	Improvement Practice 3: Increase the Connection Between Assessment and Instruction					18
2.5.	Use of Problem-Solving Model					19
2.5.1.	Systems-Level Problem Solving					19
2.5.2.	Individual Problem Solving					20
2.6.	Purpose of the Book					20
2.7.	Summary and Key Points					20
3.	Multi-Tiered System of Supports					23
3.1.	Chapter Preview					23
3.2.	Systemic Approaches to School Improvement					23
3.3.	Description of Multi-Tiered System of Supports					23
3.3.1.	Key Principle 1: All Students can Learn to Grade-Level, Given the Right Level of Support					24
3.3.2.	Key Principle 2: A Proactive, Preventative Approach to Education					27
3.3.3.	Key Principle 3: Use of Evidence-Based Practices					28
3.3.4.	Key Principle 4: Use of Data-Based Decision Making					29
3.3.5.	Key Principle 5: Instructional Match					29
3.3.6.	Key Principle 6: Schoolwide Use and Collaboration					29
3.4.	Description of MTSS					30
3.5.	Core Components of MTSS					31
3.5.1.	Multiple Tiers of Instruction					32
3.5.2.	Comprehensive Assessment System					34
3.6.	The PSM					38
3.6.1.	Systems-Level Problem Solving					41
3.7.	Four Elements of MTSS					43
3.8.	Developmental Process of MTSS					44
3.9.	MTSS as the Backdrop for Curriculum-Based Evaluation					44
3.10.	Summary and Key Points					45
4.	What is Curriculum-Based Evaluation?					47
4.1.	Chapter Preview					47
4.2.	Definition of CBE					47
4.2.1.	CBA vs CBM vs CBE					47
4.3.	Assumptions Behind CBE					48
4.3.1.	1. Problems are Defined as the Gap Between Expected Behavior and Observed Behavior					48
4.3.2.	2. Learning is an Interaction					49
4.3.3.	3. Background Knowledge is Critical					51
4.3.4.	4. Focusing on Alterable Variables Leads to Better Instructional Recommendations					52
4.4.	The CBE Process					53
4.5.	RIOT/ICEL and Instructional Hierarchy					53
4.5.1.	RIOT/ICEL					54
4.5.2.	Instructional Hierarchy					56
4.6.	Big Five Areas of Reading					58
4.7.	Summary and Key Points					60
5.	The Curriculum-Based Evaluation Process					63
5.1.	Chapter Preview					63
5.2.	The CBE Process					63
5.3.	Problem Identification					64
5.4.	Problem Analysis					65
5.5.	Plan Implementation					65
5.5.1.	Instructional Match					66
5.5.2.	Goal Writing					66
5.5.3.	Setting Goals					68
5.5.4.	A Sense of Urgency					70
5.5.5.	What Level Material Should be Used for Progress Monitoring?					71
5.5.6.	Selecting Goal Criteria and Time Frame					71
5.5.7.	Measuring Progress					73
5.5.8.	Measuring Fidelity					74
5.6.	Plan Evaluation					74
5.7.	Summary and Key Points					75
pt. II	Using Curriculum-Based Evaluation
6.	CBE Decoding					79
6.1.	Chapter Preview					79
6.2.	CBE Decoding					79
6.3.	Problem Identification					80
6.3.1.	Step 1---Ask: Is There a Problem? Do: Initial Problem Identification					80
6.3.2.	Step 2---Ask: Does it Warrant Further Investigation? Do: Survey-Level Assessment					80
6.4.	Problem Analysis					84
6.4.1.	Step 3---Ask: What is the Student's Rate and Accuracy? Do: Examine Rate and Accuracy with Grade-Level Material					84
6.4.2.	Step 4---Ask: Can the Student Self-Correct Errors? Do: Self-Monitoring Assessment					85
6.4.3.	Step 5---Ask: Does the Student Have Acceptable Rate at Any Level Above Grade 1? Do: Examine Results of SLA					88
6.4.4.	Step 6---Ask: Are there Patterns to the Student's Reading Errors? Do: Conduct Error Analysis					88
6.4.5.	Step 7---Ask: Are Sight Words a Concern? Do: Assess Sight Words and/or Vocabulary					90
6.5.	Plan Implementation					91
6.5.1.	Teach: Accuracy and Self-Monitoring					91
6.5.2.	Teach: Fluency					94
6.5.3.	Teach: Targeted Instruction to Correct Errors					96
6.5.4.	Teach: General Reading Instruction					97
6.6.	Plan Evaluation					98
6.7.	Expanding Your Knowledge and Fine-Tuning					99
6.8.	Chapter Summary					101
7.	CBE Early Literacy					135
7.1.	Chapter Preview					135
7.2.	Early Literacy Skills					135
7.3.	CBE Early Literacy					136
7.4.	Problem Identification					136
7.4.1.	Step 1: Ask: Is There a Problem with Early Literacy Skills? Do: Initial Problem Identification					136
7.4.2.	Step 2: Ask: Is the Student's Performance Below Criteria? Do: Survey-Level Assessment					138
7.5.	Problem Analysis					140
7.5.1.	Step 3: Ask: If Below Criterion on PSF, is an Error Pattern Evident? Do: Assess Phonemic Awareness Skills					140
7.5.2.	Step 4: Ask: If Below Criterion on LNF, does the Student have Print Concepts and Letter Names Mastered? Do: Assess Print Concepts and Letter Names					142
7.5.3.	Step 5: Ask: If Below Criterion on LSF and/or NWF, has the Student Mastered Individual Letter Sounds? Do: Assess Letter-Sound Correspondence and Letter Blends					143
7.5.4.	Step 6: Ask: Is an Error Pattern Evident with Letter Blends? Do: Assess Letter Blends					143
7.5.5.	Step 7: Ask: Are Sight Words a Concern? Do: Assess Sight Words					144
7.6.	Plan Implementation					144
