RTI 2 Assessment Practices: AIMSweb Literacy Measures

1. RTI2 Assessment Practices:AIMSweb Literacy Measures September 11, 2012

2. Every student achieving; everyone responsible Key Questions in a Response to Instruction and Intervention (RtI2)Framework

3. 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. Formative: Brief, targeted, and frequent measures of progress toward short-term goals. Used as feedback for refining instruction/learning. Thumbs Up/Thumbs Down Quick Writes Exit Slips GOMs General Outcome Measures Curriculum-Based Measures AIMSweb Universal Screener/Benchmarking and Progress monitoring: Brief and targeted assessments, focused on “indicators” of broad skill domains. Diagnostic: inform instructional planning in order to meet the most critical needs of individual students Running Records Phonics Surveys Reading Inventories

4. Assessment Framework Matrix:Putting it all together

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

6. How Do Children Learn to Read?Big Idea 1: Phonemic Awareness Phonemic Awareness is: • the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992; see References). • essential to learning to read in an alphabetic writing system, because letters represent sounds or phonemes. Without phonemic awareness, phonics makes little sense. • fundamental to mapping speech to print. • If a child cannot hear that "man" and "moon" begin with the same sound. he or she may have great difficulty connecting sounds with their written symbols or blending sounds to make a word.

7. How Do Children Learn to Read?Big Idea 1: Phonemic Awareness Phonemic Awareness is: • essential to learning to read in an alphabetic writing system • a strong predictor of children who experience early reading success. The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness)" (Lyon, 1995)

8. Phoneme Awareness is NOT Phonics – It Permits Phonics • Phoneme awareness provides the foundation for learning phonics and for differentiating similar words in speech /b/ /r/ /I/ /t/ b r igh t

9. How do Children Learn to Read?Big Idea 2: The Alphabetic Principal The Alphabetic Principal is: • Alphabetic Understanding: Words are composed of letters that represent sounds • Phonological Recoding: Using systematic relationships between letters and phonemes to retrieve the pronunciation of an unknown printed string or to spell words • Phonics Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy.

10. Correlations Between Decoding and Comprehension

11. How Do Children Learn to Read?Big Idea 3: Fluency • Fluency is the ability to “break the code” effortlessly. • A fluent reader is one whose decoding processes are automatic, requiring no conscious attention. Such capacity then enables readers to allocate their attention to the meaning of text. • Fluency is a very strong predictor of comprehension. • Fluency is developed through repeated oral reading practice with text that is readily decodable. • Fluency is also improved through oral reading with systematic guidance and feedback

12. How Do Children Learn to Read?Big Idea 4: Comprehension • Comprehension is a complex cognitive process that cannot be understood without a clear description of the role of vocabulary instruction • Good Comprehenders… • Relate new information to existing knowledge • Have well developed vocabularies • Can summarize, predict and clarify • Use questioning strategies to guide comprehension • Text comprehension can be improved by explicit instruction that helps readers use specific strategies • Instruction in using strategies flexibly and in combination is important.

13. How Do Children Learn to Read?Big Idea 5: Vocabulary • Children use their knowledge of word meanings to make sense of the words they see in print • Beginning readers have a much more difficult time reading words that are not already part of their oral vocabulary. • Children learn word meanings indirectly in three ways: • They engage in daily oral language • They listen to adults read to them • They read on their own

14. How Do Children Learn to Read?Big Idea 5: Vocabulary Vocabulary research shows… • Children who are not yet proficient readers learn little vocabulary through the reading process. • Children from low SES environments are exposed to dramatically fewer words on a daily basis. • Words per hour: • Lowest SES 616 • Low 1251 • Average 2153 • Independent reading by proficient readers has a substantial effect on vocabulary development.

15. 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

16. 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

17. 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

18. GOM, CBM, AIMSweb, Universal Screening…

19. Undertanding CBM & GOM • Article • 1 Ah-ha and 1 Question

20. Things to Always Remember About CBM Designed to serve as “indicators” of general reading achievement: CBM probes don’t measure everything, but measure the importantthings. Standardized teststo be given, scored, and interpreted in astandard way Researchedwith respect to psychometric properties to ensure accurate measures of learning

21. Things to Always Remember About CBM(cont.) Are sensitive to improvement in brief intervalsof time Also tell us how students earned their scores (qualitative information) Designed to be as short as possible to ensure its “do ability” Are linked to decision making for promoting positive achievement and Problem-Solving

