OverviewOverview

• Overview, history, and purpose of AIMSweb and Curriculum-Based Measurement

• AIMSweb and RTI• Administration, Scoring, and Interpretation

– Oral Reading Fluency– MAZE

• Materials• Data System

Overview of Overview of Curriculum-Based Measurement (CBM) Curriculum-Based Measurement (CBM)

and AIMSweb®and AIMSweb®

Mark R. Shinn, Ph.D.

Michelle M. Shinn, Ph.D.

Lisa A. Langell, M.A., S.Psy.S.

Evaluations to Inform Teaching—Summative & Formative Assessment

SumSummative Assessmentmative Assessment: Culmination measure. Mastery assessment. Assessment after instruction. Pass/fail type assessments which summarize the knowledge students learn. Typical summative assessments include:

• End of chapter tests• High-stakes tests (e.g., State assessments)• GRE, ACT, SAT, GMAT, etc. tests• Driver’s license test• Final Exams.

FormFormative Assessment:ative Assessment: Process of assessing student achievement frequently during instruction to determine whether an instructional program is effective for individual students.InformsInforms::

• When students are progressing, continue using your instructional programs.

• When tests show that students are not progressing, you can change your instructional programs in meaningful ways.

Summative AssessmentSummative Assessment:Characterized as assessment ofof learning.

Formative AssessmentFormative Assessment: Characterized as assessment forfor learning. (Citation: http://en.wikipedia.org/wiki/Summative_assessment)

Summative Summative assessmentassessment tells you what happeneded.

Formative Formative assessmentassessment tells you

what’s happeninging.

Summative & Formative Assessment

Evaluations to Inform Teaching—Diagnostic Assessment

Diagnostic Assessments:Diagnostic Assessments: Measures that indicate specific skill strengths and those areas needing improvement. Results may indicate skill areas needing intervention/instruction. Programming may then address students’ needs.

Examples:• Criterion-referenced assessments• Cognitive assessments• Rating scales• Norm-referenced, standardized

assessments• Tests may be based on the assessment of

cognitive skills, academic skills, behavior, health, social-emotional wellbeing, etc.

So, Where Does So, Where Does Curriculum-Based Measurement (CBM) fit?Curriculum-Based Measurement (CBM) fit?

• Summative?

• Formative?

• Diagnostic?

What is Curriculum-Based What is Curriculum-Based Measurement (CBM)?Measurement (CBM)?

• CBM is a formform of Curriculum-Based Assessmentof Curriculum-Based Assessment (CBA).

• CBM is the method of monitoring student progressmethod of monitoring student progress through direct, continuous assessment of basic skills.

• CBM is used to assess skills such reading, spelling, mathematics, and written language.

• CBM probes require about 1 to 4 minutesrequire about 1 to 4 minutes to complete, depending on the skill being measured.

• Student performance is scored for speed and accuracy to determine determine proficiencyproficiency.

• Because CBM probes are quick to administer and simple to score, they can be given frequently to provide continuous progress datagiven frequently to provide continuous progress data.

• The results are charted to provide for timely evaluationcharted to provide for timely evaluation based on hard data.

Origins of CBM

• CBMCBM was initially developed more than 20 years ago by Stanley Deno and others at the University of Minnesota Institute for Research on University of Minnesota Institute for Research on Learning Disabilities Learning Disabilities to develop a reliable and valid measurement system for evaluating basic skills growth

• CBM is supported by 30 years of school-based research30 years of school-based research

• CBM is endorsed by the United States Department of EducationUnited States Department of Education as a method for assessing student progress.

• Starting in the area of reading, researchers have expanded to investigate additional academic areas over the years. This includes in-depth research and ultimately the publication of additional measures in literacy, mathematics, and written languageliteracy, mathematics, and written language

• Supporting documentation can be found in 100’s of articles, 100’s of articles, chapters, and books available within the professional literature chapters, and books available within the professional literature describing the use of CBM to make a variety of important educational decisions

Advantages of CBMAdvantages of CBM

• DirectDirect measuremeasure of student performance Deno, S.L. (1985). Curriculum-based measurement: the emerging alternative. Exceptional Children. 52(3):219-32.

