Curriculum Based Measures In AIMSweb Reading: Grades 4-8 Math: Grades 3-8 By: Heather Boston

Standardization CBM: Read the directions exactly as they are stated and point when indicated Read the directions exactly as they are stated and point when indicated Use consistent scoring rules Use consistent scoring rules These are cold reads, do not allow practice time These are cold reads, do not allow practice time Observe each other and score tests for agreement Observe each other and score tests for agreement Timing for the R-CBM starts after the student says the first word, on all other CBM’s start the stopwatch after examiner says begin Timing for the R-CBM starts after the student says the first word, on all other CBM’s start the stopwatch after examiner says begin These probes are not for teaching/practice. They are to be used for assessment only. These probes are not for teaching/practice. They are to be used for assessment only.

Types of Probes Benchmarking Probes Print access only given to managers, teachers cannot access Print access only given to managers, teachers cannot access Must be given on grade level Must be given on grade level Given each benchmarking period: Given each benchmarking period: Fall (Sept. 1-Oct 15) Winter (Jan. 1-Jan. 31) Spring (May 1- May 31) Progress Monitoring Probes For weekly, bi-weekly, monthly progress monitoring For weekly, bi-weekly, monthly progress monitoring Teachers have access to Teachers have access to

Reading CBM E:\AIMSweb\ORF Sample.pdf E:\AIMSweb\ORF Sample.pdf E:\AIMSweb\ORF Sample.pdf Sit across from student, not beside Students read aloud for one minute (benchmark reads 3 one minute passages; progress monitoring reads 1 one minute passage) Number of words read correctly (WRC) and number of errors are counted per passage read Don’t correct errors ( words that are mispronounced, substituted, omitted, or read out of sequence, that the student does not self-correct within 3 seconds)

Reading CBM During screening-If student cannot read 10 WRC discontinue testing If disrupted, discontinue passage and start a new one. Speed readers- Few errors-allow to continue Few errors-allow to continue Frequent errors-” This is not a speed reading test. Begin again,” reset the timer and begin again. Frequent errors-” This is not a speed reading test. Begin again,” reset the timer and begin again. and be sure to do your best reading. and be sure to do your best reading. If interrupted, discard passage and use a new one During benchmarking, use a Progress Monitoring passage-will have to manually insert that score. During benchmarking, use a Progress Monitoring passage-will have to manually insert that score.

Accommodations- Benchmarking Screening With R–CBM enlarging the test form (probe), enlarging the test form (probe), repeating the spoken directions when introducing R– CBM, and repeating the spoken directions when introducing R– CBM, and modifying the environment (e.g., special lighting). modifying the environment (e.g., special lighting). Not allowed during screening: extending the administration time, extending the administration time, providing feedback during administration beyond what is specified, providing feedback during administration beyond what is specified, providing practice administrations, providing practice administrations, students pre-reading the passages. students pre-reading the passages. Progress Monitoring With R–CBM In addition to the accommodations allowed for screening, other appropriate accommodations (including extending the administration time) may be made during R–CBM progress monitoring as long as o the accommodations are applied consistently for the student throughout the progress monitoring period, and o normative interpretations are not made. Document any accommodations made for the student.

Administration- Reading CBM 1. Place the unnumbered copy in front of the student. 2. Place the numbered copy in front of you (or computer), but shielded so that the student cannot see what you record. 3. Say these directions exactly: “When I say “Begin,” start reading aloud at the top of the 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?” 4. Say begin and start the timer when the student says the first word. If the students fails to say the first word after 3 seconds, tell them the word, mark it as an error, then start the timer when the student says next word. 5. Follow on your copy, put a slash (/) through words read incorrectly or click on words read incorrectly. 6. At the end of one minute place a bracket ( ] ) after the last word and say stop or click on the last word read.

Accommodations- Progress Monitoring Progress Monitoring With R–CBM accommodations allowed for in screening, accommodations allowed for in screening, extending the administration time as long as the accommodations are applied consistently for the student throughout the progress monitoring period, and normative interpretations are not made. extending the administration time as long as the accommodations are applied consistently for the student throughout the progress monitoring period, and normative interpretations are not made. Document any accommodations made for the student.