22. 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) 22

23. AIMSweb Probes in Literacy

24. Using AIMSweb for Problem-Solving and Instructional Decision-Making

25. 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

26. Peers Benchmark Student Problem Identification

27. Peers Benchmark Student Problem Identification

28. Benchmark Peers Student Problem Identification

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. Classroom Report

32. Example Student Benchmarking Report

33. Tier 1 BenchmarkAll students assessed three times per year at grade level • Organizes Curriculum-Based Measurement (CBM) data for Benchmark Assessment Fall, Winter, and Spring • Prepares Reports for Teachers, Principals, and Administrators on Individual Students, Classes, Grades, Schools, and School Districts • Early Identification of Students At-Risk of Academic Difficulty • Objectively Determines Rates of Progress for Individual Students, Schools, and NCLB Risk Groups • Allows Evaluation at Multiple Levels of Comparison • Prints Professional Reports for Parent Conferences and Other Meetings

34. Tier 2 Strategic MonitorMonthly assessments at grade level • Increase assessment frequency for students who have been identified as questionable or at-risk in the Benchmark process • Monthly assessment intervals provide more frequent opportunity to evaluate the effectiveness of instructional changes

35. Tier 3 Progress MonitorFrequent assessment towards goals using goal level assessments • Frequently assess students in need of intensive instructional services, including “Best Practices” IEP goals for students who receive special education services • Translate annual IEP or any goals into expected rates of progress (Aim lines) automatically • Monitor progress (Trend lines) towards goals • Document the effects of intervention and instruction • Print professional reports for periodic and annual reviews

36. Administration and Scoring Letter Naming Fluency

37. Administration and Scoring of Letter Naming Fluency What examiners need to do… • Before testing students • While testing students • After testing students

38. Things You Need Before Testing: Letter Naming Fluency • Specific Materials Arranged: • Student copy of Letter Naming Fluency (not numbered) • Examiner copy of Letter Naming Fluency (numbered for easy scoring) • Clipboard to provide a hard surface for recording student answers • Stopwatch

39. Things You Need While Testing Letter Naming Fluency Standard Directions for 1- Minute Administration: Place the unnumbered copy in front of the student. Place the numbered copy in front of you, but shielded so the student cannot see what you record. Say: “Here are some letters[point to the student copy]. Begin here, [point to the 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.” Start you stopwatch. If the student fails to say the first letter name after3 seconds, tell the student the letter name and mark it as incorrect. Point to the next letter to indicate for the child to move on. If the student provides the letter sound rather than the letter name say, “Remember to tell me the letter name, not the sound it makes.” This prompt may be provided once during the administration.

40. Things You Need While Testing Letter Naming Fluency Standard Directions for 1- Minute Administration (Continued) 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. Follow along on your copy. Put a slash ( / ) through letter names given incorrectly. The maximum time for each letter is 3 seconds. If a student does not provide the next letter within 3 seconds, tell the student the letter name and mark it as incorrect. Point to the next letter and say, “What letter?” At the end of 1 minute, place a bracket ( ] ) after the last letter and say,“Stop.”

41. Things to Do After Testing Letter Naming Fluency • Score immediately to ensure accurate results • Students receive 1 point for every correct letter • named in 1 minute

42. What is a Correct Letter Name? • A correctly named letter • Confused I’s and L’s as a function of font • Self Corrections

43. 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 • Note: Skipped Row. If a student skips an entire row, draw a line through the row and do not count the row in scoring

44. Calculating & Reporting Scores Letter Naming Fluency • Count the total number of letters the student read • Count the number of errors and subtract • Report the total number of letters named correctly

45. Example of Calculating Scores • Angela finished letter naming after 1 minute at • the 20th letter, soshe named 20 letters total • Angela also made 5 errors • Therefore, her recorded score is • 15 (20 – 5 = 15) • Reported as 15

46. Let’s Practice!

47. Administration and ScoringLetter Sound Fluency

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

49. Big Idea: Phonemic Awareness • Phoneme: a speech sound. It is the smallest unit of language that has no inherent meaning • Phonemic Awareness: The understanding that spoken words and syllables are made up of sequences of speech sounds, and the ability to hear and manipulate these sounds. • Phonics: Use of the code (sound-symbol relationships) to recognize words

50. Big Idea: Phonemic Awareness • Gives readers a way to approach sounding out and reading new words • Helps readers understand the alphabetic principle (that letters in words are systematically represented by sounds)