AIMSweb Curriculum Based Measurements

AIMSweb Curriculum Based Measurements
DPS District RtI Team AIMSweb Curriculum Based Measurements

Outcomes To know the four purposes for assessment
To understand what makes an assessment a Curriculum Based Measure (CBM) To be able to differentiate between a Mastery Measure and a CBM To know why CBMs offer a unique way to progress monitor student growth Permission to reprint granted with appropriate acknowledgement ©2009 DPS

What is Reliable Assessment?
LETRS Module 8 Presenter's Kit Slides 4/21/2017 What is Reliable Assessment? Reliability of the assessment refers to the stability or consistency of test scores. To have confidence in assessment, we would expect a similar score if the students were tested: a) On a different day. b) By a different tester. c) A set of comparable items. Before we begin talking about assessment, let’s do a quick review of the terms we use when we talk about assessment Explain the importance of reliability to participants by reviewing the points on this slide. • Scores must be reliable in order to provide helpful information regarding student reading instruction. Permission to reprint granted with appropriate acknowledgement ©2009 DPS

What is Valid Assessment?
LETRS Module 8 Presenter's Kit Slides 4/21/2017 What is Valid Assessment? Validity of assessment refers to evidence that the test measures what it is supposed to measure. Validity is established by showing that the test agrees with or predicts scores on other accepted measures. Screening tests must have predictive validity. For example, DIBELS Oral Reading Fluency is predictive of performance on outcome assessments such as CSAP • Explain to participants that predictive validity should be an established technical property of any measure used for screening. • If assessments are not valid, they might as well not be used. Permission to reprint granted with appropriate acknowledgement ©2009 DPS

What is Efficient Assessment?
LETRS Module 8 Presenter's Kit Slides 4/21/2017 What is Efficient Assessment? It takes a minimum amount of time to give. It is not expensive. The data is easy to interpret and manage. Key skills have been selected for measurement. There is a big pay-off in terms of the usefulness of the information gathered. • Explain to participants that valuable instructional time is lost when a teacher gives lengthy assessments. Teachers will want to use reliable, valid measures that give them the most helpful information in the shortest amount of time, especially given the necessity to progress monitor students in multi-tier interventions with increasing frequency. • You might use the analogy of the use of blood tests, blood pressure readings, and body-temperature readings to assess the general health of an individual. These quick measures give medical personnel an indication of the overall health of a person without the need for lengthy testing or surgery. Permission to reprint granted with appropriate acknowledgement ©2009 DPS

LETRS Module 8 Presenter's Kit Slides
4/21/2017 Why do we give tests? States, districts, schools, and teachers need to know whether they are: reducing the number of “failing” students; increasing the number of students reading at grade level or above; and increasing the percentages of students in ethnic, racial, and low-income populations who are reading at grade level or above. •Explain to participants that assessments have various purposes. •The key question is: What do we need to know about schools, programs, classes, and individuals? Permission to reprint granted with appropriate acknowledgement ©2009 DPS

An effective, comprehensive assessment plan includes assessments to accomplish four purposes: 4/21/2017 Outcome—to provide a bottom-line evaluation of the effectiveness of the instructional program. Screening—to determine which children are at risk for academic difficulty and who will need additional intervention. Diagnosis—to help teachers plan instruction by providing in-depth information about students’ skills and instructional needs. Progress Monitoring—to determine if students are making adequate progress or need more intervention to achieve grade level outcomes. 1. Outcome, or accountability, assessment provides the cornerstone for an assessment system that can support schools to change outcomes for our children. These high-stakes tests often concern teachers, who feel they must “teach to the test.” You could begin to make the point here that what you test is not what you teach, and that good reading instruction will enable students to score well on these high-stakes tests. 2. Screening assessment is given to all students and is used to identify students early in the school year who may experience difficulty meeting standards on the end-of-year outcome, or accountability, assessment. 3. Diagnostic assessment in the classroom informs a specific instructional plan for what we need to do to change the outcome—in essence, to defy the prediction of reading failure. Help to clearly differentiate between the two uses of this term, 1. Handicapping Diagnosis 2. Instructional Diagnostic tools such as the DRA2. You are not suggesting that mainstream teachers be involved with giving lengthy, standardized tests to students. 4. Progress monitoring assessment provides continuous, ongoing, formative information that is used to evaluate and modify the instructional plan. This is a critical assessment process, because students are typically assigned remedial help with little or no check to see if this help is improving their scores. For the purpose of this presentation, we will only focus on Screening and Progress Monitoring. Permission to reprint granted with appropriate acknowledgement ©2009 DPS

