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Aimsweb Final

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Progress Monitoring and Response to Intervention Solution
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Page 1: Aimsweb Final

Progress Monitoring and Response to Intervention Solution

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What is AIMSweb?

AIMSweb is a 3-tier Progress Monitoring System based on direct, frequent and continuous student assessment which is reported to students, parents, teachers and administrators via a web-based data management and reporting system for the purpose of determining response to instruction.

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3-Tier Problem Solving Model

TIER 1 BENCHMARKUniversal Screening

TIER 2STRATEGIC MONITORMonthly monitoring for students who are questionable or of concern

TIER 3PROGRESS MONITORIntensive monitoring towards specific goals for at-risk students

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AIMSweb IS RTI

TIER 3 PROGRESS MONITOR

TIER 1 BENCHMARK

TIER 2 STRATEGIC MONITOR

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AIMSweb systems include:

• Curriculum-Based Measurement (CBM) testing materials

• Web-based Progress Monitoring and RTI software

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Curriculum-Based MeasurementThe Foundation of AIMSweb

Curriculum-Based Measurement (CBM)is the method of monitoring student progress through direct, continuous assessment of basic skills.

AIMSweb testing is CBM

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CBM testing materials developedfor AIMSweb include…

• Test of Early Literacy (K-1)– Letter Naming Fluency– Letter sound fluency– Phonemic Segmentation Fluency– Nonsense Word Fluency

• Test of Early Numeracy (K-1)– Oral Counting– Number identification– Quantity discrimination– Missing number

• Reading-CBM (K-8)Oral Reading (English and Spanish)

• Maze-CBM (1-8)Reading comprehension

• Math-CBM (1-8)Computation/Facts

• Spelling-CBM (1-8)

• Written Expression-CBM (1-8)

• MIDE-CBM (K-1)Spanish Early Literacy

Quick, Simple MeasuresQuick, Simple Measures

1-4 minutes to complete!1-4 minutes to complete!

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Curriculum-Based Measurement

How is CBM administered?

• AIMSweb CBM testing is administered ‘paper/pencil’ style

• Measures: 1-4 minutes to complete

• Testing is done individually or in groups, depending on the measure

• Scores are entered or uploaded into the AIMSweb Progress Monitoring and RTI Data system

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Curriculum-Based Measurement

Things to Remember About CBM

• ReliableReliable and validvalid indicator of student achievement

• Research Based – Almost 30 years of research has produced consistent and meaningful evidence of its utility as a valid progress monitoring tool

• Simple, efficientSimple, efficient, and of shortshort duration to facilitate frequent administration

• Provides assessment information that helps teachers plan better instructionhelps teachers plan better instruction

• Sensitive to the improvementSensitive to the improvement of students’ achievement over time

• Designed to serve as ““indicatorsindicators”” of general basic skills achievement: CBM probes don’t measure everything, but measure the importantimportant things

• Measures General Curriculum Measures General Curriculum - Curriculum Independent

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DIBELS™ Compatible

• In addition to the included AIMSweb measures, AIMSweb supports data management, charting and reporting of DIBELS brand measures

• Customers may use DIBELS measures, AIMSweb measures, or any combination of both

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What the Experts Say… www.studentprogress.org

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Progress Monitoring Data System

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AIMSweb Systems

Specifications

• AIMSweb is Web- Based

• No Need for Local Specialized Hardware or Servers

• No Software Installs

• No Compatibility Issues

• No Patching, Updating, or Maintenance

• Extremely Fast/Multiple Redundant Connections

• If You Use a PC or MAC and Have an Internet Connection, You have Access to AIMSweb!

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Tier 1 BenchmarkAll students assessed three times per year at grade level

• Organizes Curriculum-Based Measurement (CBM) and DIBELS™ Data for Benchmark Assessment Fall, Winter, and Spring

• Prepares Reports for Teachers, Principals, and Administrators on Individual Students, Classes, Grades, Schools, and School Districts

• Early Identification of Students At-Risk of Academic Difficulty

• Objectively Determines Rates of Progress for Individual Students, Schools, and NCLB Risk Groups

• Allows Evaluation at Multiple Levels of Comparison

• Prints Professional Reports for Parent Conferences and Other Meetings

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Tier 1 Benchmark – Student Report

Fall Benchmark Scores

• IdentifyAt-Risk Students Early

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Tier 1 Benchmark – Student Report