• Correlates strongly with “best practices”“best practices” for instruction and assessment

• Correlates strongly with research-supported methodsresearch-supported methods for assessment and interventionassessment and intervention

• FocusFocus is on repeated measures of performancerepeated measures of performance(This cannot be done with most norm-referenced and standardized tests due to practice effect or limited forms.)

Common Characteristics of General Outcome Measures

CBM involves the same kind of evaluation technology as other CBM involves the same kind of evaluation technology as other professions.professions.

PowerfulPowerful measures that are:

• SimpleSimple

• AccurateAccurate

• EfficientEfficient indicators of performance that guide and inform a variety of decisions decisions

• GeneralizableGeneralizable thermometer that allows for reliable, valid, cross thermometer that allows for reliable, valid, cross comparisons of datacomparisons of data

General Outcome Measures (GOMs) from Other Fields

Medicine measures height, weight, temperature, and/or blood pressure.

Department of Labor measures the Consumer Price Index.

Wall Street measures the Dow-Jones Industrial Average.

Companies report earnings per share.

McDonald’s® measures how many hamburgers they sell.

CBM is Used for Scientific Reasons CBM is Used for Scientific Reasons Based on EvidenceBased on Evidence

• ReliableReliable and validvalid indicator of student achievement

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

administration by teachers

• Provides assessment information that helps teachers plan helps teachers plan

better instruction better instruction

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

• Easily understoodEasily understood by teachers and parents

• Improves achievementImproves achievement when used to monitor progress

Three-Tiered Assessment ModelThree-Tiered Assessment Model

Tier 1:BENCHMARKBENCHMARKUniversal Screening for all students

Tier 2:STRATEGIC MONITORSTRATEGIC MONITORMonthly monitoring for students who are mild to moderate risk for failure

Tier 3: PROGRESS PROGRESS MONITORMONITORIntensive monitoring towards specific goals for students at significant risk for failure

1

2

3

Measures Currently Available via AIMSweb®:Measures Currently Available via AIMSweb®:

• Early Literacy[K-1 benchmark, Progress Monitor (PM) any age]

– Letter Naming Fluency– Letter sound fluency– Phonemic Segmentation Fluency– Nonsense Word Fluency

• Early Numeracy (K-1 benchmark, PM any age)– Oral Counting– Number identification– Quantity discrimination– Missing number

• Oral Reading (K-8, PM any age)• MAZE (Reading comprehension); (1-8, PM any age)• Math Computation (1-6, PM any age)• Math Facts (PM any age)• Spelling (1-8, PM any age)• Written Expression (1-8, PM any age)

All students in an academic curriculum are “benchmarked” three times per year across any/all of these assessment areas.

Administration and Scoring of Administration and Scoring of

READING-CURRICULUM-BASED READING-CURRICULUM-BASED MEASUREMENT (R-CBM) MEASUREMENT (R-CBM)

for Use in General Outcome Measurementfor Use in General Outcome Measurement

Mark R. Shinn, Ph.D.

Michelle M. Shinn, Ph.D.

Reading - Curriculum-Based Measurement (R-CBM)Reading - Curriculum-Based Measurement (R-CBM)

Students read aloud for 1 minute from Edformation’sEdformation’s Standard Standard Reading AssessmentReading Assessment PassagesPassages of meaningful, connected text.

Number of words read correct and number of errors are counted.

Reported as Reported as WRC/errorsWRC/errors

Benefits of Using Edformation’s Standard Reading Assessment Passages

Are written to represent generalgeneral curriculumcurriculum or be “ “curriculum curriculum independentindependent.”.”

Allow decision makingAllow decision making about reading growth, regardless of between-school, between-school-district, between-teacher differences in reading curriculum.

Are gradedgraded to be of equalequal difficulty.

Have numerous alternate formsalternate forms for testing over time without practice effects.