4/21/2017 What is Screening? All children are assessed. Each child’s assessment is brief, 10 minutes or less. Screenings are given at the beginning, middle, and end of the year. The purpose is to flag children who are at risk for not being at grade level. Examples: CBMs (DIBELS , AimsWeb,DRA-2 (CBLA data), Spelling Inventories, SRI In order to understand more about AIMSweb , we will be focusing on screening and Progress monitoring • Explain to participants that screening is like taking a child’s “vital signs.” The goal of screening is broad categorization of students into three groups: benchmark, some risk, or at risk. • Screening is administered in all five of the major components of reading—not just one—as soon as students can do the assessment! Permission to reprint granted with appropriate acknowledgement ©2009 DPS

4/21/2017 Use of Screening Data Screening is useful for predicting who is likely to have academic difficulty. The primary purpose of screening is to identify children before they fail and make sure the instruction is appropriate. Identification is not enough! Screening is only valuable if it leads to differentiated instruction. • Screening should be closely aligned with state or district standards, with the accountability assessment given at the end of the year. A crucial role of screening is to identify students who may not reach the outcome or accountability standard unless we provide additional intervention. Screenings should measure level of development • Screening must fit in an assessment system that targets important outcomes and leads to the development of an intervention plan to change those outcomes for at-risk students. Permission to reprint granted with appropriate acknowledgement ©2009 DPS

What is Progress Monitoring?
LETRS Module 8 Presenter's Kit Slides 4/21/2017 What is Progress Monitoring? Assessing a child every few weeks on alternate forms of a task, such as oral passage reading fluency, to measure growth resulting from instruction •Explain to participants that once teachers have completed a screening, have identified students below a benchmark, and have provided students with some additional instruction to meet their needs, teachers must track student progress to ensure that students are increasing their reading skills at a rate that will allow them to meet or exceed benchmark by the next screening date. •Progress monitoring measures are given ONLY to those students who do not meet a benchmark score on a screening measure. •DIBELS provides progress monitoring measures for phoneme segmentation (ISF and PSF), nonsense word reading (NWF), vocabulary (WUF), and oral reading fluency (ORF) with retelling (RTF).

4/21/2017 Why Monitor Progress? Children’s responses to instruction cannot be assumed. Students with true disabilities can be identified by poor response to instruction; refer them for additional evaluation. We need to document objectively whether students are on the right track toward closing the gap. • Even the best intervention plans that are based on accurate and informative diagnostic assessments sometimes do not work as intended. • An assessment system must include progress monitoring to provide ongoing, formative evaluation of interventions so that the interventions can be modified early enough to successfully address each child’s weaknesses. • Progress monitoring assessment should be closely aligned with intervention content, which should be closely aligned with accountability outcomes. The whole assessment-instruction-intervention system should be aligned to the core curriculum. Permission to reprint granted with appropriate acknowledgement ©2009 DPS

Progress: The Teacher’s Map
LETRS Module 8 Presenter's Kit Slides 4/21/2017 Progress: The Teacher’s Map A change in intervention Aimline This slide is animated so that you can show the differences in progress monitoring scores before and after a change in intervention is implemented. Explain to participants that progress monitoring provides a Global Positioning system for educators; if you do not know where you are going, you will never get there! In this figure, the first 3 X’s represent the child’s initial level of skills with respect to the accountability goal for the grade. Across the bottom is month of the school year. The bulls eye represents the accountability outcome for the child’s grade in school. If the child achieves that level of skill (or higher) then the child is on grade level and on track to meet standards for state accountability assessments in later grades. The green line represents the course the child will need to follow to achieve the desired outcome. The purple line represents a change or modification in the intervention plan. Sometimes the change may be a different intervention, sometimes the change may be additional time or practice opportunities within the same intervention. Sometimes you need a major course correction, sometimes a minor course correction will do. But, the child must stay on course to achieve the outcome. Permission to reprint granted with appropriate acknowledgement ©2009 DPS p. 16

