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E-book
Author Harlacher, Jason E., 1977- author.

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.Introduction1
1.1.Outline of the Book2
pt. I Background of Education and Curriculum-Based Evaluation 
2.History of Education7
2.1.Chapter Preview7
2.2.The State of Education7
2.2.1.Students with Disabilities and Second-Language Learners9
2.3.Why are Schools Struggling?10
2.3.1.Teacher Attrition11
2.3.2.Changing Student Population11
2.3.3.Isolation Among Staff and Fragmented School Structure13
2.3.4.Historical Focus on Labeling and Entitlement13
2.3.5.Inadequate Educator Training on Scientific Practices and Limited Use of Effective Practices14
2.4.What to do About it?15
2.4.1.Improvement Practice 1: Increase Collaboration Among Staff16
2.4.2.Improvement Practice 2: Ensure Effective Practices17
2.4.3.Improvement Practice 3: Increase the Connection Between Assessment and Instruction18
2.5.Use of Problem-Solving Model19
2.5.1.Systems-Level Problem Solving19
2.5.2.Individual Problem Solving20
2.6.Purpose of the Book20
2.7.Summary and Key Points20
3.Multi-Tiered System of Supports23
3.1.Chapter Preview23
3.2.Systemic Approaches to School Improvement23
3.3.Description of Multi-Tiered System of Supports23
3.3.1.Key Principle 1: All Students can Learn to Grade-Level, Given the Right Level of Support24
3.3.2.Key Principle 2: A Proactive, Preventative Approach to Education27
3.3.3.Key Principle 3: Use of Evidence-Based Practices28
3.3.4.Key Principle 4: Use of Data-Based Decision Making29
3.3.5.Key Principle 5: Instructional Match29
3.3.6.Key Principle 6: Schoolwide Use and Collaboration29
3.4.Description of MTSS30
3.5.Core Components of MTSS31
3.5.1.Multiple Tiers of Instruction32
3.5.2.Comprehensive Assessment System34
3.6.The PSM38
3.6.1.Systems-Level Problem Solving41
3.7.Four Elements of MTSS43
3.8.Developmental Process of MTSS44
3.9.MTSS as the Backdrop for Curriculum-Based Evaluation44
3.10.Summary and Key Points45
4.What is Curriculum-Based Evaluation?47
4.1.Chapter Preview47
4.2.Definition of CBE47
4.2.1.CBA vs CBM vs CBE47
4.3.Assumptions Behind CBE48
4.3.1.1. Problems are Defined as the Gap Between Expected Behavior and Observed Behavior48
4.3.2.2. Learning is an Interaction49
4.3.3.3. Background Knowledge is Critical51
4.3.4.4. Focusing on Alterable Variables Leads to Better Instructional Recommendations52
4.4.The CBE Process53
4.5.RIOT/ICEL and Instructional Hierarchy53
4.5.1.RIOT/ICEL54
4.5.2.Instructional Hierarchy56
4.6.Big Five Areas of Reading58
4.7.Summary and Key Points60
5.The Curriculum-Based Evaluation Process63
5.1.Chapter Preview63
5.2.The CBE Process63
5.3.Problem Identification64
5.4.Problem Analysis65
5.5.Plan Implementation65
5.5.1.Instructional Match66
5.5.2.Goal Writing66
5.5.3.Setting Goals68
5.5.4.A Sense of Urgency70
5.5.5.What Level Material Should be Used for Progress Monitoring?71
5.5.6.Selecting Goal Criteria and Time Frame71
5.5.7.Measuring Progress73
5.5.8.Measuring Fidelity74
5.6.Plan Evaluation74
5.7.Summary and Key Points75
pt. II Using Curriculum-Based Evaluation 
6.CBE Decoding79
6.1.Chapter Preview79
6.2.CBE Decoding79
6.3.Problem Identification80
6.3.1.Step 1---Ask: Is There a Problem? Do: Initial Problem Identification80
6.3.2.Step 2---Ask: Does it Warrant Further Investigation? Do: Survey-Level Assessment80
6.4.Problem Analysis84
6.4.1.Step 3---Ask: What is the Student's Rate and Accuracy? Do: Examine Rate and Accuracy with Grade-Level Material84
6.4.2.Step 4---Ask: Can the Student Self-Correct Errors? Do: Self-Monitoring Assessment85
6.4.3.Step 5---Ask: Does the Student Have Acceptable Rate at Any Level Above Grade 1? Do: Examine Results of SLA88
