Lana Titus (with Rose Hill staff members Debbie Firebaugh and Kathy Feigl) CI 837 Fall 2012

AIMSweb????? Formative Assessment Replacing Dibels NEXT testing measure for district District wide assessment fidelity Computerized testing availability Computerized assessment measures make for easier report creation Assessments will have 3 probes, takes the median score for reporting (not the average)

Testing Schedule Kindergarten Fall: LNF Winter: LNF, LSF, PSF, NWF Spring: LNF, LSF, PSF, NWF First Grade Fall: LNF, LSF, PSF, NWF Winter: PSF, NWF, R-CBM Spring: NWF, R-CBM Second Grade Fall: R-CBM Winter: R-CBM Spring: R-CBM

Letter Naming Fluency Directions for 1 minute administration Place student copy in front of child Examiner copy (or computer) where student cannot see recordings Say specified directions Start stopwatch when child says first letter. If student does not say first letter wait 3 seconds and give letter name. Mark incorrect. Point to next letter. If letter sound is given instead of letter name give one reminder (scripted). If continues to give letter sound mark incorrect and continue on. If student does not get any correct letter name within the first 10 letters, discontinue and score as a zero. Follow along on examiner copy (or computer). Put slash where incorrect. Maximum wait time per answer is 3 seconds. Then move on. At end of 1 minute, bracket after last letter and say stop.

LNF Continued… What is correct/incorrect If student calls I an L and L an I, mark as correct due to font differences Self-correction within 3 seconds makes answer correct Articulation and dialect differences are not counted as errors Substitutions are incorrect Omissions are incorrect Struggles with an answer for longer than 3 seconds is incorrect Skipped row is all counted wrong

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LNF Continued… Paper pencil administration practice Computer administration practice Login in to Aims Web with “dummy class” Go to scoring Click Edit Select assess button for student being tested under LNF Click on directions and read them to the student (Mock student) Click start timer once first answer is given Continue scoring till timer stops Click on final answer at 1 minute and say stop

Letter Sound Fluency Directions for 1 minute administration Place student copy in front of child Examiner copy (or computer) where student cannot see recordings Say specified directions Start stopwatch when child says first letter sound. If student does not say first letter sound wait 3 seconds and give letter sound. Mark incorrect. Point to next letter. If letter name is given instead of letter sound give one reminder (scripted). If child continues to give letter name mark incorrectly and continue on. If student does not get any correct letter sound within the first 10 letters, discontinue and score as a zero. Follow along on examiner copy (or computer). Put slash where incorrect. Maximum wait time per answer is 3 seconds. Then move on. At end of 1 minute, bracket after last letter sound and say stop.

LSF Continued… What is correct/incorrect If student calls I and L and L an I, mark as correct due to font differences Student must provide the most common sound of each letter. Usually the short sound for vowels. Self-correction within 3 seconds makes answer correct Articulation and dialect differences are not counted as errors Substitutions or less common sounds are incorrect Omissions are incorrect Struggles with an answer for longer than 3 seconds is incorrect Skipped row is all counted wrong

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LSF Continued… Paper pencil administration practice Computer administration practice Login in to Aims Web with “dummy class” Go to scoring Click Edit Select assess button for student being tested under LSF Click on directions and read them to the student (Mock student) Click start timer once first answer is given Continue scoring till timer stops Click on final answer at 1 minute and say stop

Phoneme Segmentation Directions for 1 minute administration Examiner copy on clipboard (or computer), turn where student cannot see recordings Say specified directions Give student the first word and start your stopwatch when they say the first sound of the word. If student does not say a sound segment after 3 seconds, give the second word and score first word as incorrect. As student says the sounds, mark the responses. Underline correct sounds and slash incorrect sounds. As soon as student has finished saying the sounds, present the next word promptly and clearly Maximum time for each sound is 3 seconds At the end of 1 minute, stop words and place a bracket after the last segment produced If student has not given any sound segments correctly in the first 5 words, discontinue test and give a score of zero.