2 Types of Progress Monitoring
Mastery Based Running Records Unit Tests (Teacher created and publisher created) Spelling Tests Curriculum Based Measures DIBELS AimsWeb Have the check against this list. Be sure to emphasize that there are two types of progress monitoring: Mastery Based and Curriculum Based Measures Mastery based measures are usual CRITERION BASED assessments (e.g., measuring what Johnny knows compared to what Johnny knew before I taught a specific skill or strategy. I teach Johnny a specific word attack skill and then monitor with running records to see if he generalizes it to his independent reading). CURRICULUM BASED measures are NORMATIVE BASED assessments, standardized using a normative sample of children equivalent in grade level or chronological age to Johnny, such that 50% tested above the normative average, and 50% tested below, on a bell curve distribution (Roland Good has normative standardized DIBELS to the 40%ile). Permission to reprint granted with appropriate acknowledgement ©2009 DPS

Defining Mastery Based Measurement
MASTERY MEASUREMENT Teachers have been doing it for years Tracks Mastery of a Discrete Skill Follows an set sequence of skills Uses a criterion-referenced test for each skill. Once the skill is mastered, teachers move to the next instructional skill in the sequence. 2nd Grade Example Phonics cvc patterns cvce patterns cvvc patterns . . . Sight Vocabulary Comprehension Identification of who/what/when/where Identification of main idea Sequence of events Fluency To implement Mastery Measurement, the teacher or publisher… Determines the sequence of skills in an instructional hierarchy. Develops a criterion-referenced test for each skill. Develops assessment tools that track short term mastery of a series of instructional skills that have been targeted for mastery. Continues with alternate forms of the test (each test has one type of item on it) until mastery is achieved. Once the skill is mastered, teachers move to the next instructional skill in the sequence. Teachers have been doing this for years!! They are don’t necessarily meet the requirement of a CBM to be norm referenced, reliable and valid. However, they are an important part of the successful implementation of an RtI system! Consider this hypothetical second grade curriculum. If a teacher is creating Mastery Measurements to determine a student’s progress in the phonics skills. The first 3 week unit might focus on CVC patters with a pre/post test to see if student can read and spell words with this pattern. As soon as this goal is met, the teacher would move onto the CVCe patterns. The goal is constantly changing and becoming more advanced. Permission to reprint granted with appropriate acknowledgement ©2009 DPS

Defining Curriculum Based Measurement
Informs how students are progressing in reading Result of 30 years of research Used across the country Demonstrates strong reliability, validity, and instructional utility 2nd Grade CBM Example Students read aloud from a grade-level passage. Each passage has the same difficulty. As each student reads, teacher marks errors. The number of words read correctly is counted. Scores are put on a graph. Progress is tracked frequently to shape instructional decisions Research from Fuchs & Fuchs, Good & Kaminski, Shin Permission to reprint granted with appropriate acknowledgement ©2009 DPS

Curriculum Based Measurement
Curriculum-Based Measurement (CBM) is a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. Result of 30 years of research Used across the country Demonstrates strong reliability, validity, and instructional utility Permission to reprint granted with appropriate acknowledgement ©2009 DPS

Research on CBMs The CBM score is an overall indicator of reading competence Students who score high on CBM − Are better decoders − Are better at sight vocabulary − Comprehend better CBM is sensitive to student improvement. CBM corresponds strongly with high-stakes tests. When teachers use CBM to inform their instructional decisions, student achievement improves. CBMs to be valid for ELLs demonstrating correlation with comprehension skill levels (Baker & Good, 1995; Fien et.al., 2008) This is a highlight of what the research tells us about CBMs Anticipate questions about ELLs. There is a huge misconception that there is no research on the use of CBMs with ELLs. It is simply not true. Refer to the information below if needed. Is there research to demonstrate that CBMs are valid to use with ELL’s? There is research to demonstrate the effectiveness using CBM’s with ELL’s. It actually applies to both DIBELS and AIMS equally. In one study involving a comparison of ORF and ELs and ESs, correlation coefficients between ORF and performance on the Standford Diagnostic Reading Comprehension subtest were not significantly different among EL and ES second-graders [.71 for ELs and .56 for ES] (Baker & Good, 1995). When this same study was replicated with 3rd and 5th Graders the results were similar [Third = .61 for ELs and .71 for ES] and [Fifth = .69 for ELs and .57 for ES] (Wiley & Deno, 2005). An additional study explored the correlation coefficients between NWF and the SAT-10 in ELs across grades K-2 found a moderately high correlation that ranged between .64 and .77 (Fien et. al., 2008). Are the benchmark goals appropriate for diverse learners. Is it realistic to think that children with diverse learning needs and from different cultural/linguistic backgrounds can achieve these goals? CBM benchmark goals have been researched across all geographic areas of the United States with a wide range of types of schools and students. Students who achieve the DIBELS benchmark goals have a higher probability of becoming readers than students who do not.