Administration and Scoring of R-CBM

What Examiners Need To Do…What Examiners Need To Do…

• BeforeBefore Testing students

• WhileWhile Testing students

• AfterAfter Testing students

Things you Need Before Testing

1. Standard Reading 1. Standard Reading Assessment Passage Assessment Passage Student Copy:Student Copy:

• No numbers

• Between 250-300 words (exception: 1st grade)

• An informative first sentence

• Same font style and size

• Text without pictures

• Obtain from your LAM

Things you Need Before Testing

2. Standard Reading 2. Standard Reading Assessment Passage Assessment Passage Examiner Copy:Examiner Copy:

•Pre-numbered so they can be scored quickly and immediately.

•Obtain from your LAM.

3. 3. Tier 1 (Benchmark) R-CBM Probes:Tier 1 (Benchmark) R-CBM Probes:

FALL (Sept): Grade 3

P01: It rained all day.

P02: Billy was sitting.

P03: Mama frog carried.

WINTER (Jan): Grade 3

P01: It rained all day.

P02: Billy was sitting.

P03: Mama frog carried.

SPRING (May): Grade 3

P01: It rained all day.

P02: Billy was sitting.

P03: Mama frog carried.

EE

XX

AA

MM

PP

LL

EE

1.1. AIMSweb Manager provides AIMSweb Manager provides staff with copies of three staff with copies of three grade-level probes (teacher grade-level probes (teacher and student copies).and student copies).

2.2. FALL (Sept.)FALL (Sept.): Staff administer : Staff administer three, grade-level probes to three, grade-level probes to each student.each student.Report median scoreReport median score..

3.3. WINTER (Jan.)WINTER (Jan.): Repeat : Repeat administration of same three administration of same three probes to each student.probes to each student.Report median score.Report median score.

4.4. SPRING (May)SPRING (May): Repeat : Repeat administration of same three administration of same three probes to each student.probes to each student.Report median score.Report median score.

4. Additional Assessment Aids Needed Before Testing

A list of students to be assessed

Stop Watch (required—digital preferred)

Clipboard

Pencil Transparencies or paper copies of examiner passages

Dry Marker or Pencil

Wipe Cloth (for transparencies only)

Setting up Assessment Environment

Assessment environments are flexible and could include…Assessment environments are flexible and could include…

• A set-aside place in the classroom

• Reading station in the hall way

• Reading stations in the media center, cafeteria, gym, or empty classrooms

• Computer lab, weight room, principal’s office, storage closet, or wherever there’s a quiet space

Things You Need to do While Testing

Follow the standardized directions:Follow the standardized directions:

• R-CBM is a standardized test

• Administer the assessment with consistency

• Remember it’s about testing, not teaching

• Don’t teach or correct

• Don’t practice reading the passages

• Remember best, not fastest reading

• Sit across from, not beside student

R-CBM Standard Directions for

1 Minute Administration

1) Place the unnumberedunnumbered copy in front of the student.

2) Place the numberednumbered copy in front of you, but shielded so the student cannot see what you record.

3) Say:

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

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

5) Follow along on your copy. Put a slash ( / ) through words read incorrectly.

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

7) Score and summarize by writing WRC/Errors

“Familiar” Shortened Directions

When students are assessed frequently and know the directions.When students are assessed frequently and know the directions.

Say:

When I say ‘Begin,’ start reading aloud at the top of this page.

Things to do After Testing

Score immediately!

Determine WRC.

Put a slash (/) through incorrect words.Put a slash (/) through incorrect words.

If doing multiple samples, organize your impressions of qualitative features.

What is a Word Read Correctly?

Correctly pronouncedCorrectly pronounced words within context.

Self-corrected incorrectSelf-corrected incorrect words within 3 seconds.

What is an Error?

MispronunciationMispronunciation of the word

SubstitutionsSubstitutions

OmissionsOmissions

3-Second3-Second pauses or struggles (examiner provides correct word)

What is not Incorrect? (Neither a WRC or an Error)

RepetitionsRepetitions

DialectDialect d differences

InsertionsInsertions (consider them qualitative errors)

Example

Juan finished reading after 1 minute at the 145th word, so he read 145 words total.

Juan also made 3 errors.