PSF Continued… What is correct/incorrect Articulation and dialect differences are not counted as errors Complete segmentation: students get 1 point for every correct segment provided in 1 minute, even if it is not at phoneme level Overlapping segmentation: they get a point for each different sound segmentation Schwa sounds are not counted as errors Additions are not counted as errors Elongated sounds are not counted as errors Omissions of sounds is incorrect No segmentation: if student repeats the entire word not credit is given Segment mispronunciation: no credit is given for incorrect sound production Struggles with an answer for longer than 3 seconds is incorrect

EarlyLiteracy/PhonemeSegmentationFluency2.swf

PSF Continued… Paper pencil administration practice Computer administration practice Login in to Aims Web with “dummy class” Go to scoring Click Edit Select assess button for student being tested under PSF Click on directions and read them to the student (Mock student) Click start timer once first answer is given Continue scoring till timer stops Click on final answer at 1 minute and say stop

Nonsense Word Fluency Directions for 1 minute administration Place practice items in front of child Explain the task using the practice items and specific directions Place student copy in front of child Examiner copy (or computer) where student cannot see recordings Say specified directions Start timer when first nonsense word or first sound is given. If student does not say word or sound segment after 3 seconds, tell student first sound and say “Next letter”. Score that sound as incorrect. If student does not get any sounds correct in words 1-5, discontinue and score with a zero. Follow along and underline each phoneme student provides correctly, either in isolation or in the context of the nonsense word. Slash each phoneme read incorrectly or omitted. At end of 1 minute, place a bracket after the last phoneme and say stop.

NWF Continued… What is correct/incorrect Correct letter sounds are correct Correct whole word is correct Self-correction within 3 seconds makes answer correct Articulation and dialect differences are not counted as errors Sounds produced out of order are correct Blended letter sounds are correct Incorrect letter sounds are incorrect 3 second rule according to how the student is reading, either sound-by-sound or word-by-word Repeated sounds: letter sounds pronounced twice while sounding out the word are given credit only once. Insertions are not scored Skipped row: all sounds are marked incorrect

EarlyLiteracy/NonsenseWordFluencyPractice1.swf

NWF Continued… Paper pencil administration practice Computer administration practice Login in to Aims Web with “dummy class” Go to scoring Click Edit Select assess button for student being tested under NWF Click on directions and read them to the student (Mock student) Click start timer once first answer is given Continue scoring till timer stops Click on final answer at 1 minute and say stop

R-CBM Directions for 1 minute administration Place the unnumbered copy in front of the student Place the numbered copy in front of examiner on clipboard (or computer) so student cannot see scoring Say the specified directions Follow along on your copy (or computer). Put slash through words read incorrectly. At the end of 1 minute, place a bracket after last word read and say stop.

R-CBM Continued… What is correct/incorrect Words are correctly pronounced within context Self-correction within 3 seconds makes answer correct Articulation and dialect differences are not counted as errors Mispronunciation of the word is incorrect Substitutions are incorrect Omissions are incorrect Struggles with an answer for longer than 3 seconds is incorrect Repetitions are not errors Insertions are not errors

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R-CBM Continued… Paper pencil administration practice Computer administration practice Login in to Aims Web with “dummy class” Go to scoring Click Edit Select assess button for student being tested under R-CBM Click on directions and read them to the student (Mock student) Click start timer once first answer is given Continue scoring till timer stops Click on final answer at 1 minute and say stop

Questions or Concerns?? Do teachers and reading staff want to have a shadow scorer for the computer scorer during Fall, Spring, and Winter assessments? Do teachers and reading staff want more “dummy student” scoring practice before Fall assessments? Which teacher plan time does each grade level want to set aside weekly to meet with MTSS managers? Does each grade level have all materials in their notebooks for testing? What other questions do the teachers and staff have?

Reference Information Shinn, M. M., & Shinn, M. R. (2002). Administration and scoring of early literacy measures for use with AIMSweb. NCS Pearson.