CBM’s Can Be Used For… Universal Screening
As a part of a BOE to create instructional groups. Progress monitoring Required at Targeted and Intensive Levels Engaging students in their own progress! Do a quick recap of what we have learned about CBMs Permission to reprint granted with appropriate acknowledgement ©2009 DPS

Understanding the Role of CBMs in the DPS RtI Assessment System
CBM’s are a necessary addition to our tool box. They do not replace Mastery Measurement; They are an additional tool for more standardized, frequent information regarding a student’s progress toward goals. CBM’s are a necessary addition to our tool box in order to monitor progress with a reliable and valid assessment. It does not trump the mastery measurements, but must be added to the Body of Evidence that determines if a student is making adequate progress. Permission to reprint granted with appropriate acknowledgement ©2009 DPS

AIMSweb Reading www.aimsweb.com
Introduce test and bring attention to web address

Outcomes Understand what each subtest is measuring.
Understand why each test is administered. Understand how to administer each subtest. Understand how to score each subtest. Review Outcomes

Height and Weight are Indicators of Physical Development
AIMSweb is an indicator or overall reading outcomes just like your weight or blood pressure is an overall indicator of health. When you bake a cake, you don’t cut it open to see if it is done. You check it with a toothpick – an indicator of doneness.

How Do We Use AIMSweb? Types of Assessment
Benchmark assessment At Grade Level All students 3-4 times per year Progress monitoring At Instructional Level Students who need support more frequently Today we are focused on Benchmarking We will review Progress Monitoring at a later date

Middle and Low Trajectories for Second Graders
Words Per Minute Reading Trajectories are established early. Once children fall behind, they tend to stay behind unless something significant changes with their instruction. What Do We Know? Reading trajectories are established early. Readers on a low trajectory tend to stay on that trajectory. Students on a low trajectory tend to fall further and further behind. The later children are identified as needing support, the more difficult it is to catch up!

Identify Students Early
Reading trajectories cannot be identified by reading measures until the end of first grade. Words Per Minute When you look at the gap at the beginning at first grade, it would be nearly impossible to know who is at risk. They all are at about the same level. Reading trajectories cannot be identified by reading measures until the end of first grade.

Identify Students Early Need for AIMSweb
Words Per Minute This is why we need tools like DIBELS, to help us identify who is at risk before the fall significantly behind.

We CAN Change Trajectories
How? Identify students early. Focus instruction on Big Ideas of literacy. Focus assessment on indicators of important outcomes.

Where are we? How are we doing? Where do we want to be ?
GPS On How are we doing? Where do we want to be ? How do we get there? Port Desired Course You are Here Actual Course

AIMSweb Probes are the GPS for Educators
Correct Phonemes Aimline

The AIMSweb Subtests

Reading-CBM (Oral Reading Fluency – ORF)
Mid First Grade – 12th Grade

What Is Reading Fluency?
LETRS Foundations: Glaser and Moats 4/21/2017 What Is Reading Fluency? Fluent readers read words with: Automatic recognition. Quick and accurate decoding. Comprehension. Reading fluency can be measured by: Rate and accuracy. Words read correctly per minute. Key Idea: Participants need to be comfortable with a definition of fluency that extends beyond “fast” reading. Fluent reading is a complex sum of the many parts of reading and the automatic application of those parts. Main Points: Fluent reading is smooth, fluid, and more enjoyable to listen to than the choppy, slow, and tentative reading of the dysfluent reader. Fluent readers read words accurately and comprehend what they are reading, so they read with prosody or phrasing and expression. Automatic recognition of words, quick and accurate decoding of unfamiliar words, and the simultaneous connection of ideas leading to comprehension are all aspects of fluency. We quantify reading fluency by measuring rate and accuracy. Reading fluency can be measured and monitored by counting the number of words read correctly per minute in a one-minute passage. Researchers have established norms to determine expected levels of reading fluency in grades 1–8, shared later in this section. p. 130

