AIMSwebTests of Early Literacy (TEL)

Recommended Tests of Early Literacy (TEL) Assessment Schedule Kindergarten Fall: Letter Naming Fluency, Letter Sound Fluency Kindergarten Winter: Letter Naming Fluency, Letter Sound Fluency, Phoneme Segmentation Fluency,

and Nonsense Word Fluency Kindergarten Spring: Letter Naming Fluency, Letter Sound Fluency, Phoneme Segmentation Fluency,

and Nonsense Word Fluency First Grade Fall: Letter Naming Fluency, Letter Sound Fluency, Phoneme Segmentation Fluency, and

Nonsense Word Fluency First Grade Winter: Phoneme Segmentation Fluency, and Nonsense Word Fluency First Grade Spring: Nonsense Word Fluency

Letter Naming FluencyThe Letter Naming Fluency Test requires students to identify as many upper and lower case letter names as they can in 1 minute. Testing Materials Needed

Student copy of Letter Naming Fluency – preferably with font to match the curriculum (I would make about 3 copies of this document on card stock and then laminate the document - it will be more durable and last longer with all of the testing)

Teacher copy of Letter Naming Fluency - preferably with font to match the curriculum (this is not needed if district is using the Web Based Scoring Tools)

Timer (the Web Based Scoring Tools feature a built in timer)

Letter Naming Fluency Standardized Directions Place the student copy in front of the student

Place the examiner copy in front of the teacher (position it so the student cannot view the piece of paper or computer)

Say the following specific directions to the student:“Here are some letters (point to the student copy). Begin here, (point to first letter) and tell me

the names of as many letters as you can. If you come to a letter you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.”

Start your stopwatch. If the student fails to say the first letter name after 3 seconds, tell the student the letter name and mark it as incorrect. Point to the next letter to indicate for the child to move on.

If the student provides the letter sound rather than the letter name say, “Remember to tell me the letter name, not the sound it makes.” This prompt may be provided once during the administration. If the student continues providing letter sounds, mark each letter as incorrect and indicate by making a note at the top of the examiner copy.

If the student does not get any correct letter names within the first 10 letters (1 row), discontinue the task and record a score of 0.

Follow along on the examiner copy. Put a slash (/) through letters named incorrectly (if using the Web Based Scoring tools, see those directions).

The maximum time for each letter is 3 seconds. If a student does not provide the next letter with 3 seconds, tell the student the letter name and mark it as incorrect. Point to the next letter and say, “what letter?”

At the end of 1 minute, place a bracket ( ] ) after the last letter named and say, “Stop.”

Letter Naming Fluency General Scoring RulesStudents receive 1 point for every correct letter named in 1 minute.

What is a Correct Letter Name: A correctly named letter Confused I’s and L’s as a function of font. Letters that look alike will have different names

depending on the font and case. For these letters, either name is considered correct. Self-Corrections. If a student makes an error and corrects him/herself within 3 seconds, write

“SC” above the letter and do not count it as an error.NOTE: Articulation and Dialect. A student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. For example, if the student consistently says /th/ for /s/ and pronounces “thee” for “see” when naming the letter “C,” he/she should be given credit for naming the letter correctly. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns.

What is an Incorrect Letter Name: Substitutions of a different letter for the stimulus letter (e.g., “P” for “D”). Omissions of a letter. Stops or struggles with a letter for more than 3 seconds.

NOTE: Skipped Row. If a student skips an entire row, draw a line through the row and do not count the row in scoring.

Letter Sound FluencyThe Letter Sound Fluency task requires students to identify as many lower case letter sounds as they can in 1 minuteTesting Materials Needed

Student copy of Letter Sound Fluency – preferably with font to match the curriculum (I would make about 3 copies of this document on card stock and then laminate the document - it will be more durable and last longer with all of the testing)

Teacher copy of Letter Sound Fluency - preferably with font to match the curriculum (this is not needed if district is using the Web Based Scoring Tools)

Timer (the Web Based Scoring Tools feature a built in timer)

Letter Sound Fluency Standardized Directions Place the student copy in front of the student. Place the examiner copy on a clipboard and position it so the student cannot see what the examiner

records. Say these specific directions to the student:

“Here are some letters (point to the student copy). Begin here, (point to first letter) and tell me the sounds (with emphasis) of as many letters as you can. If you come to a letter you don’t know I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.

Start your stopwatch. If the student fails to say the first letter sound after 3 seconds, tell the student the letter sound and mark it as incorrect. Point to the next letter and say, “what sound” (with emphasis) to indicate for the child to move on.

If the student says the letter name rather than the letter sound say, “Remember to tell me the sound(with emphasis) the letter makes, not its name”. This prompt may be provided once during the administration. If the student continues providing letter names, mark each letter as incorrect and make a note at the top of the examiner copy.

If the student does not get any correct letter sounds within the first 10 letters (1 row), discontinue the task and record a score of 0.

Follow along on the examiner copy. Put a slash (/) through letters sounds given incorrectly. The maximum time for each letter is 3 seconds. If a student does not provide the next letter sound with

3 seconds, tell the student the letter sound and mark it as incorrect. Point to the next letter and say, “what sound?”

At the end of 1 minute, place a bracket ( ] ) after the last letter named and say, “Stop.”

Letter Sound Fluency General Scoring RulesStudents receive 1 point for every correct sound provided in 1 minute.

