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AIMSweb MIDE Curriculum Based Measurements

DPS District RtI Team. AIMSweb MIDE Curriculum Based Measurements. AIMSweb Reading www.aimsweb.com. The Spanish AIMSweb Subtests. Spanish Reading-CBM (Oral Reading Fluency – ORF). Mid First Grade – 12 th Grade. Reading Fluency:. Reading passage Administered individually

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AIMSweb MIDE Curriculum Based Measurements

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  1. DPS District RtI Team AIMSweb MIDE Curriculum Based Measurements

  2. AIMSweb Reading www.aimsweb.com

  3. The Spanish AIMSweb Subtests

  4. Spanish Reading-CBM(Oral Reading Fluency – ORF) Mid First Grade – 12th Grade

  5. Reading Fluency: • Reading passage • Administered individually • Timed for one minute • Errors marked as student reads three (3) stories • Teacher records middle score

  6. 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 what you record. 3. Say: “Cuando yo digo ‘empieza’ quiero que comiences aquí. (Point tothefirstword.) Lee através de la página. (Move your finger across the first line of text.) Trata de leer todaslaspalabras. Si llegas a unapalabra que no conoces, yo te la diré. Lee lo mejor que tú puedas. ¿Tienes preguntas?” (Pause) Say: “Empieza” and start your stopwatch when the student says the first word. If the student fails to say the first word of the passage after 3 seconds, tell them the word, mark it as incorrect, then start your stopwatch. 4. Follow along on your copy. Put a slash “/” through words read incorrectly. 5. At the end of 1 minute, place a bracket “ ] ” after the last word read and say “Alto.” 6. Score and summarize by writing WRC/Errors. Familiar Shortened Directions “Cuando yo digo ‘empieza,’ comienza a leer con la primera palabra en esta página.”

  7. Administration Rules • Time for a continuous minute • At the end of one minute place a bracket (]) • Emphasizing Words Read Correctly (WRC). • 3-Second Rule. • If a student stops or struggles with a word for 3 seconds, tell the student “the word” and mark it as incorrect. • • Discontinue Rule. • If the passage that is read is so hard that the student reads less than 10 words correctly in 1 minute, discontinue administration of any other passages from that level and use this WRC score. • Speed Reading. • You may encounter some excellent readers who may view R-CBM as a “speed reading test” (i.e., read the passage very fast and without expression) in their first R-CBM testing. • When this occurs, interrupt the student, saying “This is not a speed reading test. Begin again, and be sure to do your best reading.”

  8. General Scoring Rules WHAT IS A WORD READ CORRECTLY (WRC)? • Correctly Pronounced Words within context • Self-Corrected Incorrect Words within about 3 seconds WHAT IS AN ERROR? • Mispronunciation of the Word or Substitutions • Omissions • 3-Second Pauses or Struggles WHAT IS NOT INCORRECT (NEITHER A WRC OR ERROR)? • Repetitions • Dialect Differences • Insertions (Consider them Qualitative Errors)

  9. Now let’s try a few together • Modeling of test administration & Scoring • Guided Practice

  10. The AIMSweb MIDE Subtests

  11. Administration and ScoringSyllable Reading Fluency

  12. Syllable Reading Fluency • A Page of 2-letter syllables • Timed for one minute • Number of correct sounds recorded

  13. Syllable Reading Fluency Materials • Student copy of SRF (not numbered) • Examiner copy of SRF (numbered) • Clipboard • Timer

  14. Practice Items

  15. Standard Directions “Mira estasílaba(point to the first syllable on the practice probe). No tienesentido, perolasletrastienensonidos y podemosleerlas: (point to the letter “m”) /m/, (point to the letter “a”) /a/. La sílabacompleta dice /m/ /a/ (point to each letter) o /ma/ (run your finger fast through the whole syllable). Acuérdate que no tiene sentido. Puedes decir los sonidos de las letras, /m//a/ (pointtoeachletter), o puedes leer toda la sílaba, /ma/. (run your finger fast through the whole syllable). Quieroque me digascualquiersonidoquesepas. ¿Listo (a)? Vamos a probar una. Lee esta sílaba lo mejor que puedas (pointtothesyllable,“pa”) Pon tu dedo debajo de cada letra y dime su sonido, o lee toda la sílaba.”