Is ORF just word calling?
LETRS Foundations: Glaser and Moats 4/21/2017 Is ORF just word calling? If wake up music, put on rock denim, speak orange jeans juice you for breakfast, and drink English, those of are part your things culture. If eat you bread for flat speak breakfast, Arabic, and long wear a to cotton protect robe you the from hot, those sun things part are of culture your. Key Idea: Many individuals will say that ORF is just word calling. What do you think? Have participants read this story quickly to see how well they word call. Time them for 10 seconds (Original passage excerpted from Rewards, page 250, by Anita Archer, Sopris West) p. 138

LETRS Foundations: Glaser and Moats
4/21/2017 What do you think? If you wake up to rock music, put on denim jeans, drink orange juice for breakfast, and speak English, those things are part of your culture. If you eat flat bread for breakfast, speak Arabic, and wear a long cotton robe to protect you from the hot sun, those things are part of your culture. When some people hear the word culture, they think of priceless paintings and classical symphonies. Culture, as used in geography, is the way of life of a group of people who share similar beliefs and customs. These people may have the same language and religion. Now have them read it again for 10 seconds. Ask them if they got further in the text. Explain that this research was done with students as well. Students were able to read more words, more fluently when it was connected text. Our brains need meaning to be fluent readers. Citation will be added later (Original passage excerpted from Rewards, page 250, by Anita Archer, Sopris West) p. 138

Reading Fluency: Reading passage Administered individually
Timed for one minute Errors marked as student reads three (3) stories Teacher records middle score Administer Grade Level passages at benchmark; instructional level for progress monitoring.

Administration Rules Time for a continuous minute
At the end of one minute place a bracket (]) Emphasizing Words Read Correctly (WRC). 3-Second Rule. If a student stops or struggles with a word for 3 seconds, tell the student “the word” and mark it as incorrect. • Discontinue Rule. If the passage that is read is so hard that the student reads less than 10 words correctly in 1 minute, discontinue administration of any other passages from that level and use this WRC score. Speed Reading. You may encounter some excellent readers who may view R-CBM as a “speed reading test” (i.e., read the passage very fast and without expression) in their first R- CBM testing. When this occurs, interrupt the student, saying “This is not a speed reading test. Begin again, and be sure to do your best reading.” General Considerations: • Emphasizing Words Read Correctly (WRC). Because R-CBM is rich in information, we may want to count or record everything the student does. As will be seen, there are ways of doing much of this. However, don’t lose sight of our goal of obtaining an accurate count of the number of words read correctly. • 3-Second Rule. If a student stops or struggles with a word for 3 seconds, tell the student “the word” and mark it as incorrect. We want enough time to observe if the student is using a strategy for unfamiliar words but not too long so the student gets frustrated or gives up. • No Other Corrections. As noted earlier, R-CBM is about testing. Don’t correct errors. We want “examiner talk” to be minimum and student reading to be maximum. • Discontinue Rule. If the passage that is read is so hard that the student reads less than 10 words correctly in 1 minute, discontinue administration of any other passages from that level and use this WRC score. • Being Polite. After the examiner is very accurate at scoring, mark where the student ends at the end of 1 minute, but it is polite to let the student finish the sentence before saying “stop.” In the interest of time, don’t let them finish the story. • Speed Reading. You may encounter some excellent readers who may view R-CBM as a “speed reading test” (i.e., read the passage very fast and without expression) in their first R-CBM testing. When this occurs, interrupt the student, saying

Let’s watch a video of the test being administered.
Show video

General Scoring Rules WHAT IS A WORD READ CORRECTLY (WRC)?
Correctly Pronounced Words within context Self-Corrected Incorrect Words within about 3 seconds WHAT IS AN ERROR? Mispronunciation of the Word or Substitutions Omissions 3-Second Pauses or Struggles WHAT IS NOT INCORRECT (NEITHER A WRC OR ERROR)? Repetitions Dialect Differences Insertions (Consider them Qualitative Errors)

Now let’s try a few together
Modeling of test administration & Scoring Guided Practice Now you will do the script with a partner. (Carefully follow the script in your presenter’s kit) USING YOUR TIMER set for 60 seconds – you model several errors Then do the second 60 seconds with group practicing scoring along with you.