Winter Benchmark Scores

• Benchmark Report Can Confirm Significant Improvements Have Been Made, Such as Response to Intervention (RTI)

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Tier 1 Benchmark – Student Report

Spring Benchmark Scores

• Data to Know that Changes Made a Difference

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Tier 1 Benchmark - Class Report

Score and Percentile Table

• Rank Orders Students by Performance

• Color-Codes Individual Educational Needs

• Provides Instructional Decisions to Think About

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Tier 1 Benchmark - Grade Report

Average Score by School Year

• Allows Evaluation of Year-to-Year Improvement

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Tier 2 Strategic MonitorMonthly assessments at grade level

• Increase assessment frequency for students who have been identified as questionable or at-risk in the Benchmark process

• Monthly assessment intervals provide more frequent opportunity to evaluate the effectiveness of instructional changes

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Tier 2 Strategic Monitor

Individual Student Report

• Allows for More Frequent Evaluation of Progress for Both Individual Students and Programs Designated to Impact Achievement for Those At Risk

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Tier 3 Progress MonitorFrequent assessment towards goals using goal level assessments

• Frequently assess students in need of intensive instructional services, including “Best Practices” IEP goals for students who receive special education services

• Translate annual IEP or any goals into expected rates of progress (Aim lines) automatically

• Monitor progress (Trend lines) towards goals

• Document the effects of intervention and instruction

• Print professional reports for periodic and annual reviews

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Tier 3 Progress Monitor

Student Report

• Once Data are Entered, a Graph is Updated Automatically, with: – Trend Line

– Calculation of Rate of Progress

– Interpretation of Progress

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Tier 3 Progress Monitor

Student Report

• Necessary Revisions are Identified and Documented Graphically

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Tier 3 Progress Monitor

Student Report

• Revisions can be evaluated to determine response

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Tier 3 Progress Monitor

Student Report

• And Revised as Necessary!!

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Tier 3 Progress Monitor

Student Report

• Successful Revision and Adequate Progress Documented

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Tier 3 Progress Monitor

Assessment Schedule Completed

• Report Includes– Progress Graph

– Goal Statement

– Score Table

– Revision Notes

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Response to Intervention

Organize and evaluate the process of RTI for the purpose of determining special services eligibility

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Response to Intervention

RTI’s purpose is to determine intensity of instruction based on NEED through DATA for ALL students

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Response to Intervention (RTI)

Overview

• AIMSweb Response to Intervention provides a "best practices in problem-solving approach" to the RTI process including scientifically designed progress monitoring:

– Benchmarking to assess current educational need

– Intensive Progress Monitoring to assess response to specially designed, high quality intervention

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Response to Intervention (RTI)

Overview

• AIMSweb RTI combines standard problem-solving tasks into a step by step protocol that documents the results, including

• who did what,• when, and,• with what outcome

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Big Solutions

• IDEA– Comprehensive RTI Solution– Eligibility Solution using RTI– Progress Monitoring of IEP or any Goals and Documentation

• NCLB– AYP Reporting through Universal Screening (Benchmarking) for

ALL Students– NCLB Risk Category Reporting

• Prediction for Success on High Stakes Testing• Program Evaluation

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Math-Curriculum Based Math-Curriculum Based MeasurementMeasurement(M-CBM)(M-CBM)

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Why Assess Math Computation via CBM:

• Computational skills are critical for math success.

• Using the algorithms for computation assist in building math skills needed to master higher-level math proficiency.

• Broad-range achievement tests in math cover many skills, but few of each type.

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Why assess Math via M-CBM Cont’d:

• Many broad-range math achievement tests have only one form.

• Difficult to monitor progress repeatedly over time

• Hard to determine where student’s skill-levels start/stop

• M-CBM provides many, narrow-band tests (many items across a grade-level or problem type)

• Simple to administer, score, chart progress.

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M-CBM Grade-Level Probes

• All M-CBM Grade-level type probes level are based on Prototype Probe

• Prototype Probes: All types of problems contained within the scope of a grade-level skill spectrum are consistent in order/sequence across all probes for each specified grade level.