7.6.1.	Teach: Phonemic Awareness					146
7.6.2.	Teach: Print Concepts					147
7.6.3.	Teach: Letter Identification with Letter-Sound Correspondence					147
7.6.4.	Teach: Letter-Sound Correspondence					148
7.6.5.	Teach: Letter Blends					149
7.7.	Plan Evaluation					150
7.8.	Expanding and Fine-Tuning					150
7.9.	Chapter Summary					151
8.	CBE Reading Comprehension					191
8.1.	Chapter Preview					191
8.2.	CBE Reading Comprehension					191
8.3.	Problem Identification					192
8.3.1.	Step 1: Ask: Is There a Problem? Do: Initial Problem Identification					192
8.3.2.	Step 2: Ask: Does it Warrant Further Investigation? Do: Survey-Level Assessment					192
8.4.	Problem Analysis					195
8.4.1.	Step 3: Ask: Does the Student have Sufficient Rate and Accurate at Grade-Level with ORF? Do: Examine Rate and Accuracy as Described in Chapter 6					196
8.4.2.	Step 4: Ask: Is the Student Missing Critical Vocabulary? Do: Examine Vocabulary of Content and Passages					196
8.4.3.	Step 5: Ask: Is Student Monitoring Comprehension? Do: Examine Meta-Cognitive Skills					198
8.4.4.	Comprehension Interview					198
8.4.5.	Retell: Constructing Meaning from Text					200
8.4.6.	Step 6: Ask: Does the Student's Background Knowledge Support Text Content? Do: Examine Background Knowledge					202
8.4.7.	Background Knowledge Discussion					202
8.5.	Plan Implementation					203
8.5.1.	Teach: Vocabulary					204
8.5.2.	Teach: Meta-Cognitive Strategies					205
8.5.3.	Teach: Background Knowledge					206
8.6.	Plan Evaluation					207
8.7.	Expanding Your Knowledge and Fine-Tuning					208
8.8.	Chapter Summary					209
pt. III	Making Educational Decisions with CBE
9.	Progress Monitoring and Educational Decisions					243
9.1.	Chapter Preview					243
9.2.	Educational Decisions During Plan Evaluation					243
9.3.	Progress Monitoring					243
9.3.1.	Guidelines for Judging Growth					244
9.3.2.	Graphing Basics					244
9.3.3.	Essential Components: Goal, Aim Line, Trend Line					247
9.3.4.	Pattern of Performance?					248
9.3.5.	Judging Growth					249
9.3.6.	Additional Analyses					250
9.4.	What to do After a Poor or Questionable Response					253
9.5.	Evidence-Based Instructional Factors					254
9.5.1.	1. Time Allotted for Instruction					254
9.5.2.	2. Grouping and Homogeneity of the Group's Skills					254
9.5.3.	3. Pacing					254
9.5.4.	4. Amount of Review					257
9.5.5.	5. Repetitions					257
9.5.6.	6. Activating Background Knowledge					257
9.5.7.	7. Corrective Feedback					258
9.5.8.	8. Praise-to-Redirect Statements					258
9.6.	Chapter Summary and Key Points					258
10.	Frequently Asked Questions about Curriculum-Based Evaluation					261
10.1.	Is Curriculum-Based Evaluation Just for Tier 3?					261
10.1.1.	Group Diagnostics					261
10.2.	How can I Convince My School to Use CBE?					264
10.3.	Is CBE Reliable and Valid?					264
10.4.	Is CBE Evidence-Based?					267
10.5.	Do Directions Influence a Student's Reading Rate on Reading CBM Passages?					268
10.6.	Does Oral Reading Fluency Measure Comprehension?					268
10.7.	What about the Common Core State Standards?					269
10.8.	Do I Have to use the Median When Administering ORF Measures?					269
10.9.	Why do I Have to do a Survey-Level Assessment if I Know the Student's Reading Skills are Low?					269
	Appendices					273
	Glossary					287
	References					289
	Index					301

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Description 1 online resource (xvii, 303 pages) : illustrations Contents History of education -- Multi-tiered system of supports -- What is curriculum-based evaluation? -- The curriculum-based evaluation process -- CBE decoding -- CBE early literacy -- CBE reading comprehension -- Progress monitoring and educational decisions -- Frequently asked questions about curriculum-based evaluation Summary The Practitioner's Guide to Curriculum-Based Evaluation in Reading gives researchers and professionals the means to break this frustrating cycle, crafted by authors who have not only been there and done that, but can explain in depth how to replicate the method. Focusing on reading but applicable across subject areas, this highly accessible guide defines curriculum-based evaluation (CBE), provides conceptual background, and analyzes its component steps Bibliography Includes bibliographical references and index Notes Online resource; title from PDF title page (ebrary, viewed January 13, 2014) Subject Education -- Evaluation. Reading Reading Educational Measurement -- methods FAMILY & RELATIONSHIPS -- Life Stages -- General. PSYCHOLOGY -- Developmental -- General. PSYCHOLOGY -- Developmental -- Lifespan Development. PSYCHOLOGY -- General. Education -- Evaluation Reading Form Electronic book Author Sakelaris, Tami L., 1968- author. Kattelman, Nicole M., author. ISBN 9781461493600 1461493609 130627818X 9781306278188

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