Reading MAZE Mid First Grade – 12th Grade
Maze is a multiple-choice cloze task that students complete while reading silently. The first sentence of a word passage is left intact. Thereafter, every 7th word is replaced with three words inside parenthesis. Of course, one of the words is the exact one from the original passage. The two others are distracters. These distracters are not haphazard. One of the distracters is near distracter, a word of the same “type” (e.g., noun, verb, adverb), that does not make sense or preserve meaning. The other distracter is a far distracter, a word not of the same type but a word that is selected randomly from the story that does not make sense. Mid First Grade – 12th Grade

MAZE: Reading passage Group Administered Timed for three minutes
Scored after assessment in completed Teacher records total correct out of total attempted Maze is a multiple-choice cloze task that students complete while reading silently. The first sentence of a word passage is left intact. Thereafter, every 7th word is replaced with three words inside parenthesis. Of course, one of the words is the exact one from the original passage. The two others are distracters. These distracters are not haphazard. One of the distracters is near distracter, a word of the same “type” (e.g., noun, verb, adverb), that does not make sense or preserve meaning. The other distracter is a far distracter, a word not of the same type but a word that is selected randomly from the story that does not make sense.

Directions 1. 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. 2. 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." 3. Decide if practice test is needed. (If needed, follow detailed practice script)

Directions (cont.) 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?” (Answer student questions) 5. Then say, “Begin.” Start your stop watch. 6. Monitor students to make sure they understand that they are to circle only ONE word. 7. If a student finishes before the time limit, collect the student's 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 Maze tasks.

General Scoring Rules What is Correct?
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 prior to last word circled in 3 minutes Making Scoring Efficient 1. Count the total number of items up to the last circled word. 2. Compare the student answers to the correct answers on the scoring template. 3. Mark a slash [/] through incorrect responses. 4. Subtract the number of incorrect answers from the total number of items attempted. 4. Record the total number of correct answers on the cover sheet followed by the total number of errors (e.g., 35/2, 45/0)

AIMSweb Early Literacy

Administration and Scoring Nonsense Word Fluency

Why Nonsense Words? Assess student rapid accuracy with association of sounds with symbols. Assess how students attack unknown or multisyllabic words. Research has shown this subtest to be valid for ELLs demonstrating a correlation with comprehension skill levels (Baker & Good, 1995; Fien et.al., 2008) Any correlation above .50 is considered statistically significant. A correlation is a really strong correlation.

Nonsense Word Fluency A Page of 2 to 3-letter nonsense words
Timed for one minute Number of correct sounds recorded All short vowels!!!

Nonsense Word Fluency Materials
Student copy of NWF (not numbered) Examiner copy of NWF (numbered) Clipboard Timer Student practice page. (bim lat)

Practice Items bim lat Demonstrate the instructions using an overhead

Standard Directions “Look at this word (point to the first word on the practice probe). It’s a make-believe word, not a real word. 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? Lets 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.”

Show video

Directions for Scoring
Underline each letter sound the student provides correctly, either in isolation or in the context of the nonsense word. Put a slash (/) over each letter sound read incorrectly. Do not mark any letter sounds omitted, added, or repeated.

General Scoring Rules WHAT IS A CORRECT SOUND?
The number of correct sounds are counted. • Correct Letter Sounds. ( z a t ) • Correct Words. ( zat ) • Self-Corrections. (within 3 seconds) WHAT IS AN INCORRECT SOUND? • Incorrect Letter Sounds. Put a slash (/) through errors. • 3-Second Rule. Say the sound/word , Mark it as incorrect by drawing a slash (/) through it. Point to the next sound and say “what sound/word? OTHER RULES • Repeated Sounds. Letter sounds pronounced twice while sounding out the word are given credit only once. • Insertions. Insertions are not scored as incorrect. Discontinue. If the student does not get any sounds correct in words 1-5, discontinue the task and record a score of 0. • Skipped Row. If a student skips an entire row, draw a line through the row and do not count the row in scoring. General Scoring Rules

Administration and Scoring Phonemic Segmentation Fluency
Remind teachers there are NNO student viewing materials – this is phonemes only – can be done in the dark!