What is a Correct Letter Sound: Students must provide the most COMMON sound of the letter. A pronunciation guide for most

common sounds is in the appendix. For example, /a/ would be the /a/ as in /CAT/ or /APPLE/ not the sound of /a/ as in /APE/

Confused I’s and L’s a function of font. These letters that look alike would have different soundsdepending on the font and case. For these letters, either sound is considered correct.

Self-Corrections. If a student makes an error and corrects him/herself within 3 seconds, write “SC” above the letter and do not count it as an error.

NOTE: Articulation and Dialect. A student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. For example, if the student consistently says /th/ for /s/ and

pronounces “thee” for “see” when naming the letter “C”, he/she should be given credit for naming the letter correctly. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns.

What is an Incorrect Letter Sound: Substitutes a different sound for the stimulus letter sound. For example, /puh/ would when the

letter was /D/ Substitutes the less common sound for the stimulus letter sound. For example, the /a/

pronounced as in /APE/ Omission of a letter sound Stops or struggles with a letter sound for more than 3 seconds.

NOTE: Skipped Row. If a student skips an entire row, draw a line through the row and do not count the row in scoring.

Phoneme Segmentation FluencyThe AIMSweb Phonemic Segmentation Fluency task requires students to say the sounds in words presentedorally by an examiner. Students do not have stimulus materials to look at for this task. They listen to the examiner present words orally.Testing Materials Needed

Teacher copy of Phoneme Segmentation Fluency - preferably with font to match the curriculum (this is not needed if district is using the Web Based Scoring Tools)

Timer (the Web Based Scoring Tools feature a built in timer) Practice Examples

Phoneme Segmentation Fluency Standardized Directions Place the examiner copy on a clipboard and position it so that the student cannot see what the

examiner records. Say these specific directions to the student: “I am going to say a word. After I say it, I want you to tell

me all the sounds in the word. So, if I say, “Sam,” you would say /s/ /a/ /m/. Let’s try one (one-second pause). Tell me the sounds in “mop.”

“OK. Here is your first word.” Give the student the first word and start your stopwatch. If the student does not say a sound segment

after 3 seconds, give the second word and score the first word as zero segments produced. As the student says the sounds, mark the student response in the scoring column. Underline (___) each

sound segment produced correctly. Put a slash (/) through sounds produced incorrectly. As soon as the student is finished saying the sounds, present the next word promptly and clearly. The maximum time for each sound segment is 3 seconds. If the student does not provide the next

sound segment within 3 seconds, give the student the next word. If student provides the initial sound only, wait 3 seconds for elaboration.

At the end of 1 minute, stop presenting words and scoring further responses. Place a bracket (]) after the last segment produced. Add the number of sound segments produced correctly. Record the total number of sound segments produced correctly on the bottom of the scoring sheet.

DISCONTINUE RULE: If a student has not given any sound segments correctly in the first 5 words, discontinue the task and record a score of zero (0).Note: Articulation and Dialect. The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. For example, if the student consistently says /th/ for /s/, i.e. /r/ /e/ /th/ /t/ for “rest,” he or she should be given credit for correct segmentation. This is a professional judgment and should be based on the student's responses and any prior knowledge of his/her speech patterns.

Phoneme Segmentation Fluency General Scoring RulesStudents receive 1 point for every correct segment provided in 1 minute.

What is a Correct Segment:There are multiple ways a correct segment can be scored. Students may receive credit for any different, correct, part of the word represented by sounds that correspond to the word part. Students

may receive credit for complete segmentation, incomplete segmentation, and overlapping segmentation. Schwa sounds, additions, and elongated sounds also are not counted as errors.

Complete segmentation: The student is given credit for each correct sound segment produced correctly. The underline indicates the size of the sound segment. For example:Examiner says “trick,” student says “t..r..i..ck”Examiner says “cat,” student says “c..a..t”

Incomplete segmentation: The student is given credit for each correct sound segment produced correctly, even if they have not segmented to the phoneme level. The underline indicates the size of the sound segment. For example:Examiner says “trick,” student says “tr...ick”Examiner says “cat,” student says “c...at”

Overlapping segmentation: The student receives credit for each different correct sound segment of the word. Thus, /tri/ and /ick/ are both different, correct sound segments of “trick.” For example,Examiner says “trick,” student says “tri...ick”Examiner says “cat,” student says “c...cat”

Schwa Sounds. Schwa sounds (/u/) added to consonants are not counted as errors. Some phonemes cannot be pronounced correctly in isolation without a vowel, and some early learning of sounds includes the schwa.No Error:Examiner says “trick,” student says “tu...ru...i...ku”Examiner says “cat,” student says “ku...a…tu”

Additions. Additions are not counted as errors if they are separated from the other sounds in the word.No Error:Examiner says “trick,” student says “t...r...i...ck...s”Examiner says “cat,” student says “s...c...a...t”

Articulation and Dialect. Imperfect pronunciations due to dialect or articulation are not counted as errors.No Error:Examiner says “rest,” student says “r…e…th…t”

Elongated Sounds. The student may elongate the individual sounds and run them together as long as it is clear he or she is aware of each sound individually. For example, if the student says,“rrrrrreeeeesssstttt,” they would receive credit for 4 phonemes produced correctly, /r/ /e/ /s/ /t/. This is a professional judgment and should be based on the student's responses and prior knowledge of the student’s learning.For example,Examiner says “rest,” student says “rrrrrreeeeesssstttt”

What is not a Correct Segment:Students are not given credit for omitted segments, no segmentation, or mispronunciations.