  16. Place the student copy in front of the child. “En esta página puedes ver más sílabas (point to the student probe). Cuando yo digo “empieza,” comienza aquí (point to the first syllable), lee através de la página (point across the page), y lee todas las sílabas que puedas. Acuérdate que puedes decir los sonidos de las letraso puedes leer toda la sílaba. Pon tu dedo debajo de la primera sílaba. ¿Listo (a)? Empieza.”

  17. Directions for Scoring • Underline each letter sound the student provides correctly, either in isolation or in the context of the Syllable. • Put a slash (/) over each letter sound read incorrectly. • Do not mark any letter sounds omitted, added, or repeated.

  18. General Scoring Rules WHAT IS A CORRECT SOUND? The number of correct sounds are counted. • Correct Letter Sounds. ( za ) • Correct Syllable. ( za ) • Self-Corrections. (within 3 seconds) WHAT IS AN INCORRECT SOUND? • Incorrect Letter Sounds. Put a slash (/) through errors. • 3-Second Rule. • Say the sound/syllable , • Mark it as incorrect by drawing a slash (/) through it. • Point to the next sound and say “¿y el próximosonido?” OTHER RULES • Repeated Sounds. Letter sounds pronounced twice while sounding out the syllable are given credit only once. • Insertions. Insertions are not scored as incorrect. • Skipped Row. If a student skips an entire row, draw a line through the row and do not count the row in scoring. • Discontinue Rule. If the student does not get any sounds correct in syllables 1-5, discontinue the task and record a score of 0.

  19. Now let’s try a few together • Modeling of test administration & Scoring • Guided Practice

  20. Administration and ScoringSyllable Segmentation Fluency

  21. Syllable Segmentation Fluency • Single word is read by adult (oral) • Student breaks word into individual syllables • Timed for one minute • # of correct syllables segments are marked

  22. Syllable Segmentation Fluency Materials • Examiner copy of SSF (numbered) • Clipboard • Timer

  23. Syllable Segmentation Fluency Practice Items Te voy a decir una palabra. Después, quiero que tu me digas todas las sílabas, o partes, que oyes en la palabra. Por ejemplo, si yo digo “papalote,” tu dirías “pa-pa-lo-te” (tapping your hand on the table as you say each syllable) con las partes bien separadas. Vamos a probar otra. Dime todas las sílabas, o partes, que oyes en “lechuga.” “Estâ bien. Ahora viene la primera palabra.” (say word and start timer)

  24. Administration Rules • 3 SECOND WAIT RULE • The maximum time for each syllable segment is 3 seconds. • If the student does not provide the next syllable segment within 3 seconds, give the student the next word. • If the student provides the initial syllable only, Wait 3 seconds for elaboration. • DISCONTINUE RULE: • If a student has not given any sound segments correctly in the first 5 words, discontinue the task and record a score of zero (0). • PROMPTING RULE: • If the student simply repeats the word, score the item as incorrect and say, “acuérdatequetienesquesepararlassílabas”. This prompt may be provided once during the administration.

  25. Scoring Rules WHAT IS A CORRECT SEGMENT? There are multiple ways a correct segment can be scored. • Students may receive credit for any different, correct, syllable in the word represented by sounds that correspond to the syllable part. • Students may receive credit for • Complete segmentation • Incomplete segmentation • Overlapping segmentation • Additions What is Not a Correct Segment? • Omissions. The student does not receive credit for syllable segments that are not produced. • No segmentation. If the student repeats the entire word, no credit is given for any correct parts.