Therefore his WRC was 142 with 3 errors.Therefore his WRC was 142 with 3 errors.

Reported as: 142/3.

R-CBM Activity: Tallying Scores & Calculating Median

67 / 2 85 / 8 74 / 9

1 min. 1 min. 1 min.1 min. 1 min. 1 min.

Why use Median vs. Average?

Averages are susceptible to outliers when dealing with small number sets.Median Score is a statistically more reliable number than average for R-CBM.

Data: Get the MEDIAN score for student’s 3 passages: CORRECT WORDS

67 / 2 85 / 8 74 / 9

1 min. 1 min. 1 min.1 min. 1 min. 1 min.

Why use Median vs. Average?

Averages are susceptible to outliers when dealing with small number sets.Median Score is a statistically more reliable number than average for R-CBM.

Data: Get the MEDIAN score for student’s 3 passages: ERRORS

MEDIAN SCORE: 74/8

(Report in AIMSweb®)NOTE: R-CBM is the only measure for which

the median score is calculated.

BENCHMARK DATA ACTIVITYBENCHMARK DATA ACTIVITY

• Go to P. 2 of your trainee manual

• Calculate the Median Score for Hannah Berg

WRC = Words Read CorrectERRORS = Number of Errors

WRC/ErrorsExample: 64/2

(All identifying information and scores are fictitious.)

54 2

(All identifying information and scores are fictitious.)

Practice Exercise 1: Let’s Score – P. 3 in trainee manual

Practice Exercise 1: Let’s Score

This student read 73 WRC/7 Errors

Practice Exercise 2: Let’s Score – P. 3 in trainee manual

QuickTime™ and aH.263 decompressor

are needed to see this picture.

Practice Exercise 4: Let’s Score

This student read 86 WRC/5 Errors

Paired Practice – Oral Reading Fluency – P. 4 Trainee Manual

P. 4 in Trainee BookletFirst time: partner #1 answers, partner #2 scoresSecond time: partner #2 answers, partner #1 scores

Administration and Scoring of Administration and Scoring of

READING-MAZE (R-MAZE)READING-MAZE (R-MAZE)

for Use in General Outcome Measurementfor Use in General Outcome Measurement

Power Point Authored byJillyan Kennedy

Based on Administration and Scoring of Reading R-MAZE for Use with AIMSweb Training Workbook

ByMichelle M. Shinn, Ph.D.

Mark R. Shinn, Ph.D

R-MAZE is Used for Scientific Reasons R-MAZE is Used for Scientific Reasons Based on EvidenceBased on Evidence

• It is a reliable and valid indicator of student achievement.It is a reliable and valid indicator of student achievement.

• It is simple, efficient, and of short duration to facilitate It is simple, efficient, and of short duration to facilitate

frequent administration by teachers. frequent administration by teachers.

• It provides assessment information that helps teachers plan It provides assessment information that helps teachers plan

better instruction. better instruction.

• It is sensitive to the improvement of students’ achievement It is sensitive to the improvement of students’ achievement

over time. over time.

• It is easily understood by teachers and parents.It is easily understood by teachers and parents.

• Improves achievement when used to monitor progress.Improves achievement when used to monitor progress.

Curriculum Based Measurement Reading R-MAZECurriculum Based Measurement Reading R-MAZE

Area Timing Test Arrangements What is Scored?

CBM R-MAZE CBM R-MAZE ReadingReading

3 minutes3 minutes Individual, Small Individual, Small Group, or Group, or Classroom GroupClassroom Group

# of Correct # of Correct AnswersAnswers

CBM R-MAZE is designed to provide educators a more complete picture CBM R-MAZE is designed to provide educators a more complete picture of students’ reading skills, especially when comprehension problems are of students’ reading skills, especially when comprehension problems are suspected. suspected.

Curriculum Based Measurement Reading R-MAZE (Continued)Curriculum Based Measurement Reading R-MAZE (Continued)

• R-MAZE is a multiple-choice cloze task that students R-MAZE is a multiple-choice cloze task that students

complete while reading silently. complete while reading silently.