Omissions. The student does not receive credit for sound segments that are not produced. If student provides the initial sound only, be sure to wait 3 seconds for elaboration. For example,Examiner says “trick,” student says “t...ick”Examiner says “cat,” student says “c”...(3 seconds)

No segmentation: If the student repeats the entire word, no credit is given for any correct parts. For example,Examiner says “trick,” student says “trick”Examiner says “cat,” student says “cat”

Segment mispronunciation: The student does not receive credit for sound segments that are mispronounced. There is no /ks/ sound segment in the word “trick.” For example,Examiner says “trick,” student says “t...r...i...ks”Examiner says “cat,” student says “b...a...t”

Nonsense Word FluencyThe AIMSweb Nonsense Word Fluency task requires students to identify and say the sounds in non-real words for 1 minute.Testing Materials Needed• Student copy of Nonsense Word Fluency–Preferably with font matched to early literacy curriculum (I would make about 3 copies of this document on card stock and then laminate the document - it will be more durable and last longer with all of the testing)• Examiner copy of Nonsense Word Fluency- Practice Example (this is not needed if district is using the Web Based Scoring Tools) Practice examples (the Web Based Scoring Tools feature a built in timer)

Nonsense Word Fluency Standardized Directions Place the practice items in front of the child. An example of the practice items is shown below. The copy has

been reduced in size to save space.Nonsense Word Practice Items

bim lat Explain the task using these specific directions:

“Look at this word (point to the first word on the practice probe). It’s a make-believe word, not a realword. All the letters have sounds: (point to the letter “b”) /b/, (point to the letter “i”) /i/, (point to the letter “m”) /m/. Altogether the sounds are /b/ /i/ /m/ (point to each letter) or “bim” (run your finger fast through the whole word). Remember, it is a made up word. You can say the sounds of the letters, /b/ /i/ /m/ (point to each letter), or you can say the whole word “bim” (run your finger fast through the whole word). Be sure to say any sounds you know. Ready? Let’s try one. Read this word the best you can (point to the word “lat”). Point to each letter and tell me the sound or tell me the whole word.

Place the student copy in front of the child.“Here are some more make-believe words (point to the student probe). When I say “begin”, start here(point to the first word), go across the page (point across the page), and read the words the best you can. Remember, you can tell me the sound of the letter or read the whole word. Put your finger under the first word. Ready, begin.”

Start your stopwatch. If the student does not respond with a sound within 3 seconds, tell the studentthe sound and say, “next sound?” If they don’t respond, or if they respond incorrectly, point to the next word.

If the student does not get any sounds correct in words 1-5, discontinue the task and record a scoreof 0.

Follow along on the examiner copy of the probe and underline each phoneme the student provides correctly, either in isolation or in the context of the nonsense word. Put a slash (/) over each phoneme read incorrectly or omitted.

At the end of 1 minute, place a bracket (]) after the last phoneme provided by the student and say,“Stop.”

For repeated measurement when the student clearly understands the directions and procedure, use these shortened directions:

“When I say “begin”, start here (point to the first word), go across the page (point across the page), and read the words the best you can. Remember, you can tell me the sound of the letter or read the whole word. Put your finger under the first word. Ready, begin.”

Nonsense Word Fluency General Scoring RulesStudents receive 1 point for every correct sound or word provided in 1 minute.

What is a Correct Sound or Word:The number of correct sounds are counted. This can be calculated by the individual sounds in the word or by the number of sounds in the complete word if the nonsense word is read as an intact word.

Correct Letter Sounds. Underline the individual letters for phonemes produced correctly in isolation and give credit for each letter-sound correspondence produced correctly. For example, if the stimulus word is “ik” and the student says /i/ /k/, the individual letters would be underlined, i k, with a score of 2.

Correct Words. Underline the entire word if a student reads the word rather than the individual phonemes. For example, if the nonsense word to be read is “bik” and the student says “bik”, the entire word would be underlined with a single line b i k. The student would receive a score of 3.

Self-Corrections. If a student makes an error and corrects him/herself within 3 seconds, write “SC” above the letter or word and count it as correct.

Sounds Produced Out of Order. Letter sounds produced in isolation but out of order are scored as correct. For example, if stimulus word is “sim” and the student says, /m/ /i/ /s/, all letters would be underlined, s i m, with a score of 3.

Blended letter sounds must be correct and in the correct place (beginning, middle, end) to receivecredit. For example, if stimulus word is “sim” and the student says, “mis”,

only the “i” would be underlined, i, with a score of 1 because only the “i” was correct and in the correct place.Note: Articulation and Dialect. The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language inferences. This is a professional judgment and should be based on the student’s responses and any prior knowledge of their speech patterns. For example, a student may regularly substitute /th/ for /s/. If the stimulus word is “sim” and the student says “thim,” the letter “s” would be underlined and credit for a correct-letter sound correspondence would be given.

What is an Incorrect Letter Sound: Incorrect Letter Sounds. Put a slash (/) through any individual phonemes produced incorrectly in

a word. For example, if the stimulus word is “sim” and the student says “sem”, the letters “s” and “m” would be underlined and the letter “e” would have a slash through it. The student would receive a score of 2.

3-Second Rule. Students may read sound-by-sound, or word-by-word. Choose the 3-second rulethat corresponds to how the student is reading.

Sound-by-Sound. If the student struggles with a sound for 3 seconds, say the sound, mark it as incorrect by drawing a slash (/) through it. Point to the next sound and say “what sound?

Word-by-Word. If a student struggles with a word for 3 seconds, say the word, mark it as incorrect by drawing a slash (/) through the entire word. Point to the next word and say “what word?”

