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AIMSweb Instructional AIMSweb Instructional Reports Linked with Reports Linked with
Reading Street & Reading Street & My SidewalksMy Sidewalks
Using AIMSweb and Reading Street Together for Improved Using AIMSweb and Reading Street Together for Improved Instructional OutcomesInstructional Outcomes
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2
Copyright NoticeCopyright Notice
AIMSweb Instructional Reports Linked with Reading Street & My Sidewalks
Copyright Copyright ©© 20112011 NCS Pearson, Inc. All rights reserved. NCS Pearson, Inc. All rights reserved.
Warning:Warning: No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the copyright owner.
Pearson, PsychCorp, AIMSweb and the PSI logo are trademarks in the U.S. and/or other countries of Pearson Education, Inc., or its affiliate(s). Produced in the United States of America.
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3
What is Reading Street & What is Reading Street & My SidewalksMy Sidewalks ??
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Reading StreetReading Street
• Core Reading ProgramCore Reading Program: Grades K-6
• Monitors Progress of Priority SkillsPriority Skills (SuccessPredictors)
• Provides instruction for IntensiveIntensive, StrategicStrategic,OnOn--LevelLevel, and AdvancedAdvanced learners
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Reading StreetReading Street
• Authentic LiteratureAuthentic Literature, Big Books, Trade Books, Leveled Texts
• All units organized a round ScienceScience and Social StudiesSocial Studies Concepts
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My Sidewalks on Reading StreetMy Sidewalks on Reading Street
• An Intensive reading intervention programIntensive reading intervention program(K-5)
• AcceleratesAccelerates development of struggling readers
• AlignedAligned to Reading Street concepts/vocabularybut can be used with other core Reading Programs
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My Sidewalks on Reading StreetMy Sidewalks on Reading Street
• A 33--Tier Model of InterventionTier Model of Intervention--based on RTIbased on RTIprinciples
• 30 weeks of instruction30 weeks of instruction - 30-45 minutes/day
• Program Authors for My Sidewalks:Program Authors for My Sidewalks:Connie Juel, Jeanne Paratore, Deborah Simmons,Sharon Vaughn
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Peter Afflerbach, Ph.D. Camille L. Z. Blachowicz, Ph.D. Candy Dawson Boyd, Ph.D. Elena Izquierdo, Ph.D. Connie Juel, Ph.D.
Edward J. Kame’enui, Ph.D. Donald J. Leu, Ph.D. Jeanne R. Paratore, Ed.D. P. David Pearson, Ph.D. Sam L. Sebesta, Ed.D.
Deborah Simmons, Ph.D Alfred W. Tatum, Ph.D. Sharon Vaughn, Ph.D. Susan Watts Taffe, Ph.D. Karen Kring Wixson, Ph.D.
Authors of Reading Street &My Sidewalks
(
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Jeff Anderson, M.Ed. Jim Cummins, Ph.D. Sally M. Reis, Ph.D. Jon Scieszka, M.F.A.
Grant Wiggins, Ed.D. Lily Wong Fillmore, Ph.D. Lee Wright, M.Ed.
Elena Izquierdo Kathy C. Escamilla Mary Esther Huerta Antonio A. Fierro, Ed.D.
Authors of Reading Street &My Sidewalks
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10
What is AIMSwebWhat is AIMSweb ? ?
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What is AIMSweb?What is AIMSweb?
AIMSweb is a universal screeninguniversal screening and progress monitoringprogress monitoring system for
academics and behaviorbased on:
Brief, direct, and continuous student
assessment
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Who uses AIMSweb?Who uses AIMSweb?
•• StudentsStudents
•• ParentsParents
•• Classroom TeachersClassroom Teachers
•• Special EducatorsSpecial Educators
•• Support Staff & Instructional SpecialistsSupport Staff & Instructional Specialists
•• Principals & DeansPrincipals & Deans
•• School PsychologistsSchool Psychologists
•• Speech, OT/PT, Vision Specialists & MoreSpeech, OT/PT, Vision Specialists & More
•• School Counselors & Behavior SpecialistsSchool Counselors & Behavior Specialists
•• Curriculum Specialists & Program DirectorsCurriculum Specialists & Program Directors
•• District Leaders / SuperintendentsDistrict Leaders / Superintendents
•• LEAsLEAs / District & State Stakeholders/ District & State Stakeholders
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Why use AIMSweb?Why use AIMSweb?AIMSweb Data empowers educators to quickly and accurately:
– Identify baseline performance and yearly growthbaseline performance and yearly growth
– Evaluate efficacy of core and tiered instructionefficacy of core and tiered instruction
– Identify groupsgroups & individual studentsindividual students who may be at-risk, average, or “gifted,” for whom instruction is—or is not—effective
– Receive immediate feedback needed to make datamake data--based decisions regarding instruction & based decisions regarding instruction & programmingprogramming
– Do what they do—only better—and more efficientlymore efficiently
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What Does AIMSweb Assess? What Does AIMSweb Assess?