6.4.4.Step 6---Ask: Are there Patterns to the Student's Reading Errors? Do: Conduct Error Analysis88
6.4.5.Step 7---Ask: Are Sight Words a Concern? Do: Assess Sight Words and/or Vocabulary90
6.5.Plan Implementation91
6.5.1.Teach: Accuracy and Self-Monitoring91
6.5.2.Teach: Fluency94
6.5.3.Teach: Targeted Instruction to Correct Errors96
6.5.4.Teach: General Reading Instruction97
6.6.Plan Evaluation98
6.7.Expanding Your Knowledge and Fine-Tuning99
6.8.Chapter Summary101
7.CBE Early Literacy135
7.1.Chapter Preview135
7.2.Early Literacy Skills135
7.3.CBE Early Literacy136
7.4.Problem Identification136
7.4.1.Step 1: Ask: Is There a Problem with Early Literacy Skills? Do: Initial Problem Identification136
7.4.2.Step 2: Ask: Is the Student's Performance Below Criteria? Do: Survey-Level Assessment138
7.5.Problem Analysis140
7.5.1.Step 3: Ask: If Below Criterion on PSF, is an Error Pattern Evident? Do: Assess Phonemic Awareness Skills140
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 Names142
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 Blends143
7.5.4.Step 6: Ask: Is an Error Pattern Evident with Letter Blends? Do: Assess Letter Blends143
7.5.5.Step 7: Ask: Are Sight Words a Concern? Do: Assess Sight Words144
7.6.Plan Implementation144
7.6.1.Teach: Phonemic Awareness146
7.6.2.Teach: Print Concepts147
7.6.3.Teach: Letter Identification with Letter-Sound Correspondence147
7.6.4.Teach: Letter-Sound Correspondence148
7.6.5.Teach: Letter Blends149
7.7.Plan Evaluation150
7.8.Expanding and Fine-Tuning150
7.9.Chapter Summary151
8.CBE Reading Comprehension191
8.1.Chapter Preview191
8.2.CBE Reading Comprehension191
8.3.Problem Identification192
8.3.1.Step 1: Ask: Is There a Problem? Do: Initial Problem Identification192
8.3.2.Step 2: Ask: Does it Warrant Further Investigation? Do: Survey-Level Assessment192
8.4.Problem Analysis195
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 6196
8.4.2.Step 4: Ask: Is the Student Missing Critical Vocabulary? Do: Examine Vocabulary of Content and Passages196
8.4.3.Step 5: Ask: Is Student Monitoring Comprehension? Do: Examine Meta-Cognitive Skills198
8.4.4.Comprehension Interview198
8.4.5.Retell: Constructing Meaning from Text200
8.4.6.Step 6: Ask: Does the Student's Background Knowledge Support Text Content? Do: Examine Background Knowledge202
8.4.7.Background Knowledge Discussion202
8.5.Plan Implementation203
8.5.1.Teach: Vocabulary204
8.5.2.Teach: Meta-Cognitive Strategies205
8.5.3.Teach: Background Knowledge206
8.6.Plan Evaluation207
8.7.Expanding Your Knowledge and Fine-Tuning208
8.8.Chapter Summary209
pt. III Making Educational Decisions with CBE 
9.Progress Monitoring and Educational Decisions243
9.1.Chapter Preview243
9.2.Educational Decisions During Plan Evaluation243
9.3.Progress Monitoring243
9.3.1.Guidelines for Judging Growth244
9.3.2.Graphing Basics244
9.3.3.Essential Components: Goal, Aim Line, Trend Line247
9.3.4.Pattern of Performance?248
9.3.5.Judging Growth249
9.3.6.Additional Analyses250
9.4.What to do After a Poor or Questionable Response253
9.5.Evidence-Based Instructional Factors254
9.5.1.1. Time Allotted for Instruction254
9.5.2.2. Grouping and Homogeneity of the Group's Skills254
9.5.3.3. Pacing254
9.5.4.4. Amount of Review257
9.5.5.5. Repetitions257
9.5.6.6. Activating Background Knowledge257
9.5.7.7. Corrective Feedback258
9.5.8.8. Praise-to-Redirect Statements258
9.6.Chapter Summary and Key Points258
10.Frequently Asked Questions about Curriculum-Based Evaluation261
10.1.Is Curriculum-Based Evaluation Just for Tier 3?261
10.1.1.Group Diagnostics261
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
 Appendices273
 Glossary287
 References289
 Index301

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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