What about Repetitions and Insertions: Repeated Sounds. Letter sounds pronounced twice while sounding out the word are given

credit only once. For example, if stimulus word is “sim” and the student says, /s/ /i/ /im/, the letter “i” is underlined once and the student receives 1 point for the phoneme “i” even though the letter “i” was pronounced correctly twice. The student would receive a score of 3.

Insertions. Insertions are not scored as incorrect. For example, if the stimulus word is “sim” and the student says “stim”, the letters “s,” “i,” and “m” would be underlined and full credit would given for the word with no penalty for the insertion of /t/.

Note: Skipped Row. If a student skips an entire row, draw a line through the row and do not count the row in scoring.

Most Common Sounds Pronunciation KeyThese pronunciation examples may be modified or distinguished to be consistent with regionaldialects and conventions of American English. The letters “x” and “q” are not used. The letters“h,” “w,” “y,” and “r” are used only in the initial position. The letters “c” and “g” are used onlyin the final position.

Tests of Early Numeracy (TEN)

Recommended Tests of Early Numeracy (TEN) Assessment Schedule Kindergarten Fall: Oral Counting, Number Identification, Quantity Discrimination, and Missing Number Kindergarten Winter: Oral Counting, Number Identification, Quantity Discrimination, and Missing

Number Kindergarten Spring: Oral Counting, Number Identification, Quantity Discrimination, and Missing

Number First Grade Fall: Oral Counting, Number Identification, Quantity Discrimination, and Missing Number First Grade Winter: Oral Counting, Number Identification, Quantity Discrimination, and Missing

Number First Grade Spring: Oral Counting, Number Identification, Quantity Discrimination, and Missing Number

Oral CountingThe Oral Counting measure requires students to orally count starting from 1 as high as they can in one minute. The student does not have any materials.Testing Materials Needed

Examiner copy of Oral Counting for scoring (this is not needed if district is using the Web Based Scoring Tools)

Timer (the Web Based Scoring Tools feature a built in timer)

Oral Counting Standardized Directions Place the examiner copy on a clipboard and position so the student cannot see what the examiner

records. Say these specific directions to the student:

“When I say start I want you to start counting aloud from 1 like this 1, 2, 3 (and so on) until I tell you to stop. If you come to a number you don’t know, I’ll tell it to you. Be sure to do your best counting. Are there any questions? Ready, Start.”

Start your stopwatch. If the student fails to say “1” after 3 seconds, say “1” and continue. Follow along on the examiner copy. Score according to scoring rules. After one minute has expired,

place a bracket after the last number said and say “Stop.”

Oral Counting General Scoring Rules Students receive 1 point for every correct oral count in one minute Rule 1: If a student says the number that comes next in their sequence, score the number as correct.

Example: Student says . . . .12, 13, 14. . . . Scoring is 3 correct. Rule 2: If a student repeats a sequence score, the sequence as correct. Example: Student says 7, 8, 7, 8,

9. Scoring is 3 correct. Rule 3: If a student self-corrects, score the number as correct. Example: Student says 1, 2, 3, 5 oh 3, 4,

5. Scoring is 5 correct

Rule 4: If a student hesitates with a number for 3 seconds, tell the student the number and score the number on which the student hesitated as incorrect. You may tell the student only one number during testing. Example: Student says 12, 13, .…(3 seconds) examiner says “14”. Score 14 as incorrect and continue testing. Student continues to count and comes to 28, 29, . . . . (3 seconds) examiner says "stop" and discontinues testing.

Rule 5: If a student skips a number while counting, score the number as incorrect and continue testing.Example: Student says 6, 7, 9. Score 8 as incorrect and continue testing.

Number IdentificationThe Number Identification measure requires students to orally identify numbers. Kindergarten students identify numbers between 1 and 10 and first grade students orally identify numbers between 1 and 20.Testing Materials Needed

Examiner copy of Number Identification for Scoring (this is not needed if district is using the Web Based Scoring Tools)

Student copy of Number Identification for Scoring (I would make about 3 copies of this document on card stock and then laminate the document - it will be more durable and last longer with all of the testing)

Timer (the Web Based Scoring Tools feature a built in timer) Practice Exercises

Number Identification Standardized Directions Place the student copy in front of the student. Place the examiner copy on a clipboard and position so the student cannot see what the examiner

records. Say these specific directions to the student:

“Look at the paper in front of you. It has a number on it (demonstrate by pointing).What number is this.”

“The paper in front of you has numbers on it. When I say start, I want you to tell me what the numbers are. Start here and go across the page (demonstrate by pointing). If you come to a number you don’t know, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.”

Start your stopwatch. If the student fails to answer the first problem after 3 seconds, tell the student to “try the next one.”

If the student does not get any correct within the first 5 items, discontinue the task and record a score of zero.

Follow along on the examiner copy. Put a slash (/) through any incorrects. The maximum time for each item is 3 seconds. If a student does not provide an answer within 3

seconds, tell the student to “try the next one.” At the end of 1 minute, place a bracket ( ] ) around the last item completed and say “Stop.”

Number Identification General Scoring Rules Students receive 1 point for every item correctly completed in 1 minute. Rule 1: If a student correctly identifies the number score the item as correct.

Rule 2: If the student states any number other than the item number score the item as incorrect.

Rule 3: If a student hesitates or struggles with a number for 3 seconds tell the student to “try the next one” and score the item as incorrect.