• The students are presented with 150-400 word passages.The students are presented with 150-400 word passages.

• The first sentence is left intact. The first sentence is left intact.

• After the first sentence, every 7th word is replaced with threeAfter the first sentence, every 7th word is replaced with three

word choices inside a parenthesis. word choices inside a parenthesis.

• The three choices consist of:The three choices consist of:

1)1) Near Distracter Near Distracter

2)2) Exact Match Exact Match

3)3) Far Distracter Far Distracter

Sample Grade 4 R-MAZE PassageSample Grade 4 R-MAZE Passage

Examples of R-MAZEExamples of R-MAZE

Administration and Scoring of CBM R-MAZEAdministration and Scoring of CBM R-MAZE

What examiners need to do . . .What examiners need to do . . .

• Before testing studentsBefore testing students

• While testing studentsWhile testing students

• After testing studentsAfter testing students

Items Students Need Before TestingItems Students Need Before Testing

What the students need What the students need for testing:for testing:

• CBM R-MAZE CBM R-MAZE practice test practice test

• Appropriate CBM Appropriate CBM R-MAZE passages R-MAZE passages

• PencilsPencils

Items Administrators Need Before TestingItems Administrators Need Before Testing

What the tester uses What the tester uses for testing:for testing:

• StopwatchStopwatch

• Appropriate Appropriate CBM R-MAZE CBM R-MAZE answer keyanswer key

• Appropriate Appropriate standardized standardized directionsdirections

• List of students List of students to be tested.to be tested.

Things You Need to do While TestingThings You Need to do While Testing

• Attach a cover sheet that includes the practice test so that students do Attach a cover sheet that includes the practice test so that students do not begin the test right away. not begin the test right away.

• Do a simple practice test with younger students. Do a simple practice test with younger students.

• Monitor to ensure students are circling answers instead of writing them. Monitor to ensure students are circling answers instead of writing them.

• Be prepared to “Prorate” for students who may finish early. Be prepared to “Prorate” for students who may finish early.

• Try to avoid answering student questions. Try to avoid answering student questions.

• Adhere to the end of timing. Adhere to the end of timing.

Follow the standardized directions:Follow the standardized directions:

CBM R-MAZE Standard DirectionsCBM R-MAZE Standard Directions

1) Pass R-MAZE tasks 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.

2) Say this to the student (s):

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 3 words. Your job is to circle the 1 word that makes the most sense in the story. Only 1 word is correct.

3) Decide if a 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 the word ran.)

CBM R-MAZE Standard Directions (Continued)CBM R-MAZE Standard Directions (Continued)

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 up the hill. Which word is the correct word

for the sentence? (The 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.

CBM R-MAZE Standard Directions (Continued)CBM R-MAZE Standard Directions (Continued)

4) 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?

5) Then say, ‘Begin.’ Start your stopwatch.

6) Monitor students to make sure they understand that they are to circle only 1 word.

7) If a student finished before the time limit, collect the student’s R-MAZE task and record the time on the student’s test booklet.

8) At the end of 3 minutes say: Stop. Put your pencils down. Please close your booklet.

9) Collect the R-MAZE tasks.

CBM R-MAZE Familiar DirectionsCBM R-MAZE Familiar Directions

1) After the students have put their names on the cover sheer, 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?

2) Then say, ‘Begin.’ Start your stopwatch.

3) Monitor students to make sure they understand that they are to circle only 1 word.

4) If a student finished before the time limit, collect the student’s R-MAZE task and record the time on the student’s test booklet.

5) At the end of 3 minutes say: Stop. Put your pencils down. Please close your booklet.

6) Collect the R-MAZE tasks.

Things to Do After TestingThings to Do After Testing

• Score immediately to ensure accurate results!Score immediately to ensure accurate results!

• Determine the number of words (items) correct.Determine the number of words (items) correct.

• Use the answer key and put a slash (/) through incorrectUse the answer key and put a slash (/) through incorrect words. words.

CBM R-MAZE ScoringCBM R-MAZE Scoring

What is correct?What is correct?