Reading-CBM Reading-CBMScoring Number of words read – errors (incorrects)= words read correctly (WRC) Scores reported as WRC/errors Remember, the first time you use it must use 3 probes and the student’s score is the median words read correct out of three and the median errors out of three Paper-put a slash (/) through errors and put SC next to words corrected within 3 seconds; line through missed sentences Online-click on errors, re-click if self corrects, click on box to left of line if skips line WRC43WRC41WRC44 Median WRC Errors5Errors3Errors0 Median Errors 3

Reading-CBM Reading-CBM ScoringErrors: Mispronunciation of a word Mispronunciation of a word Substitutions Substitutions Omissions (including whole sentences) Omissions (including whole sentences) 3 Second pauses or struggles (examiner provides the correct word-only time provide correction) 3 Second pauses or struggles (examiner provides the correct word-only time provide correction) Transposing of 2 words-both errors Transposing of 2 words-both errors Corrects: Correctly pronounced words Correctly pronounced words Self correction within 3 seconds Self correction within 3 seconds Neither correct nor incorrect: Repetitions Repetitions Dialect differences Dialect differences Insertions Insertions Consistent speech problem Consistent speech problem

Special Considerations Numbers must be read in standard conventions and as whole units (May 5, 1999 is May Fifth, nineteen ninety-nine, not May Five, One, Nine, Nine, Nine) Hyphens-If words stands alone, score separately. Otherwise, score as 1 word and an error in any part results in an error for the whole word. Abbreviations must be read as a word (ave. is avenue)

Qualitative Features Checklist in manual Reads fluently or efficiently. Reads fluently or efficiently. Reads very accurately (> 95%). Reads very accurately (> 95%). Has an effective strategy for unknown words. Has an effective strategy for unknown words. Reading errors preserve rather than distort meaning. Reading errors preserve rather than distort meaning. Reads with expression (attention to prosodic features). Reads with expression (attention to prosodic features). Self-corrects errors (comprehension self-monitoring). Self-corrects errors (comprehension self-monitoring). Adjusts pace when complexity or “considerateness” of text changes Adjusts pace when complexity or “considerateness” of text changes

Qualitative Features Can create own to include additional features Multi-syllabic words Multi-syllabic words Long and short vowel sounds Long and short vowel sounds Chunking and blending Chunking and blending Irregular patterns-Pencil Tap Test Irregular patterns-Pencil Tap Test Ending of words Ending of words

Reading Practice Video..\Reading PE 1.wmv..\Reading PE 1.wmv..\Reading PE 1.wmv

Reading Video Scoring

CBM MAZE E:\AIMSweb-2\MAZE.pdf E:\AIMSweb-2\MAZE.pdf Definition: The MAZE is a multiple choice cloze task that students complete when reading silently. The students are presented with passages where approximately every 7 th word is replaced with three word choices inside parentheses. MAZE is designed to provide educators a more complete picture of students’ reading skills, especially when comprehension problems are suspected.

Administration of MAZE MAZE can be administered in a group setting or individually. Pass test 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. Read directions aloud: “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 3 words. Your job is to circle the one word that makes the most sense in the story. Only one word is correct.” “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 3 words. Your job is to circle the one word that makes the most sense in the story. Only one word is correct.” “ Let’s practice one together, Look at your first page. Read the first sentence silently while I read it out loud” Finish example out loud. (Follow standardized directions for practice test) “ Let’s practice one together, Look at your first page. Read the first sentence silently while I read it out loud” Finish example out loud. (Follow standardized directions for practice test)

Administration MAZE After administering the practice test say: “When I say Begin, turn to the first story and start reading silently. When you come to a group of three words, circle the one 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?” “When I say Begin, turn to the first story and start reading silently. When you come to a group of three words, circle the one 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?” Then say “Begin”, start your stopwatch Then say “Begin”, start your stopwatch Monitor students to make sure they understand that they are to circle only one word. Monitor students to make sure they understand that they are to circle only one word. At the end of 3 minutes say: “Stop, put your pencils down. Please close your booklet.” At the end of 3 minutes say: “Stop, put your pencils down. Please close your booklet.”

CBM MAZE Scoring Scoring: Score the Maze by determining the number of items attempted minus errors. Use the answer key and put a slash through incorrect words. A student is considered correct if they circle the word that matches the correct answer A student is considered incorrect if they circle an incorrect word or omits word selection within the time limits.

