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9781462513529

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Here in one place is basic information on the foundations of CBE, explicit guidance on implementation, and useful information on solving student academic problems. This book will serve as a very useful primer on CBE for school personnel. The authors are four of the leading researchers and practitioners in academic assessment, diagnosis, and problem solving. --James E. Ysseldyke, PhD, Birkmaier Professor of Educational Leadership, Department of Educational Psychology, University of Minnesota An exceptional contribution to educational practice and training. Practical and user friendly, the book is grounded in a foundation of research. It contains a wealth of useful tools to guide problem solving and decision making, including action steps, guiding questions, checklists, forms, and troubleshooting tips. This book will be invaluable for school professionals working in teams to improve student outcomes. I will definitely recommend adopting it as a text in our School Psychology Program. Our training model is founded in problem solving and data-based decision making; this book is aligned with that approach and provides excellent conceptual understanding and practical application. --Janet L. Graden, PhD, School Psychology Program, University of Cincinnati A 'must read' for anyone involved in designing, implementing, and evaluating instruction. In an era of increased accountability for student outcomes, this book offers a practical framework for collecting assessment information that is directly related to intervention and program planning. The authors use humor and practical examples to teach the different phases, actions, and questions that make up the CBE process. This is an excellent resource for all educators. --Kimberly Gibbons, PhD, Executive Director, St. Croix River Education District, Minnesota As educators, how do we know what specific skills learners are struggling with, and how can we tell if our interventions are actually working? Th

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John L. Hosp, PhD, is Professor of Special Education at the University of Massachusetts Amherst. His research focuses on MTSS/RTI, including disproportionate representation of minority students in special education and aligning assessment and instruction, particularly in the areas of CBM and CBE. Dr. Hosp has conducted workshops nationally and has authored over 50 journal articles, book chapters, and books. Michelle K. Hosp, PhD, is Director of the Iowa Reading Research Center. A nationally known trainer and speaker on problem solving and the use of progress monitoring data, she has worked as a trainer with the National Center on Progress Monitoring and the National Center on Response to Intervention, and is currently on the technical review committee for the National Center on Intensive Intervention. Her research focus is on reading and data-based decision making in relation to CBM and CBE. Dr. Hosp has published articles and conducted workshops both at the state and national level. Kenneth W. Howell, PhD, is Professor Emeritus of Special Education at Western Washington University. A former general and special education teacher and school psychologist, Dr. Howell’s primary focus has been on students with learning problems and behavioral difficulties (including adjudicated youth). He has presented nationally and internationally on CBE, RTI, juvenile corrections, and social skills, and has published extensively in the areas of CBE, CBM, and problem solving. Randy Allison, MEd, EdS, is the owner of Educational Solutions, LLC, where he provides consultative services to education agencies and school districts. He also teaches at Iowa State University. Mr. Allison began his career as a school psychologist. He then joined Heartland Area Education Agency as Supervisor of School Psychology and Coordinator of Systems Supports and Educational Results, ultimately becoming the Director of Special Education. He also worked at the Iowa Department of Education as the Consultant for Data-Based Decision Making and Progress Monitoring. He has written, presented, and consulted widely on problem-solving processes and RTI.

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