The students circles the word that matches the correct word on the The students circles the word that matches the correct word on the scoring template.scoring template.

What is incorrect?What is incorrect?

An answer is considered an error if the student:An answer is considered an error if the student:

1)1) Circles an incorrect wordCircles an incorrect word

2)2) Omits word selections other than those the studentOmits word selections other than those the student

was unable to complete before the 3 minutes was unable to complete before the 3 minutes

expiredexpired

Making Scoring EfficientMaking Scoring Efficient

1)1) Count the total number of items up to the last circled Count the total number of items up to the last circled word.word.

2)2) Compare the student answers to the correct answers on Compare the student answers to the correct answers on the scoring template. Mark a slash [/] through incorrect the scoring template. Mark a slash [/] through incorrect responses. responses.

3)3) Subtract the number of incorrect answers from the total Subtract the number of incorrect answers from the total number of items attempted. number of items attempted.

4)4) Record the total number of correct answers on the cover Record the total number of correct answers on the cover sheet followed by the total number of errors (e.g., 35/2).sheet followed by the total number of errors (e.g., 35/2).

Paired Practice : Let’s Score – Paired Practice : Let’s Score – Trainee Manual P. 5Trainee Manual P. 5

• P. 5 in Trainee Booklet• First time: partner #1

answers, partner #2 gives full directions (P. 18) and administers passage on P. 22

• Second time: partner #2 answers, partner #1 gives abbreviated directions (P. 20)

Accessing Your MaterialsAccessing Your Materials

Two options:- Print materials online- Pull materials from folder at school and make copies

Accessing Materials OnlineAccessing Materials Online

So So

Accessing the Materials FolderAccessing the Materials Folder

• Your school will have one Benchmark package and one Progress Monitoring Package

• Benchmarking Package contains:

• Student Materials Folder for each grade level

• Contains the materials the student will have in front of them when testing for each grade level (make one copy of each MAZE passage for each student because they will be writing on them)

• Teacher Materials Folder for each grade level

• Contains scoring booklet for each grade level (make one copy per student in your class)

• Contains administration and scoring manual for each measure

• Contains MAZE answer key for benchmark passages (Grades 3-8)

• Progress Monitoring Package contains:

• One copy of each progress monitoring probe and answer key at each grade level

Distribution of Materials and Distribution of Materials and Collection of DataCollection of Data

• Make a plan of action:

• Who will distribute materials (i.e., scoring booklets, student probes) at your school during benchmarking?

• Will each teacher print/copy their own materials? Or will one person distribute the materials to all the teachers?

• When will your school begin benchmarking (a two-week window recommended as the maximum time for each benchmarking period)?

• Where will testing take place?

• What logistical barriers to testing exist and how will those be handled?

Once data are collected, it is easily entered into AIMSweb®’s web-based software.

Simply type in the scores! (pictured at left)

Dozens of reports are then instantly available.(Estimated time: 3-5 minutes.)

Easy Score EntryEasy Score Entry

(All identifying information and scores are fictitious.)

AIMSweb as a Program Evaluation Tool: AIMSweb as a Program Evaluation Tool: Benchmark 3x/year for Universal Screening—Benchmark 3x/year for Universal Screening—AllAll KidsKids

(All identifying information and scores are fictitious.)

Michael Martin:Michael Martin: A student with Benchmark Data that indicates he is performing significantly behind peers at his school.

Fall Benchmark Data for Michael MartinFall Benchmark Data for Michael Martin

Martin, Michael: Grade 5

(All identifying information and scores are fictitious.)

Box & Whiskers Graphs (box plots): Box & Whiskers Graphs (box plots): A 3-Step ExplanationA 3-Step Explanation

AIMSweb commonly uses box plots to report data.

AIMSweb’s Box plots are AIMSweb’s Box plots are somewhat similar in somewhat similar in shape and representation shape and representation as to a vertical bell curve.as to a vertical bell curve.

7575thth percentile percentile

Median (50Median (50thth percentile)percentile)

2525thth percentile percentile

9090thth percentile percentile

1010thth percentile percentile

Above 90Above 90thth percentilepercentile

Average range of Average range of population population includedincluded

in sample.in sample.