Rule 4: If a student skips a number, score the number as incorrect. Rule 5: If a student skips an entire row, mark each number in the row as incorrect

by drawing a line through the row on the examiner score sheet. Rule 6: If a student misses 5 items consecutively discontinue testing.

Quantity DiscriminationThe Quantity Discrimination measure requires students to orally identify the bigger number from a pair of numbers. Kindergarten students identify bigger numbers from pairs of numbers between 1 and 10 and first grade students identify bigger numbers from pairs of numbers between 1 and 20.Materials Needed for Testing

Examiner copy of Quantity Discrimination for Scoring (this is not needed if district is using the Web Based Scoring Tools)

Student copy of Quantity Discrimination for Scoring (I would make about 3 copies of this document on card stock and then laminate the document - it will be more durable and last longer with all of the testing)

Timer (the Web Based Scoring Tools feature a built in timer) Practice Exercises

Quantity Discrimination Standardized Directions Place the student copy in front of the student. Place the examiner copy on a clipboard and position so the student cannot see what the examiner

records. Say these specific directions to the student:

“Look at the piece of paper in front of you. The box in front of you has two numbers in it (demonstrate by pointing). I want you to tell me the number that is bigger.”

“The paper in front of you has boxes on it. In the boxes are two numbers. When I say start, I want you totell me the number in the box that is bigger. Start here and go across the page (demonstrate by pointing).If you come to a box and you don’t know which number is bigger, I’ll tell you what to do. Are there anyquestions? Put your finger on the first one. Ready, start.”

Start your stopwatch. If the student fails to answer the first problem after 3 seconds, tell the student to “try the next one.”

If the student does not get any correct within the first 5 items, discontinue the task and record a score of zero.

Follow along on the examiner copy. Put a slash (/) through any incorrects. The maximum time for each item is 3 seconds. If a student does not provide an answer within 3

seconds, tell the student to “try the next one.” At the end of 1 minute, place a bracket ( ] ) around the last item completed and say “Stop.”

Quantity Discrimination General Scoring Rules Students receive 1 point for every item correctly completed in 1 minute.

Rule 1: If a student states the bigger number, score the item as correct. Rule 2: If the student states both numbers, score the item as incorrect. Rule 3: If the student states any number other than the bigger number, score the item as incorrect. Rule 4: If a student hesitates or struggles with an item for 3 seconds, tell the student to “try the next

one.” Score the item as incorrect. Rule 5: If a student skips an item, score the item as incorrect. Rule 6: If a student skips an entire row, mark each item in the row as incorrect by drawing a line

through the row on the examiner score sheet. Rule 7: If a student misses 5 items consecutively, discontinue testing.

Missing NumberThe Missing Number measure requires students to orally identify the missing number from a string of three numbers. Kindergarten students identify missing numbers from a string of numbers between 1 and 10 and first grade students identify missing numbers from a string of numbers between 1 and 20.Materials Needed for Testing

Examiner copy Missing Number for Scoring (this is not needed if district is using the Web Based Scoring Tools)

Student copy of Missing Number for Scoring (I would make about 3 copies of this document on card stock and then laminate the document - it will be more durable and last longer with all of the testing)

Timer (the Web Based Scoring Tools feature a built in timer) Practice Exercises

Missing Number Standardized Directions Place the student copy in front of the student. Place the examiner copy on a clipboard and position so the student cannot see what the examiner

records. Say these specific directions to the student:

“The box in front of you has two numbers in it (point to first box). I want you to tell me the number that goes in the blank. What number goes in the blank?”

“The piece of paper in front of you has boxes with numbers in them. When I say start you are going totell me the number that goes in the blank for each box. Start with the first box and go across the row(demonstrate by pointing). Then go to the next row. If you come to one you don’t know, I’ll tell youwhat to do. Are there any questions? Put your finger on the first one. Ready, start.”

Start your stopwatch. If the student fails to answer the first problem after 3 seconds, tell the student to “try the next one.”

If the student does not get any correct within the first 5 items, discontinue the task and record a score of zero.

Follow along on the examiner copy. Put a slash (/) through any incorrects. The maximum time for each item is 3 seconds. If a student does not provide an answer within 3

seconds, tell the student to “try the next one.” At the end of 1 minute, place a bracket ( ] ) around the last item completed and say “Stop.”

Missing Number General Scoring Rules Students receive 1 point for every item correctly completed in 1 minute. Rule 1: If a student correctly states the missing number, score the item as correct.

Rule 2: If a student incorrectly states the missing number next, score the item as incorrect by placing a slash through the number on the examiner score sheet.

Rule 3: If a student hesitates or struggles with an item for 3 seconds, tell the student to “try the next one” (demonstrate by pointing). Score the item as incorrect.

Rule 4: If a student skips an item, score the item as incorrect. Rule 5: If a student skips an entire row, mark each item in the row as incorrect by

drawing a line through the row on the examiner score sheet. Rule 6: If a student misses 5 items consecutively, discontinue testing.

