Curriculum-Based Assessment for Instructional Design (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.

Participants will be able to use CBA-ID data to identify appropriate interventions for small groups of students (Tier 2) and for individual students (Tier 3) in both reading and math, within a larger intervention framework.

In sessions 1 and 2 participants will:

• critically evaluate assessment tools currently used to assess instructional levels,

• define an instructional level and discuss its importance,

• compare the research base for CBA-ID and other intervention approaches, including curriculum-based measurement and evaluation (CBM and CBE),

• use CBA-ID data to identify appropriate interventions for small groups of students (Tier 2) for reading and math, and

• use CBA-ID data to identify interventions for individual students (Tier 3) for reading and math.

Introduction to Curriculum-Based Assessment for Instructional Design: Using Assessment for Intervention

Session 1 occurs on March 1 from 4:00 until 5:30 in the Knox Board Room

Session 2 occurs on March 22 from 4:00 until 5:30 in the Knox Board Room