In this episode, get ready to dive deep into the world of assessments with Dr. Matthew Burns, as we explore the different categories of assessments, their intended purposes, and how they can be used to inform instruction. Dr. Burns, a researcher with extensive experience in the effective use of assessment data and interventions, shares his expertise on bridging the gap in understanding assessments.
The conversation highlights the significance of the instructional hierarchy in understanding student learning phases, as well as the differences between curriculum-based measurements (CBM) and curriculum-based assessments (CBA). Dr. Burns stresses the necessity of aligning data with educational goals and ensuring teachers are equipped with appropriate frameworks to use assessments effectively. He offers practical advice on reducing unnecessary screening, using data to drive instructional decisions, and implementing effective interventions in reading and maths.
Resources mentioned:
- UFLI Foundations
- Spring Math
- PALS (Peer Assisted Learning Strategies)
- Science of Math: including both the Facebook group and website (thescienceofmath.com).
- National Center on Intensive Intervention:(intensiveintervention.org).
- Evidence Advocacy Center (evidenceadvocacycenter.org).
- Hasbrook and Tyndall fluency norms
You can connect with Matthew:
Twitter: @burnsmk1
Email: burnsm1@coe.ufl.edu
Youtube: https://www.youtube.com/channel/UC0ad1ei6p_HOHHhc-T-JnZg
You can connect with Brendan:
Twitter: @learnwithmrlee
Facebook: @learningwithmrlee
Website: learnwithlee.net
Support the Knowledge for Teachers Podcast:
https://www.patreon.com/KnowledgeforTeachersPodcast
About Dr. Matthew Burns
Dr. Matthew K. Burns is a prolific researcher (e.g., published over 200 articles and book chapters and 15 books), but is dedicated to positively influencing practice in K-12 schools and mentoring the next generation of thought leaders in education. As one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, Dr. Burns works closely with schools to study and implement multitiered systems of support, intensive reading and math interventions, school-based teams, and generally supporting students with and without disabilities whose needs are not being met. He is a Past Editor of School Psychology Review and Assessment for Effective Intervention. Dr. Burns was also a first-generation college student who was born in Flint, Michigan and served on the faculty of the University of Missouri for 9 years, University of Minnesota for 10 years and Central Michigan University for 5 years.