Reading CBM

Recommended R-CBM Testing Schedule First Grade Winter: R-CBM First Grade Spring: R-CBM Second through Eighth Grade Fall, Winter, and Spring: R-CBM

Reading CBMStudents read aloud for 1 minute from meaningful, connected, and graded passages of text that are written to represent general curriculum. The number of words read correctly and errors are counted.Materials Needed for Testing

Examiner copy R-CBM for Scoring (this is not needed if district is using the Web Based Scoring Tools) Student copy of R-CBM for Scoring (I would make about 3 copies of this document on card stock and

then laminate the document - it will be more durable and last longer with all of the testing) Timer (the Web Based Scoring Tools feature a built in timer)

R-CBM Standardized Directions Place the unnumbered copy in front of the student. Place the numbered copy in front of you but shielded so the student cannot see what you record. Say:

“When I say ‘Begin,’ start reading aloud at the top of this page. Read across the page (DEMONSTRATE BY POINTING). Try to read each word. If you come to a word you don’t know, I’ll tell it to you. Be sure to do your best reading. Are there any questions?” (Pause)

Say:“Begin” and start your stopwatch when the student says the first word. If the student fails to say thefirst word of the passage after 3 seconds, tell them the word, mark it as incorrect, then start your stopwatch.

Follow along on your copy. Put a slash ( / ) through words read incorrectly. At the end of 1 minute, place a bracket ( ] ) after the last word and say, “Stop.” Score and summarize by writing WRC/Errors.

General Scoring Rules for the R-CBM Correctly Read Words Are Pronounced Correctly. A word must be pronounced correctly given the

context of the sentence.Example 1 – The word “r-e-a-d” must be pronounced “reed” when presented in the context of:“He will read the book.” WRC = 5 not as: “He will red the book.” WRC = __

Self-Corrected Words Are Counted As Correct. Words misread initially but corrected within 3 seconds are counted as correctly read.Example 1“The river was cold.” WRC = 4 read as: “The river was could...(2 sec)...cold.” WRC = __

Repeated Words Are Counted As Correct. Words said over again correctly are ignored.

Example 1“Ted ran swiftly.” WRC = 3 read as: “Ted ran...Ted ran swiftly.” WRC = __

Dialect. Variations in pronunciation that are explainable by local language norms are not errors.Example 1They washed the car. WRC = 4 read as: “They warshed the car.” WRC = __

Inserted Words Are Ignored Quantitatively. When a student adds extra words, they are not counted as correct words or as reading errors.Example 1Sue was happy. WRC = 3 read as: “Sue was very happy.” WRC = __

Mispronounced or Substituted Words are counted as incorrect.Example 1The dog ate a bone. WRC = 5 read as: “The dig ate a bone.” WRC = __Example 2Lynne has many hats. WRC = 4 read as: “Lynne has many hat.” WRC = __

Omitted Words, including entire lines skipped, are counted as errors.Example 1Mario climbed the oak tree. WRC = 5 read as: “Mario climbed the tree.” WRC = __Example 2Sewing is my favorite hobby. I enjoy sewing dresses and suits. What is your favorite hobby? WRC = 16 read as: “Sewing is my favorite hobby. What is your favorite hobby?” WRC = __

Hesitations. When a student hesitates or fails to correctly pronounce a word within 3 seconds, the student is told the word and an error is scored.Example 1Mark saw an elephant. WRC = 4 read as: “Mark saw an ...(3 sec)” WRC = __ or read as: “Mark saw an elll-eee ...(3 sec)” WRC = __

Reversals. When a student transposes two or more words, those words not read in the correct order are errors.Example 1 Charlie ran quickly. WRC = 3 read as: “Charlie quickly ran.” WRC = __Example 2Shelly bought a beautiful sweater. WRC = 5 read as: “Shelly bought a sweater beautiful.” WRC = __

Numbers Written As Numerals Numbers are counted as words and must be read correctly within the context of the passage.Example 1May 5, 1989. WRC = 3 should be read as: “May fifth, nineteen eighty-nine.” WRC = 3 not as: “May five, one nine eight nine.” WRC = __Example 2He was in grade 3. WRC = 5 should be read as: “He was in grade three.” WRC = 5 not as: “He was in grade third.” WRC = __

Hyphenated Words. Each morpheme separated by a hyphen(s) is counted as an individual word if it can stand alone.Example 1Fifty-seven WRC = 2Daughter-in-law WRC = __

Hyphenated Words. If one or more of the morphemes separated by a hyphen(s) cannot stand alone, the entire sequence is counted as one word.Example 2re-evaluate WRC = 1Spic-n-span WRC = __

Bar-b-que WRC = __ Abbreviations are counted as words, and must be read correctly within the context of the sentence.

Example 1Dr. Adams received a promotion. WRC = 5 should be read as: “Doctor Adams received a promotion.” WRC = 5 not as: “D-R Adams received a promotion.” WRC = __Example 2Jan lives on Fifth Ave. WRC = 5 should be read as: “Jan lives on Fifth avenue” WRC = 5 not as: “Jan lives on Fifth a-v-e” WRC = __

Reading Maze

Recommended Reading Maze Testing Schedule Second through Eighth Grade Fall, Winter, and Spring: Reading Maze

Reading MazeA set of 3 Standard Reading Assessment Passages for Grades 1-8 have been prepared in a maze (multiple choice close) format for use as another measure of reading comprehension (24 maze passages total).Materials Needed for Testing

Examiner copy Reading Maze for Scoring Student copy of Reading Maze for Scoring (one copy per each student being tested is needed) Timer Pencils Maze Cover Sheet

Reading Maze Standardized Directions Pass Maze task out to students. Have students write their names on the Cover Sheet so they do not

start early. Make sure they do not turn the page until you tell them to. Say to the students:

"When I say 'Begin' I want you to silently read a story. You will have 3 minutes to read the story and complete the task. Listen carefully to the directions. Some of the words in the story are replaced with a group of three words. Your job is to circle the 1 word that makes the most sense in the story. Only 1 word is correct."