LETRS Foundations: Glaser and Moats
4/21/2017 What Is a Phoneme? Phonemes are the smallest oral segments into which a word can be divided. Spoken words are combinations of speech sounds. shoe = /sh/ /ū/ (2 phonemes) stove = /s/ /t/ /ō/ /v/ (4 phonemes) Highly predictive of later reading outcomes (Adams, 1999) Key Ideas: Spoken words are combinations of speech sounds. Speech sounds are the smallest oral language segments into which a word can be divided. Main Points: Instruct the group to segment the sample words on the slide with you to isolate and discover how many phonemes are in each word. Linguists define a phoneme as a speech sound within a language system that can be combined with other speech sounds to make a new word. p. 70

Phonemic Segmentation Fluency Materials
Single word is read by adult (oral) Student breaks word into individual sounds Timed for one minute # of correct sounds are marked

Phonemic Segmentation Fluency Materials
Examiner copy of PSF (numbered) Clipboard Timer

Phonemic Segmentation Fluency
Practice Items “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. Tell me the sounds in “mop.” Correct Response Incorrect Response Very good. The sounds in “mop” are /m/ /o/ /p/. Your turn. Tell me the sounds in “mop”. “OK, here is your first word.” (say word and start timer)

Administration Rules 3 SECOND WAIT RULE DISCONTINUE RULE:
Maximum time for each sound segment is 3 seconds. If the student does not say the next sound segment within 3 seconds, say the next word. 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).

Show video

Scoring Rules 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 WHAT IS NOT A CORRECT SEGMENT? • Omissions. The student does not receive credit for sound segments that are not produced. If student • No segmentation: If the student repeats the entire word, no credit is given for any correct parts. • Segment mispronunciation: The student does not receive credit for sound segments that are mispronounced.

Administration and Scoring Letter Naming Fluency

Letter Naming is an Added Measure of Risk
Serves as an indicator of risk in conjunction with scores on other AIMSweb measures. The skill of letter naming has a high correlation with later reading outcomes (Adams, 1999)

Letter Naming Fluency Random upper and lower case letters
Timed for one minute Errors marked as student reads

Letter Naming Fluency: Materials
Student copy (not numbered) Examiner copy (numbered) Clipboard Timer

Directions 1. Place the student copy in front of the student. 2. Place the examiner copy on a clipboard and position it so the student cannot see what the examiner records. 3. 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 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.” 4. At the end of 1 minute, place a bracket ( ] ) after the last letter named and say, “Stop.”

Administration Rules 3 SECOND WAIT RULE
Maximum time for each sound segment 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?” This prompt can be given only one time. DISCONTINUE RULE: 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. PROMPTING RULE: “Remember to tell me the letter name, not the sound it makes.” This prompt may be provided once during the administration.

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Scoring Rules WHAT IS A CORRECT LETTER NAME?
• A correctly named letter. • Confused I’s and L’s as a function of font. For these letters, either name is considered correct. • Self-Corrections. Within 3 seconds, write “SC” above the letter and do not count it as an error. 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.

Administration and Scoring Letter Sound Fluency

Letter Sound Fluency Random lower case letters Timed for one minute
Errors marked as student reads

Letter Sound Fluency: Materials
Student copy of LSF (not numbered) Examiner copy of LSF (numbered) Clipboard Timer

Directions 1. Place the student copy in front of the student. 2. Place the examiner copy on a clipboard and position it so the student cannot see what the examiner records. 3. 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.” 4. At the end of 1 minute, place a bracket ( ] ) after the last letter named and say, “Stop.”

Administration Rules 3 SECOND WAIT RULE
Maximum time for each sound segment 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 sound?” DISCONTINUE RULE: 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. PROMPTING RULE: 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”.

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Scoring Rules WHAT IS A CORRECT LETTER SOUND?
• Students must provide the most COMMON sound of the letter (pronunciation guide for most common sounds is in the Administration Manual appendix) • Confused I’s and L’s a function of font. For these letters, either sound is considered correct. • Self-Corrections. Within 3 seconds, write “SC” above the letter and do not count it as an error. WHAT IS AN INCORRECT LETTER SOUND? • Substitutes a different sound for the stimulus letter sound. • Substitutes the less common sound for the stimulus letter sound. • Omission of a letter sound • Stops or struggles with a letter sound for more than 3 seconds. Skipped Row - draw a line through the row and do not count the row in scoring.

General considerations
Administration, timing, and scoring need to be exact, according to standardized instructions. This is the key to maintain the reliability and validity of the assessment!

The Plan From Here… Complete benchmark testing at grade level with your identified students Use data for Determining instructional needs of individual students Grouping decisions Deciding level of intensity for intervention

AIMSweb Curriculum Based Measurements

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