AIMSweb Teacher Training

1. AIMSweb Teacher Training Lana Titus (with Rose Hill staff members Debbie Firebaugh and Kathy Feigl) CI 837 Fall 2012

2. 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)

3. 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

4. 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.

5. 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

6. Letter Naming Fluency:Video Demonstration http://downloads.pearsonassessments.com/videos/EarlyLiteracy/LetterNamingPractice2.swf

7. 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

8. 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.

9. 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

10. Letter Sound Fluency:Video Demonstration http://downloads.pearsonassessments.com/videos/EarlyLiteracy/LetterSoundPractice2.swf

11. 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

12. 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.

13. 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

14. Phoneme Segmentation Fluency:Video Demonstration http://downloads.pearsonassessments.com/videos/EarlyLiteracy/PhonemeSegmentationFluency2.swf

15. 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

16. 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.

17. 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

18. Nonsense Word Fluency:Video Demonstration http://downloads.pearsonassessments.com/videos/EarlyLiteracy/NonsenseWordFluencyPractice1.swf

19. 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

20. 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.

21. 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

22. R-CBM:Video Demonstration http://downloads.pearsonassessments.com/videos/RCBM/RCBM3.swf

23. 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

24. 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?

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