Using AIMSweb for instructional leadership and decision making: K-5

1. Using AIMSweb for instructional leadership and decision making: K-5 RtI2 Implementation Team: Tonja Gallagher, PhD & Liz Gaebler, PhD MMSD Administrator Institute- August 2012

2. AIMSweb Overview • Refresher: Assessment and Literacy • Types of assessment and how they fit into RTI2 framework • CBM and General Outcome Measurement • Big ideas in reading • AIMSweb as a Published CBM System • Overview • Using AIMSweb in Problem-solving and Instructional Decisions • AIMSweb Implementation Considerations • How AIMSweb and universal screening connects to your role as an administrator and instructional leader

3. Learning Outcomes • Increase understanding of different types of assessment and the role of AIMSweb in RTI2 • Learn basic overview of AIMSweb and how it can be used for universal screening and problem-solving in grades K-5 • Make connections between AIMSweb implementation and your role as an instructional leader

4. Every student achieving; everyone responsible Effective Teaching CCSS Assessment Key Questions in a Response to Instruction and Intervention (RtI2)Framework

5. Types of Assessment WKCE Measure of Academic Progress (MAP) End of Unit Tests Final Exams Summative Assessments: evaluate whether the instruction or intervention provided is powerful enough to help all students achieve or exceed grade-level standards by the end of each year. Universal Screener/Benchmarking and Progress monitoring: Brief and targeted assessments, focused on “indicators” of broad skill domains. Assessment of Learning General Outcome Measures Curriculum-Based Measures AIMSweb Exit Slips Thumbs Up/Thumbs Down Quick Writes Formative: Brief, targeted, and frequent measures of progress toward short-term goals. Used as feedback for refining instruction/learning. Assessment for Learning Running Records Phonics Surveys Reading Inventories Diagnostic: inform instructional planning in order to meet the most critical needs of individual students

6. Assessment Framework Matrix:Putting it all together

7. Big Ideas about General Outcome Measurement (Article) ! – One “Ah-ha” ?- One question

8. CBM’s as General Outcome Measures • Like taking height,weight, temperature, or blood pressure- reliable and valid indicator, NOT intended to be diagnostic • Simple, accurate and reasonably inexpensive • Collected on an on-going and frequent basis- routine • Sensitive to improvement of student’s achievement over time • Improves achievement when used to monitor progress

9. GOM, CBM, AIMSweb, Universal Screening…

10. Big Ideas in Reading: And all of the parts need to be in working order… Alphabetic Principle Comprehension Phonemic Awareness Fluency Vocabulary

11. Basic Early Literacy Skill • Predictive of reading acquisition and later reading achievement • Something we can do something about, i.e. something we can teach • Something that improves student outcomes for children when we teach it

12. Steps for Successful Readers(Schools in Kalamazoo County 2004-2006) .97 (n=372) .92 (n=561) .09 (n=185) .85 (n=770) 0 (n=190) Fluency (Spr, 1st) Fluency (Spr 2nd) Fluency (Spr, 3rd) Fluency (Spr, 4th) Fluency (Spr, 5th) .82 (n=849) .03 (n=401) Alphabetic Principle (Win, 1st) .83 (n=910) .05 (n=238) .62 (n=1178) .14 (n=336) .16 (n=114) Probability of “Staying on Track” Probability of “Catching-Up” Phonemic Awareness (Spr, Kdg) n = number of students

13. What do we know from Research • Reading trajectories are established early • Readers on a low trajectory tend to stay on a low trajectory and tend to fall further behind Unless… We change the trajectory

14. AIMSweb as a Published CBM System

15. What is AIMSweb? • Curriculum-based measures (CBMs) • What it is: short reliable and valid probes of academic skills; a “snapshot” • Research: useful tools to identify student needs and track progress • Identifies students who are “at-risk” for poor academic outcomes • Indicators of larger skill set • On-line data management and tools • Benchmarking • Three times a year, for all students (Tier 1, Universal support) • Progress monitoring • As needed basis, for students that have academic concerns (Tier 2, Targeted support and Tier 3, Intensive support) 15

16. AIMSweb Probes in Literacy

17. LNF Sample

18. LSF Sample

19. PSF Sample

20. NWF Sample

21. R-CBM: Oral Reading Fluency

22. MAZE

23. AIMSweb for Problem-Solving and Instructional Decision-Making

24. How Does it Fit Together?Standard Treatment Protocol Results Monitoring Addl. Diagnostic Assessment Instruction All Students at a grade level Individualized Intensive Individual Diagnostic Intensive 1-5% weekly Small Group Differen- tiated By Skill Supplemental 5-10% Standard Protocol Behavior Academics 2 times/month Core Bench- Mark Assessment Annual Testing ODRs Monthly Bx Screening None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments 80-90% Step 2 Step 3 Step 4 Step 1

25. Peers Benchmark Student Problem Identification

26. Peers Benchmark Student Problem Identification

27. Benchmark Peers Student Problem Identification

29. Finding a Balance In a balanced assessment system, both summative and formative assessments are an integral part of information gathering. Depend too much on one or the other and the reality of student achievement becomes unclear.

30. What it really looks like: • Universal Screening during benchmark period three times per year (required for grades 1 and 2 only) • One-to-one administration • Approximately 5-7 minutes/student • Paper booklets for each student • In the future: Progress monitoring for those receiving supplemental interventions at regular intervals (e.g., 1x/week)

31. Reports and Information • AIMSweb provides a variety of ways to examine data: • Grade level • Classroom • Individual student • Can compare to district, state, or national normative information

32. 32

33. Individual Student Benchmark Report

34. Student Progress Monitoring Report • Progress monitoring example

35. AIMSweb From a Teacher’s Perspective Lara Ostrander Instructional Resource Teacher-Kennedy Elementary

36. All Students,

37. Can Learn,

38. Will Learn,

39. Do Learn • If we utilize reliable and ongoing assessment data to: • identify the academic and behavioral needs of individual students, • inform the problem-solving process, • design and modify instruction to meet student needs, • evaluate the effectiveness of instruction at different levels of the system.

40. Considerations for Implementation

41. Implementation Considerations for Principals • Responsible for facilitating collaborative problem-solving among staff • Create a safe and trusting environment to explore data in a collaborative effort • Helping to ask the right questions about the data • Empower building professionals to help make sense of data and interpret for others who may be less comfortable • Help ensure fidelity to the measure

42. Reflections and Questions • More questions after this presentation about AIMSweb and universal screening? Please contact your External RTI2 Coach: • Tonja Gallagher – K-8 East • Liz Gaebler – K-5 Memorial and West • Erin Conrad – 6-8 Memorial and West; 9-12 all attendance areas • Amy Clements – 9-12 all attendance areas • Karen Mullen – K-8 La Follette