Decide if practice test is needed. Say…"Let's practice one together. Look at your first page. Read the first sentence silently while I read it out loud: 'The dog apple, broke, ran after the cat.' The three choices are apple, broke, ran. 'The dog apple after the cat.' That sentence does not make sense. 'The dog broke after the cat.' That sentence does not make sense. 'The dog ran after the cat.' That sentence does make sense, so circle the word ran." (Make sure the students circle word ran). “Let's go to the next sentence. Read it silently while I read it out loud. The cat ran fast, green, for up the hill. The three choices are fast, green, for. Which word is the correct word for the sentence?"' (Students answer fast)"Yes, ‘The cat ran fast up the hill.’ is correct, so circle the correct word fast.” (Make sure students circle fast)“Silently read the next sentence and raise your hand when you think you know the answer.” (Make sure students know the correct word. Read the sentence with the correct answer) "That’s right, ‘The dog barked at the cat.’ is correct. Now what do you do when you choose the correct word?” (Students answer “Circle it.” Make sure the students understand the task) "That's correct, you circle it. I think you're ready to work on a story on your own."

Start the testing by saying…“When I say 'Begin' turn to the first story and start reading silently. When you come to a group of three

words, circle the 1 word that makes the most sense. Work as quickly as you can without making mistakes. If you finish a/ the page/first side, turn the page and keep working until I say 'Stop' or you are all done. Do you have any questions?” (Answer student questions)

Then say, “Begin.” Start your stop watch / timer. Monitor students to make sure they understand that they are to circle only 1 word. If a student finishes before the time limit, collect the student's Maze task and record the time on the

student's test booklet. At the end of 3 minutes say: “Stop. Put your pencils down. Please close your booklet.” Collect the Maze tasks.

General Scoring Rules for the Reading Maze Determine the Number of Words (Items) Correct. The number of errors are important, but less so.

Determining Words Correct is easy. Use your answer key and put a slash (/) through incorrect words.What is Correct An answer is considered correct if the student circles the word that matches the correct word on the

scoring template.What is Incorrect An answer is considered an error if the student:

a. circles an incorrect word.b. omits word selections other than those the student was unable to complete before the 3

minutes expired.Prorating Some students may finish all the items before the 3 minutes is up. To be able to make the most

accurate judgment about their progress, the student’s score can be prorated to what they would have scored if there were enough items for 3 minutes of student reading. To prorate:

o When the student finished must be recorded and the number correct counted. For example, the student may have finished in 2 minutes and correctly answered 40 items.

o Convert the time taken to seconds. 2 minutes = 120 secondso Divide the number of seconds by the number correct. 120/40 = 3o Calculate the number of seconds in the full 3 minutes. 3 minutes = 180 secondso Divide the number of full seconds by the calculated value from step 3. 180/3=60

Spelling CBM

Recommended Spelling CBM Testing Schedule First through Eighth Grade Fall, Winter, and Spring: Spelling CBM

Spelling CBMIn S-CBM, the difference between a traditional spelling test, is not just in the fact that the testing period is shorter or that spelling words are dictated at a carefully set pace. A major difference is that the spelling words are a random sample of all the words from graded spelling words. This type of testing requires that students are tested on a combination of words that they have already learned and words that they will learn to spell in upcoming weeks or months to be good spellers.Materials Needed for Testing

Examiner Copy of Spelling List Student Answer Sheet or Blank Sheet of Paper Pencils Timer

Spelling CBM Standardized Directions Students have lined paper numbered 1 to 12 (dictated every 10 seconds), or 1 to 17 (dictated every 7

sec). Say this to the student(s):

We’re going to take a 2-minute spelling test. I am going to say some words that I want you to spell on the sheet of paper in front of you. Write the first word on the first line, the second word on the second line, and so on. I’ll give you (7 or 10) seconds to spell each word. When I say the next word, write it down, even if you haven’t finished the last one. You will receive credit for each correct letter

written. Are there any questions? (Pause) Let’s begin.” Say the first word and start your stopwatch (or start the tape recorder). Say each word twice. Use homonyms in a sentence. Say a new word every 7 or 10 seconds. Say “you should be on the fifth word which is …” (every 5th word for younger children). Monitor students to ensure they are writing on the correct line. Do not respond to student questions. After 2 minutes say, “Stop. Put your pencils down.”

General Scoring Rules for the Spelling CBMAfter the student(s) has completed a S-CBM spelling test, we recommend scoring soon after. It is easy to score each test for the number of Words Spelled Correctly (WSC). However, the most important task is to determine the number of Correct Letter Sequences (CLS). This score is a better indicator of general spelling skill, is more likely to show change when students are improving in their general spelling ability, and provides diagnostic feedback about what a student is doing correctly to teachers and students.

Scoring Words Spelled Correctly (WSC) This is very easy. Students must spell the dictated word correctly. While looking at the answer key

on the spelling list, examiners circle correctly spelled words and sum themScoring the Correct Letter Sequence (CLS) A CLS is a pair of letters correctly sequenced within a word. A CLS is not just a correct letter. What is

unusual is that the spaces before and after a word are considered “letters” when counting CLS. The total possible number of CLS in a word is equal to the number of letters plus 1.

Make Scoring More Efficient: o Circle the number of WSC. If all the words are correct, use the cumulative CLS total and

don’t score each word for CLS.o If the student only misses a few words, score those words for CLS and subtract this number

from the total possible CLS for those words. This gives you a number of missed CLS. Subtract missed CLS from the cumulative count.

o Again, if the student misses only a few words, examine the pattern of errors and consider these short cuts:

Any missing single letter equals 2 missing CLS. Any 2 letters together that are missing equals 3 missing CLS. Any incorrectly inserted letter equals 1 missing CLS.

