Curriculum-based Assessment for Instructional Design ― Using Data to Individualize Instruction: Layflat Edition

Accessibly written and featuring illustrative case examples, this book provides a complete guide to curriculum-based assessment for instructional design (CBA-ID). CBA-ID comprises easy-to-implement, reliable, and valid procedures for determining a student's instructional level and individualizing instruction by developing tasks that are neither too hard nor too easy. It is a key tool for supporting K-8 students who are struggling in reading, math, or writing, and is ideally suited for intervention planning within multi-tiered systems of support. Including reproducible forms, the print book has a large-size format and lay-flat binding to facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series.

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.