Section II
Data-Based Decision Making and
Accountability
Volume 2 of Best Practices in School Psychology V supports an
understanding of the Blueprint III competency emphasizing data-based
decision making and accountability.
Description: School psychologists should be good problem solvers who collect information that
aids in understanding problems, making decisions about appropriate interventions, assessing
educational outcomes, and making accountability decisions.
AUTHOR
TITLE
CHAPTER
Ikeda, Neesen, and Witt
Universal Screening
5
Kovaleski and Pedersen
Data-Analysis Teaming
6
VanDerHeyden and Witt
Can’t Do/Won’t Do Assessment
7
Shapiro
Setting Progress Monitoring Goals for Academic Skill
Improvement
8
Christ
Problem Analysis
9
Batsche, Castillo, Dixon, and Forde
Linking Assessment to Intervention
10
Roach and Elliott
Facilitating and Evaluating Intervention Integrity
11
Upah
Designing, Implementing, and Evaluating Quality Interventions
12
Stewart and Silberglitt
Developing Academic Local Norms
13
Shinn
Using Curriculum-Based Measurement in a Problem-Solving
Model
14
Powell-Smith and Ball
Reintegration and Special Education Exit Decisions
15
Gresham
Diagnosis in a Multitier Problem-Solving Approach
16
Lichtenstein
Identification of Learning Disabilities
17
Hintze, Volpe, and Shapiro
Systematic Direct Observation of Student Behavior
18
Steege and Watson
Functional Behavior Assessment
19
Howell, Hosp, and Kurns
Curriculum-Based Evaluation
20
AUTHOR
TITLE
Hosp
Aligning Academic Assessment With Instruction
Hosp and MacConnell
Curriculum-Based Evaluation in Early Reading
CHAPTER
21
22
Howell
Curriculum-Based Evaluation and Advanced
Reading
23
Kelley
Curriculum-Based Evaluation and Math
24
Robinson and Howell
Curriculum-Based Evaluation and Written Expression
25
Clarke, Baker, and Chard
Mathematics Assessment and Intervention With Elementary
Students
26
Ketterlin-Geller, Baker, and Chard
Mathematics Instruction and Assessment in Secondary Settings
27
Malecki
Written Language Assessment and Intervention
28
Jones, Wickstrom, and Daly III
Brief Assessment of Reading Concerns
29
Gravois and Gickling
Instructional Assessment
30
Slentz and Hyatt
Applying Curriculum-Based Assessment in Early Childhood
31
Greenwood, Carta, Baggett,
Buzhardt, Walker, and Terry
Integrating Progress Monitoring and Response-to-Intervention
Concepts Into Early Childhood Systems
32
Kelly-Vance and Ryalls
Play Assessment and Intervention
33
McConnell and Missall
Monitoring Progress for Preschool Children
34
Braden and Tayrose
Educational Accountability: High-Stakes Testing
and Educational Reform
35
Braden and Joyce
Making Assessment Accommodations
36
Harrison and Raineri
Assessment of Adaptive Behavior
37
Tobin, Schneider, Reck, and
Landau
Assessment of Children With Attention Deficit Hyperactivity
Disorder: Linking Assessment to Response to Intervention
38
Flanagan, Ortiz, Alfonso, and
Dynda
Cognitive Assessment
39
Ortiz
Nondiscriminatory Assessment
40
Naglieri
Linking Cognitive Assessment of Students With Learning
Disabilities to Interventions
41
Multimethod Assessment of Emotional and Behavioral
Disorders
42
McConaughy and Ritter