Math M-COMP (Math Computation Grades 1-8) M-CAP (Math Concepts and Applications) is 2-8 Addition, Subtraction, Add/Sub, Multiplication, Division, Mul/Div, All facts K is for primary grades, 1 is for intermediate grades

Administration and Scoring M-COMP 37874_04P01_MCOMP_B.pdf 37874_04P01_MCOMP_B.pdf Carefully observe to avoid excessive X’ing out or skipping. “Try to work EACH problem. You can do this kind of problem so don’t skip.” Scored as correct or incorrect Different point values for different problems, not always 1 point Different answers may be acceptable if not stated otherwise (i.e if a problem doesn’t say reduce then 8/10 or 4/5 correct, if says reduce then 8/10 is incorrect) For reductions-as long as the reduction is performed properly, and the reduction is correct, give the student credit for the answer. This becomes tricky when a student initially provides the correct response and then makes an error in reducing. The final answer presented is what you score, so it is possible for a student to “overcorrect” into error If a digit is reversed score as correct if obvious Answer does not have to be in blank, if obvious score as correct For benchmarking-give probe 1 in fall, 2 in winter, 3 in spring (only give 1 probe)

M-COMP “We are going to take an 8-minute math test. Read the problems carefully and work each problem in the order presented, starting at the first problem on the page and working across the page from left to right. Do not skip around. If you do not understand how to do a problem, mark it with an X and move on. Once you have tried all of the problems in order, you may go back to the beginning of the worksheet and try to complete the problems you marked. Although you may show your work and use scratch paper if that is helpful for you in working the problems, you may not use calculators or any other aids. Keep working until you have completed all of the problems or I tell you to stop. Do you have any questions? Here are your tests. Put your name, your teacher’s name, and the date on each page in the space provided, then turn over the test. Do not turn the test back over or start working until I tell you to begin.” Allow students time to write their information on the probe, then say: “Begin.”

Accommodations- Benchmark Allowed: individual or small-group administration; individual or small-group administration; enlarging the probe; enlarging the probe; visual aids, such as magnifiers (aids such as templates and straight edges are not permitted); visual aids, such as magnifiers (aids such as templates and straight edges are not permitted); special pencil or pencil grip; special pencil or pencil grip; sign language, audio amplification, or repetition of the spoken directions when M–COMP is being introduced; sign language, audio amplification, or repetition of the spoken directions when M–COMP is being introduced; environmental modifications (e. g., special lighting, adaptive furniture). environmental modifications (e. g., special lighting, adaptive furniture). Not allowed during screening: extending the administration time, extending the administration time, providing feedback during administration, providing feedback during administration, providing practice administrations, and providing practice administrations, and the use of calculators by students. the use of calculators by students.

Accommodations- Progress Monitoring Additional accommodations (such as extended time) may be given for progress monitoring as long as You document the accommodations You document the accommodations Use them consistently Use them consistently Do not compare student’s performance to normative data Do not compare student’s performance to normative data

Sample of Scoring

Math Fact Probes 1P01_MUL_A.pdf 1P01_MUL_A.pdf Addition Fact Families 0-12 (0+0 to 12+12) Subtraction Fact Families 0-12 (0-0 to 12-12) Addition and Subtraction Fact Families 0-12 Multiplication Fact Families 0-12 (0+0 to 12+12) Division Fact Families 0-12 (0/0 to 144/12) Multiplication and Division Fact Families 0-12 Addition, Subtraction, Multiplication and Division Fact Families 0-12 All 2 minute administration All can be done individually or group All scored by Correct Digits So if answer 17 and the student writes 7-gets 1 point, if writes 17 gets 2 points, if writes 15 gets 1 point.

Math Fact Probes * No Norms, Progress Monitoring Probes Only We’re going to take a 2-minute Math Fact Probes test. I want you to write your answers to these problems. Look at each problem carefully before you answer it." When I say ‘BEGIN,’ write your answer to the FIRST problem (demonstrate by pointing) and work ACROSS the page. Then go to the next row. Try to work EACH problem. If you come to one YOU REALLY DON’T KNOW HOW TO DO, put an 'X' through it and go to the next one. If you finish the first side, turn it over and continue working. Are there any questions? (Pause)” Say, “BEGIN” and start your stopwatch/timer. At the end of 2 minutes say “Stop, put your pencils down.”

