CBM in Middle School? The Importance of Content-Area Reading Indicators Within an MTSS Framework
In middle school, multi-tiered systems of support (MTSS) models need more than the conventional curriculum-based measurement (CBM) reading procedures for screening and progress-monitoring. It is important that educators supporting middle school students have an understanding of these learners' reading skills across content areas so they can appropriately target instruction and intervention in a multi-tiered system of support.
Students in middle school are required to read and understand content in science, social studies, and literature/prose. Having valid and reliable data to inform instructional decisions and monitor student progress is essential. With this in mind, participants will be introduced to important considerations for assessing students in these grades.
Using a multiple-gating procedure, Acadience® Reading 7–8 provides an innovative example of what is possible in middle school reading assessment.
Participants will learn:
- To identify important considerations for reading assessment in middle school
- To understand the benefits of using assessment for multi-tiered systems of support
- How a multiple-gating assessment structure can be used to identify students in need of support
Presenters
Dr. Mary Abbott
Dr. Abbott is co-author of both Acadience Reading 7-8 with Dr. Roland Good and Preschool Early Literacy Indicators (PELI) with Dr. Ruth Kaminski. Dr. Abbott received her PhD from the University of Kansas (KU) in 2000 and became KU research scientist at Juniper Gardens Children’s Project which is an internationally known research facility. Her research experiences at KU included Co-Principal Investigator and Principal Investigator on six different literacy-instruction related research projects. Dr. Abbott is well published in peer-referred journals and has conducted over 120 literacy instruction trainings for educators with teaching responsibilities ranging from preschool through adult literacy. In addition, Dr. Abbott has created numerous curricula and research assessment tools.
Dr. Roland H. Good, III, Ph.D.
Dr. Roland H. Good, III, Ph.D., is president of Acadience® Learning and co-author of Acadience® Reading (also published under the name DIBELS® Next), as well as earlier versions of the DIBELS® assessment. He earned his doctorate from Pennsylvania State University in School Psychology and served two years as a school psychologist. For the past 25 years, Dr. Good has led the program of Research and Development culminating in the Acadience Reading measures. Dr. Good has provided professional development about the use of these measures to educators and administrators throughout the United States. He has served on editorial boards for School Psychology Review, School Psychology Quarterly, and the journal of Special Education, and has presented more than 100 papers at national conferences. In 2005, Penn State awarded Dr. Good its Excellence in Education award, in recognition of his contributions to the field of education.
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