Oral Reading
(1 min. each. Individual)Math Concepts &
Applications (8-10 min.; group)
Math Computation (8-min; group)
Early Numeracy (1 min. each; individual)
Early Literacy (1 min. each; individual)
MAZE (3 min.; group)
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What Does AIMSweb Assess?What Does AIMSweb Assess?
Spelling (3 min.; group)
Spanish Reading (1 min. each; individual)
AIMSweb Behavior(~1-5 min each; Individual)
Written Expression
(3 min.; group)
Spanish Early Literacy (MIDE)
(1-2 min. each; individual)
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Prentice Hall Mathematics6 - 8
enVisionMATH & focusMATH2 - 6Math Concepts& Applications(M-CAP)
Math
Prentice Hall Literature6 - 8
Scott Foresman Reading Street & My Sidewalks on Scott Foresman Reading Street
2 - 6Reading-CBM(R-CBM) & MAZE
Scott Foresman Reading Street & My Sidewalks on Scott Foresman Reading Street
K - 1Early Literacy (TEL)
Reading
Pearson CurriculumGradeAIMSweb Assessment
Measures for which Curriculum Measures for which Curriculum References are Available in AIMSwebReferences are Available in AIMSweb
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17
Measures with Reports Measures with Reports Linked to Reading Street / My SidewalksLinked to Reading Street / My Sidewalks
Oral Reading
(1 min. each. Individual)Math Concepts &
Applications (8-10 min.; group)
Math Computation (8-min; group)
Early Numeracy (1 min. each; individual)
Early Literacy (1 min. each; individual)
MAZE (3 min.; group)
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So how does AIMSweb help So how does AIMSweb help improve achievement?improve achievement?
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The data help us answer The data help us answer three critical questions:three critical questions:
1. How are the majority of students who receive Core / Core / General EducationGeneral Education instruction progressing?
Are program or environmental adjustments at the “corecore” level needed to support those students across groups? (E.g., At the class, grade, school, district, or state levels.)
2. Who are the students atat--riskrisk of academic failure? Are they making progress?
Are program or environmental adjustments needed to support atat--riskrisk students individually or across groups?
How are students receiving tiered services progressing?
3. How are the ““high flyershigh flyers”” doing? Are they progressing?Are program or environmental adjustments needed to supportthose students individually or across groups?
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20
How do AIMSweb and Reading How do AIMSweb and Reading Street / My Sidewalks Work Street / My Sidewalks Work
together?together?
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““Now what do Now what do I do?I do?””
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““Now what do Now what do I do?I do?””
Has an answer!
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AIMSweb & Curriculum LinksAIMSweb & Curriculum Links
• AIMSweb offers reports that link link AIMSweb benchmark dataAIMSweb benchmark data for early literacy, reading, and math to Pearson Curriculum Pearson Curriculum productsproducts.
• While AIMSweb will continue to be curriculum-independent, these reports are included (free)(free) in your subscription.
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AIMSweb & Curriculum Links Give AIMSweb & Curriculum Links Give Teachers DirectionTeachers Direction
• These reports will:
– Provide instructional instructional placementplacement levels for Pearson Curriculum
– Provide references to references to Pearson instructional Pearson instructional resourcesresources for Tier II & III students
– Make RTI data real and relevant for teachersrelevant for teachers
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Research & Development of Research & Development of Curriculum LinksCurriculum Links
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26Step 2: Record Scores
AIMSweb in Four StepsAIMSweb in Four Steps
Step 1: Briefly Assess Students
OROR
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27
AIMSweb in Four StepsAIMSweb in Four Steps
Step 4: Use Data Regularly toInform Instruction
Step 3: Analyze Instant Reports
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How do I find these How do I find these reports?reports?
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1. Go to your classroom level screen in AIMSweb (“My Classes” tab for teacher-level access)
2. Click on the “Classroom Planning” report
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3. Choose the version of Reading Street & My Sidewalks you currently use
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AIMSweb Class
Instructional Planning Report
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Top Section: IdentificationIdentification
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Mid Section: Instructional Instructional Recommendations LegendRecommendations Legend
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Bottom Section: Instructional Instructional Recommendation GroupingRecommendation Grouping
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Case Study 1Case Study 1
Myles ElliottMyles ElliottGrade 3
On-LevelReading CBM (R-CBM)
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Fall Benchmark PeriodFall Benchmark Period
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AIMSweb and Reading Street both indicate MylesMylesis “On Level” and “At or above Target.”
