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Curriculum-Based Assessment for Instructional Design Using Data to Individualize Instruction



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Pub. Date:
The Guilford Press
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This is the edition with a publication date of 4/2/2014.

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Author Biography

Matthew K. Burns, PhD, is Professor of Educational Psychology, Coordinator of the School Psychology program, and Co-Director of the Minnesota Center for Reading Research at the University of Minnesota. Dr. Burns has published over 150 articles and book chapters and 10 books, including Evaluating Educational Interventions, RTI Applications, Volume 1: Academic and Behavioral Interventions, and RTI Applications, Volume 2: Assessment, Analysis, and Decision Making. He is the Editor of School Psychology Review.

David C. Parker, PhD, is Research Director at ServeMinnesota, the state commission tasked with administering Americorps programming in Minnesota. ServeMinnesota operates Minnesota Reading Corps and Math Corps, which apply research-based practices in assessment and intervention within and beyond Minnesota schools in order to support at-risk learners. Dr. Parker has published multiple articles and chapters on instructionally relevant assessment and intervention, and has worked as a school psychologist and school psychology trainer.

Table of Contents

Foreword, James A. Tucker
1. Curriculum-Based Assessment for Instructional Design: Using Data to Drive Instruction and Intervention
2. The Instructional Level
3. CBA-ID as an Assessment Tool
4. CBA-ID for Reading
5. CBA-ID for Math
6. CBA-ID for Early Writing
7. CBA-ID for Instruction and Intervention
8. CBA-ID in Action
Glossary of Abbreviations

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