Below Average Below Average RangeRange

Above Average Above Average RangeRange

Below 10Below 10thth percentilepercentile

Michael Martin

Target Line

**

*

**

*

**In relation to user-defined comparison group

1 3

2

Average Range (middle 50%)

DiscussionDiscussion: Consider Michael’s R-CBM performance in : Consider Michael’s R-CBM performance in relationship to different AIMSweb® Comparison Groupsrelationship to different AIMSweb® Comparison Groups

Grade 5:Michael’s SchoolMichael’s School

Grade 5: Michael’s DistrictMichael’s District

Grade 5: National National Aggregate NormsAggregate Norms

(All identifying information and scores are fictitious.)

Michael appears to be performing Michael appears to be performing below expectationsbelow expectationswhen compared to all three comparison groups.when compared to all three comparison groups.

Grade 5:Michael’s SchoolMichael’s School

Grade 5: Michael’s DistrictMichael’s District

Grade 5: National National Aggregate NormsAggregate Norms

(All identifying information and scores are fictitious.)

• Consider modifying instructional program(s)

• Consider increasing frequency of assessment to assess efficacy of alternate program(s)

• Review data regularly to assess progress

AIMSweb National Aggregate Norm TableAIMSweb National Aggregate Norm Table

AIMSweb Aggregate Norm TableAIMSweb Aggregate Norm Table

An Introductory Look at Additional An Introductory Look at Additional Benchmark DataBenchmark Data

Individual Report: 33rdrd Grade Student Grade Student

QUESTIONS:

• What does report suggest about Viviana’s progress?

• What does report suggest about the school’s progress for its 3rd grade students?

• What if you saw this pattern in only one school’s 3rd grade within your district?

• What if you saw this pattern across most or all 3rd grade groups in your district?

Data to Know that Things Went WellThings Went Well

QUESTIONS:

• What does report suggest about Heather A’s progress?

• SPRINGSPRING: Compared to Grade 3 peers at her school, is Heather performing in the: - Well Above Average Range? - Above Average Range? - Average Range? - Below Average Range? - Well-Below Average Range?

Have Data to Know When ThingsThings Need ChangingNeed Changing

QUESTIONS:

• What are possible reasons why U. Boardman might not be making progress?

• What might happen if nothing is done to address U. Boardman’s needs?

• Without this type of visual data, collected at each Benchmark period, do you believe U. Boardman’s stagnation would have been quickly noticed otherwise?

Data to Know that ChangesChanges Made a DifferenceMade a Difference

Tier 2: Strategic MonitorTier 2: Strategic Monitor

Strategic Monitor:Strategic Monitor:(1x/month)

Provides option to increase assessment frequency from three times per year to once per month for select students.

(All identifying information and scores are fictitious.)

Example of Strategic Monitor report containing monthly data collected over a full school year

Strategic Monitoring: October (Lindsey Hunter)Strategic Monitoring: October (Lindsey Hunter)

(All identifying information and scores

are fictitious.)

Intensive monitoring of individualized goals for Intensive monitoring of individualized goals for students at-risk of failurestudents at-risk of failure

TIER 3: Progress Monitor

3

3

Progress Monitor (Tier 3):Progress Monitor (Tier 3): Intensive assessment with adjustable Intensive assessment with adjustable

frequency that matches needfrequency that matches need

(All identifying information and scores are fictitious.)

3

BenchmarkBenchmark(Tier 1):(Tier 1): 3x per year3x per year

Strategic Monitoring Strategic Monitoring (Tier 2):(Tier 2): 1x per month for select 1x per month for select studentsstudentsat risk for educational at risk for educational difficulties difficulties

Progress MonitorProgress Monitor(Tier 3):(Tier 3): Intensive assessment with Intensive assessment with adjustable frequency that adjustable frequency that matches needmatches need

(All identifying information and scores are fictitious.)

Compare a School to a CompositeCompare a School to a Composite

Many More Reporting Options AvailableMany More Reporting Options Available

The End