  26. Now let’s try a few together • Modeling of test administration & Scoring • Guided Practice

  27. Administration and Scoring Letter Naming Fluency

  28. Letter Naming is Added Measure of Risk • Serves as an indicator of risk in conjunction with scores on other AIMSweb measures. • The skill of letter naming has a high correlation with later reading outcomes (Adams, 1999)

  29. Letter Naming Fluency • Random upper and lower case letters • Timed for one minute • Errors marked as student reads

  30. Letter Naming Fluency: Materials • Student copy (not numbered) • Examiner copy (numbered) • Clipboard • Timer

  31. Directions 1. Place the student copy in front of the student. 2. Place the examiner copy on a clipboard and position it so the student cannot see what the examiner records. 3. Say these specific directions to the student: “Aquívesunasletras(point to the student copy). Empiezaaquí, (point to first letter) y dime los nombres de todas las letras que sepas. Si llegas a una que no sabes, te la diré. ¿Tienes cualquier pregunta? Pon tu dedo debajo de la primera letra. ¿Listo(a)?, empieza.” • 4. At the end of 1 minute, place a bracket ( ] ) after the last letter named and say, “Alto.”

  32. Administration Rules 3 SECOND WAIT RULE • Maximum time for each sound segment is 3 seconds. • If a student does not provide the next letter with 3 seconds, tell the student the letter name and mark it as incorrect. Point to the next letter and say, “¿cuálletraes?” DISCONTINUE RULE: • 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. PROMPTING RULE: • If the student provides the letter sound rather than the letter name say, “Acuérdatequetienesquedecirme el nombre de la letra y no el sonido que hace.” • If the student provides the English name of the letter, count it as correct, butsay, “Dime los nombres en español”

  33. Scoring Rules WHAT IS A CORRECT LETTER NAME? • A correctly named letter. • Confused I’s and L’s as a function of font. For these letters, either name is considered correct. • Self-Corrections. Within 3 seconds, write “SC” above the letter and do not count it as an error. 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.

  34. Now let’s try a few together • Modeling of test administration & Scoring • Guided Practice

  35. Administration and ScoringLetter Sound Fluency

  36. Letter Sound Fluency Random lower case letters Timed for one minute Errors marked as student reads

  37. Letter Sound Fluency: Materials • Student copy of LSF (not numbered) • Examiner copy of LSF (numbered) • Clipboard • Timer

  38. Directions 1. Place the student copy in front of the student. 2. Place the examiner copy on a clipboard and position it so the student cannot see what the examiner records. 3. Say these specific directions to the student: “Aquí ves unas letras (point to the student copy). Empieza aquí, (point to first letter) y dime los sonidos (with emphasis) de todas las letras que sepas. Si llegas a una letra con un sonido que no sabes, te la diré. ¿Tienes cualquier pregunta? Pon tu dedo debajo de la primera letra. ¿Listo(a)?, empieza.” 4. At the end of 1 minute, place a bracket ( ] ) after the last letter named and say, “Alto.”

  39. Administration Rules 3 SECOND WAIT RULE • Maximum time for each sound segment is 3 seconds. • If a student does not provide the next letter with 3 seconds, tell the student the letter name and mark it as incorrect. Point to the next letter and say, “¿cuálsonidohace?” DISCONTINUE RULE: • 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. PROMPTING RULE: • If the student says the letter name rather than the letter sound say, “Acuérdatequetienesquedecirme el sonido que hace la letra y no su nombre”

  40. Scoring Rules WHAT IS A CORRECT LETTER SOUND? • Students must provide the most COMMON sound of the letter. (pronunciation guide for most common sounds is in the Administration Manual appendix) • Confused I’s and L’s a function of font. For these letters, either sound is considered correct. • Self-Corrections. Within 3 seconds, write “SC” above the letter and do not count it as an error. WHAT IS AN INCORRECT LETTER SOUND? • Substitutes a different sound for the stimulus letter sound. • Substitutes the less common sound for the stimulus letter sound. • Omission of a letter sound • Stops or struggles with a letter sound for more than 3 seconds. Skipped Row - draw a line through the row and do not count the row in scoring.

  41. Now let’s try a few together • Modeling of test administration & Scoring • Guided Practice

  42. Administration and Scoring Syllable/Word Spelling

  43. Syllable/Word Spelling • Spelling assessment, • Grade appropriate list of syllables or spelling words • Dictated at a carefully set pace. • A new word or syllable is dictated every 10 seconds. • The student is scored based on: • # of letters spelled incorrect sequence • # of words (or syllables) spelled correctly.

  44. Syllable/Word Spelling Materials • Numbered Student Response Sheet & pencil • Examiner copy (numbered) • Clipboard • Timer

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