A-1: Same type of A-1: Same type of problem on each problem on each

pagepage

Grade 2: Grade 2: Probe 1Probe 1

Grade 2: Grade 2: Probe 2Probe 2

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M-CBM Sample 2nd Grade Probe (Student Copy)

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Scoring based on number of DIGITS CORRECT (DS)

M-CBM Sample 2nd Grade Probe (Teacher’s Answer Key)

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M-CBM Math Facts: Addition

Grades 1-3 (fewer Grades 1-3 (fewer problems)problems)

Grades 4-6 (more Grades 4-6 (more problems)problems)

Page 1 of 2Page 1 of 2 Page 1 of 2Page 1 of 2

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M-CBM Math Facts: Probe options

• Addition (+) factsAddition (+) facts

• Subtraction (-) factsSubtraction (-) facts

• Addition/Subtraction (+ / -) mixed factsAddition/Subtraction (+ / -) mixed facts

• Multiplication facts (x)Multiplication facts (x)

• Division facts (Division facts (÷÷) )

• Multiplication/Division mixed facts (x / Multiplication/Division mixed facts (x / ÷÷))

• Addition/Subtraction/Multiplication/Division mixed facts (+, -, x, Addition/Subtraction/Multiplication/Division mixed facts (+, -, x, ÷÷))

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M-CBM Administration Setup

Things you will need:1. Appropriate M-CBM or Math Facts Probes 2. Students need pencils.3. Stopwatch or timers

Setting up the testing room:1. Large group: Monitor carefully to ensure students are not skipping

and X-ing out items2. Small group/individual: Monitor similarly.3. If students are off task, cue with statements such as:

“Try to do EACH problem.” or

“You can do this kind of problem so don’t skip.”

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M-CBM After Testing—Scoring

What is Correct?

• Grades 1-6: Score Digits Correct (DC). Each digit correct in any answer = 1 point.

• If problem is “X”-ed out, ignore X and score anyway.

• Use Answer Key for quick scoring.

• See Page 18 of workbook for examples.

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M-CBM: How to score Correct Digits (CD) Correct Digits - Each correct digit that a student writes is marked with an underline and counted.

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M-CBM: How to score Incomplete Problems

Incomplete Problems - Sometimes students don’t finish a problem. Score for the number of correct digits that are written.

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M-CBM: How to score “X”-ed out problems

X-ed Out Problems - Sometimes students start a problem and then cross it out. Sometimes students go back and write answers for problems they have crossed out. Ignore the X and score what you see.

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M-CBM: How to score reversals Legibility and Reversed or Rotated Numbers - Sometimes trying to figure out what number the student wrote can be challenging, especially with younger students or older students with mathematics achievement problems. To make scoring efficient and reliable, we recommend attention to three rules:

1. If it is difficult to determine what the number is at all, count it wrong.

2. If the reversed number is obvious, but correct, count it as a correct digit.

3. If the numbers 6 or 9 are potentially rotated and the digit is currently incorrect, count it as an incorrect digit.

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How to score M-CBM: Critical Processes (CP) Scoring

Scoring Rules for Answer and Critical Processes:

When students’ Grade 5 or Grade 6 M-CBM probes are scored for the number of CDs in the answer only and critical processes, the examiner uses the answer key that details which digits are to be counted. Each problem has an “assigned CD value” based on what AIMSweb believes is the most conventional method of solving the computational

problem. Compare how the same multi-step multiplication problem would be scored using the different methods.

Answer Only:Answer Only: Answer & Answer & Critical Critical

Processes:Processes:Use error

patterns

diagnosticall

y

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How to score M-CBM: Critical Processes (CP) Scoring (Correct vs. Incorrect)

Although you don’t need to count every digit written in a correct answer, it is important to write the number of CDs awarded to the problem next to the answer.

Should the student solve the problem correctly, their score would be 13 CD.

Should the student solve the problem and not write any of the CD, the score would be 0 CD.

(p. 21 in M-CBM Workbook)(p. 21 in M-CBM Workbook)

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How to score M-CBM: Critical Processes (CP) Scoring(Work not shown)

If the answer is correct as shown below-left, their score is the number of CDs possible shown in the answer key.

If they do not show their work and the answer is incorrect, the examiner can only “score what they see” as shown below.

(p. 21 in M-CBM Workbook)(p. 21 in M-CBM Workbook)

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How to score M-CBM: Answer & Critical Processes (CP) Scoring(Alignment)

When students’ answers are not aligned correctly according to place value:

If the answer is correct, ignore the alignment problem and count the digits as correct as shown below.

If the answer is incorrect, count the digits as they appear in approximate place value as shown below, even if a place value error may seem obvious.

(p. 22 in M-CBM Workbook)(p. 22 in M-CBM Workbook)


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