M-CAP E:\AIMSweb-2\37112_05P04_MCAP_P.pdf E:\AIMSweb-2\37112_05P04_MCAP_P.pdf NEW!!!! Grades minutes per probe in grades 2-6, 7-12 given 10 minutes, can be given individually or in a group There is no correct digit or partial-credit scoring; the problem either receives full credit or no credit. If any part of an answer is incorrect, whether it is a one-part or multi-part question, the score for that item is 0. Not all are scored as 1 so be sure to use answer key. Can give points for correct answers that are not in answer key (converts fraction to decimal point)

M-CAP Directions “We’re going to take an (8 or 10) minute test. Read the problems carefully and work each problem in the order presented. Do not skip around. If you do not know how to work a problem, mark it with an X and move on. Once you have tried all of the problems in order, you may go back to the beginning of the worksheet and try to complete the problems you marked.” “Write the answers to the problems in the blanks. For multiple choice questions, place the letter (A, B, or C) of the correct answer in the blank.” “You do not have to show your work, but you may if that is helpful for you in working the problems.” “Keep working until you have completed all of the problems or I tell you to stop.” “Do you have any questions?” Hand students their probes, and say: “Here are your tests. Put your name, your teacher’s name, and the date on each page in the space provided. Do not start working until I tell you to begin.” Allow the students time to write their information on the probe. Say “Begin.” If a student asks a question or requests clarification, redirect him or her to the probe and say: “Read the directions again, and work the problem the best you can. If you still do not understand the problem or are unable to work it, you may move to the next question.” After 8 minutes say “Stop and put down your pencil.”

Accommodations- M-CAP Same as M-COMP

M-CAP Sample Score

Survey Level Assessments Off-level testing for children who are not within the average range. Go back when a child cannot score above the 10 th percentile Start with the child’s current grade level probe. Continue working down until the child is able to score within the average range (25 th -75 th percentile). This is the level that the child is currently working at and can be used for setting goals.

Goal Setting- Way 1 Using Norms Determine student’s current functioning Johnny, 4 th grade student is currently performing at the 11 th percentile Johnny, 4 th grade student is currently performing at the 11 th percentile Team determines they would like Johnny to be within the average range by the end of the year and sets a goal for the 25 th percentile, 112 WRC. Johnny, 4 th grade student is within the average range for 2 nd grade middle of the year with 2 nd grade probes Johnny, 4 th grade student is within the average range for 2 nd grade middle of the year with 2 nd grade probes Team decides that he needs to grow 1.5 years over the course of the year to catch peers Sets goal for average range spring of 3 rd grade Johnny will read 127 WRC (50 th percentile) on the 3 rd grade R-CBM in 36 weeks.

Goal Setting-ROI Example Only, these exact numbers are not for use with all children! 2 nd way-Rate of Improvement (ROI) Determine current level (very low: below 10th, low: 11 th - 25th, average: 26 th to 75 th, high: 76 th -90 th, very high: 91 st to 99 th ) and grade to progress monitor at (within the average range) Determine current level (very low: below 10th, low: 11 th - 25th, average: 26 th to 75 th, high: 76 th -90 th, very high: 91 st to 99 th ) and grade to progress monitor at (within the average range) ROI table brakes each level (very low-very high) into percentiles ROI table brakes each level (very low-very high) into percentiles Go to student’s level Go to Fall-Spring (if setting yearly goal) or Fall-Winter/Winter- Spring for half year goals Choose an ROI that is between the 50 th and 85 th percentile ROI_Norm_Tables.pdf

Goal Setting-ROI Multiply this number by the number of weeks you will be progress monitoring i.e (ROI number from table) x 10 (weeks in year left)=16.7 or 17 ( example only, not for use with all children) i.e (ROI number from table) x 10 (weeks in year left)=16.7 or 17 ( example only, not for use with all children) Add this number to their initial score So,if Johnny read 40 WRC initially, his goal would be 57 WRC in 10 weeks on 3 rd grade probes So,if Johnny read 40 WRC initially, his goal would be 57 WRC in 10 weeks on 3 rd grade probes Remember to compare to norms, if above 50 th percentile consider setting at 50 th instead.