Math Concepts and Applications (MCAP)The AIMSweb Mathematics Concepts and Applications (M–CAP) is a test of short duration (8–10 minutes) that assesses the general mathematics problem-solving skills expected in grades 2–8. The test may be administered in a large or small group setting or to individual students.Materials Needed for Testing

The standardized administration directions found in the Manual. A copy of the appropriate M–CAP probe (one copy per student is needed) The probe-specific Answer Key.

Note. When you print a probe, the Answer Key is included. Remove the Answer Key before replication and retain for your use in scoring. You will need an answer sheet for each student.

Timer Sufficient sharpened pencils. Cover Sheet (I would create a cover sheet – this would be a place for the Student Name, Date, Grade, and

Teacher Name)

Recommended Testing Schedule for MCAP: Second through Eighth Grades Fall, Winter, and Spring: MCAP

MCAP Standardized DirectionsThe instructions are carefully worded with simple, age-appropriate language. What you say to the students is in bold print.Say to the students:For grades 2–6: We’re going to take an 8-minute math test.For grades 7–8: We’re going to take a 10-minute math test.For all grades: Read the problems carefully and work each problem in the order presented.Do not skip around.If you do not know how to work a problem, mark it with an X and move on. Once you have tried all of the problems in order, you may go back to the beginning of the worksheet and try to complete the problems you marked.Write the answers to the problems in the blanks. For multiple choice questions, place the letter (A, B, or C) of the correct answer in the blank.You do not have to show your work, but you may if that is helpful for you in working the problems.Keep working until you have completed all of the problems or I tell you to stop.Do you have any questions?Answer any questions the students may have, hand the students their probes, and say:Here are your tests.Put your name, your teacher’s name, and the date on each page in the space provided.Do not start working until I tell you to begin.Allow the student’s time to write their information on the probe.Begin.If a student asks a question or requests clarification, redirect him or her to the probe and say:Read the directions again, and work the problem the best you can. If you still do not understand the problem or are unable to work it, you may move to the next question.When the appropriate time has elapsed (8 minutes for grades 2–6, 10 minutes for grades 7–8), say:Stop and put down your pencil.If a student(s) continues to work, re-state:Stop working now and put down your pencil.At this time, the examiner should collect the probe(s) and proceed to scoring.

General Scoring Rules for the MCAPAll problems either receive full credit or no credit. If any part of an answer is incorrect, whether it is a one-part or multi-part question, the score for that item is 0. A student’s answer for a particular problem is compared to the correct answer on the Answer Key. Multiple acceptable answers may exist for some items. These alternate answers are provided for those particular problems on the Answer Key.

Math Computation (MCOMP)AIMSweb Mathematics Computation (M–COMP) is a series of assessments that yield general math computation performance and rate of progress information. M–COMP includes three probes for benchmarking and 30 probes for progress monitoring for each grade, 1 through 8. M–COMP is a timed, 8-minute, open-ended, paper-based test that can be group administered or individually administered.Materials Needed for Testing

The standardized administration directions found in the manual. A copy of the M–COMP probe (one copy for each student being tested)

Note. When you print a probe, the Answer Key is included. Remove the Answer Key before replication and retain for your use in scoring. You will need an answer sheet for each student.

Timer Sufficient sharpened pencils. Cover Sheet (I would create a cover sheet – this would be a place for the Student Name, Date, Grade, and

Teacher Name)

Recommended Testing Schedule for MCOMP: First through Eighth Grades Fall, Winter, and Spring: MCOMP

MCOMP Standardized DirectionsRead the instructions to the students verbatim. Instructions to you are in regular font. Do not read them to the students. The instructions you read aloud to the students are in bold print.Say to the students:We are going to take an 8-minute math test.Read the problems carefully and work each problem in the order presented, starting at the first problem on the page and working across the page from left to right. Do not skip around.If you do not understand how to do a problem, mark it with an X and move on. Once you have tried all of the problems in order, you may go back to the beginning of the worksheet and try to complete the problems you marked.Although you may show your work and use scratch paper if that is helpful for you in working the problems, you may not use calculators or any other aids.Keep working until you have completed all of the problems or I tell you to stop.Do you have any questions?Answer any questions the students may have, then hand the students their probes, and say:Here are your tests.Put your name, your teacher’s name, and the date on each page in the space provided, then turn over the test.Do not turn the test back over or start working until I tell you to begin.Allow students time to write their information on the probe, then say:Begin.If a student asks a question or requests clarification, redirect him or her to the probe and say:Read the directions again, and work the problem as best you can.If you still do not understand the problem or are unable to work it, you may move on to the next question.If you see that a student is skipping ahead without attempting each item, provide the following direction:Try to work each problem. Do not skip around.When the 8 minutes have elapsed, say:Stop and put down your pencil.If a student(s) continues to work, restate:

Stop working now and put down your pencil.At this time, collect the probe(s) and proceed to scoring.

General Rules for Scoring the MCOMPEach probe file includes an Answer Key. The answers provided on the Keys are the target answers for each item on the probe, along with the point value of that answer. Scoring is a straightforward process: Circle the point value if the student’s answer is correct, or circle zero if the answer is incorrect. You then simply add up the value of the correct answers to obtain the total score for the probe.