The ABCs of CBM, First Edition: A Practical Guide to Curriculum-Based Measurement (The Guilford Practical Intervention in the Schools Series)

This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide the tools needed to assess student learning in reading, spelling, writing, and math, and to graph the resulting data. The role of CBM in systematic instructional problem solving is explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use.

See also The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents a broader problem-solving model that utilizes CBM.

Michelle K. Hosp, PhD, is a Research Associate in the Department of Special Education at the University of Utah. She earned her doctorate in education and human development from the Peabody College of Education at Vanderbilt University and her master's in school psychology from the Rochester Institute of Technology. Her research focus is on using curriculum-based measurement (CBM) to inform instruction in the area of reading. Dr. Hosp has been using CBM and conducting trainings for more than 10 years and is also a trainer for the National Center on Student Progress Monitoring.

 

John L. Hosp, PhD, is an Assistant Professor in the School of Teacher Education at Florida State University and Research Faculty at the Florida Center for Reading Research. He has a master's degree in school psychology from the Rochester Institute of Technology and a doctorate in education and human development from the Peabody College of Education at Vanderbilt University. His research interests include disproportionate representation of minority students in special education, aligning assessment with intervention, and the design and implementation of response to intervention (RTI). Dr. Hosp has used CBM extensively in his own practice as a school psychologist and has trained educators in several states to use CBM and DIBELS.