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AIMSweb : R-CBM Administration and Scoring

AIMSweb : R-CBM Administration and Scoring. Presented by Debbie Oliver, RtI Coordinator for Stanly County Schools Adapted from Amy Jablonski’s 2009 Presentation. Reading - Curriculum-Based Measurement (R-CBM).

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AIMSweb : R-CBM Administration and Scoring

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  1. AIMSweb: R-CBMAdministration and Scoring Presented by Debbie Oliver, RtI Coordinator for Stanly County Schools Adapted from Amy Jablonski’s 2009 Presentation

  2. Reading - Curriculum-Based Measurement (R-CBM) • Students read aloud for 1 minute from Edformation’s Standard Reading AssessmentPassages of meaningful, connected text. • Number of words read correctly and number of errors are counted. • Reported as WRC/errors

  3. Things you Need for Testing • Student Copy of Reading Passage: • No numbers • Between 250-300 words (exception: 1st grade) • An informative first sentence • Same font style and size • Text without pictures

  4. Things you Need for Testing • Examiner Copy of Reading Passage: • Pre-numbered so they can be scored quickly and immediately. • Stopwatch (required) • Clipboard • Pen/pencil

  5. Things You Need to do While Testing • 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

  6. R-CBM Standard Administration Directions 1. Place the unnumbered copy in front of the student. 2. Place the numbered copy in front of you, but shielded so the student cannot see. THE STUDENT SHOULD BE SITTING ACROSS THE DESK/TABLE FROM THE ADMINISTRATOR! 3. 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 will tell it to you. Be sure to do your best reading. Are there any questions? (PAUSE) 4. Say “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 3seconds, 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 1minute, place a bracket ( ] ) after the last word and say, “Stop.” 7. Score and summarize by writing WRC/Errors

  7. “Familiar” Shortened Directions • When students are assessed frequently and know the directions. • Say: • When I say ‘Begin,’ start reading aloud at the top of this page.

  8. Items to Remember • Get an accurate count of Words Read Correctly (WRC). • Slash (/) Through Words Read Incorrectly • 3-Second Rule. • No Other Corrections. • Discontinue Rule. • Be Polite. • NO Interruptions.

  9. What is a Word Read Correctly? • Correctly Pronounced Words within context. • Self-Corrected Incorrect Words within 3seconds.

  10. What is an Error? • Mispronunciation of the Word or Substitutions • Omissions • 3-Second Pauses or Struggles (examiner provides correct word) • Skipped lines – all words in line count as errors

  11. What is not Incorrect? (Neither a WRC or an Error) • Repetitions • DialectDifferences • Insertions(Consider them Qualitative Errors)

  12. Calculating and Reporting R-CBM Scores 1. Record total number of words read. 2. Subtract the number of errors. 3. Report in standard format of WRC/Errors (72/3) 4. When administering 3 probes (Benchmarking) • Report the Median WRC • Report the Median Errors

  13. Examples • Single Probe Administration (Progress Monitoring): • 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. • Reported as 142 / 3. • Benchmarking Administration: • Juan obtained the following scores on 3 probes: • 142/3 • 138/6 • 136/1 • Reported as 138 / 3

  14. R-CBM Scoring Rules and Examples A complete list of scoring rules can be found in the Appendix of your workbook. Please review and become familiar with the more unusual errors.

  15. Summary • You now have the building blocks to begin R-CBM assessment to monitor reading growth. • Practice to Automaticity --You’ll get more efficient. • Get Checked Out with AIRS for accuracy/efficiency by a colleague. • Stay in Tune by periodically checking AIRS.

  16. Practice Exercise 1: Let’s Score

  17. Practice Exercise 1: Answer Key This student read 73 WRC/7 Errors

  18. Practice Exercise 2: Let’s Score

  19. Practice Exercise 2: Answer Key This student read 97 WRC/3 Errors

  20. Now you can monitor students’ reading fluency.

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