Curriculum Instructional Curriculum Instructional Recommendations:Recommendations:
Fall Benchmark PeriodFall Benchmark Period
41s41s--85th percentile:85th percentile:Use Scott ForesmanReading Street ©2011 core instruction
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38
““Box & WhiskersBox & Whiskers”” Graphs Represent Graphs Represent NormativeNormative DataData
126-138
90-125
82-89
> 139
< 81
Target: AIMSweb Default Setting: 80% likelihood of passing
typical state test
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AIMSweb and Reading Street both indicate MylesMylesis “On Level” and “At or above Target.”
Curriculum Instructional Curriculum Instructional Recommendations:Recommendations:
Winter Benchmark PeriodWinter Benchmark Period
41s41s--85th percentile:85th percentile:Use Scott ForesmanReading Street ©2011 core instruction
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AIMSweb and Reading Street both indicate MylesMyles is “On Level”and “At or above Target.”
Curriculum Curriculum Instructional Instructional Recommendations:Recommendations:
Spring Benchmark PeriodSpring Benchmark Period
41s41s--85th percentile:85th percentile:Use Scott ForesmanReading Street ©2011 core instruction
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Case Study 2Case Study 2
Malcolm RiveraMalcolm RiveraGrade 2
Below-LevelReading-CBM (R-CBM)
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res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
Fall Benchmark PeriodFall Benchmark Period
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
AIMSweb and Reading Street indicate MalcolmMalcolmis “Below Level” and “Below Target.”
Curriculum Curriculum Instructional Instructional Recommendations:Recommendations:33rd percentile locally
16th-40th percentile: Use Scott Foresman Reading Street© 2011 core instruction plus the Small Group Time Strategic Intervention lessons.
If using My Sidewalks on Scott Foresman Reading Street© 2011 for strategic intervention, administer the My Sidewalks on Scott Foresman Reading Street©2011 Placement Test to determine program placement and identify problem areas.
Fall Benchmark PeriodFall Benchmark Period
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
Winter Winter BenchmarkBenchmark PeriodPeriod
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
AIMSweb and Reading Street indicate MalcolmMalcolmis “Below Level” and “Near Target.”
Curriculum Curriculum Instructional Instructional Recommendations:Recommendations:
33rd percentile locally
16th-40th percentile: Use Scott Foresman Reading Street© 2011 core instruction plus the Small Group Time Strategic Intervention lessons.
If using My Sidewalks on Scott Foresman Reading Street© 2011 for strategic intervention, administer the My Sidewalks on Scott Foresman Reading Street©2011 Placement Test to determine program placement and identify problem areas.
Winter Benchmark PeriodWinter Benchmark Period
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
Spring Benchmark PeriodSpring Benchmark Period
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
AIMSweb and Reading Street indicate MalcolmMalcolmis “On Level” and “Above Target.”
Curriculum Curriculum Instructional Instructional Recommendations:Recommendations:
48th percentile nationally
41st to 85th percentile: Use Scott Foresman Reading Street© 2011core instruction
Spring Benchmark PeriodSpring Benchmark Period
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
Case Study 3Case Study 3
Asia MoonAsia MoonGrade K
Intensive InterventionLetter Naming Fluency (LNF)
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
Fall Benchmark Period: Fall Benchmark Period: LSF KindergartenLSF Kindergarten
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
AIMSweb and Reading Street indicate AsiaAsia is “Intensive Intervention”and “ Below Target.”
Curriculum Curriculum Instructional Instructional Recommendations:Recommendations:
11th percentile locally
1st – 15th percentile: Use Reading Street core instruction. If children fail to make progress by week 6 of instruction, the Small Group Time Strategic Intervention lessons or My Sidewalks Early Reading Intervention may be indicated.
If using My Sidewalks for Strategic and/or Intensive intervention, administer the Early Reading Intervention Placement Test to determine program placement.
Fall Benchmark PeriodFall Benchmark Period
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
Winter Benchmark Period: LSFWinter Benchmark Period: LSF
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
AIMSweb and Reading Street indicate AsiaAsia is at “Strategic Intervention”and “At Target.”
Curriculum Curriculum Instructional Instructional Recommendations:Recommendations:
37th percentile locally
16th – 40th percentile: Use Reading Street core instruction plus the Small Group Time Strategic Intervention lessons.
If using My Sidewalks Early Reading Intervention for Strategic intervention, use AIMSweb scores and Early Reading Intervention Progress Monitoring Tests to determine placement and evaluate progress.
Winter Benchmark PeriodWinter Benchmark Period
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
Spring Benchmark Period: LSFSpring Benchmark Period: LSF
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
AIMSweb and Reading Street indicate AsiaAsia is “Strategic” and “Above Target.”
Curriculum Curriculum Instructional Instructional Recommendations:Recommendations:
65th percentile locally
41st to 85th percentile: Use Reading Street On-Level core instruction (for LSF)
Spring Benchmark PeriodSpring Benchmark Period
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
Case Study 4Case Study 4
Marisol MataMarisol MataGrade K
AdvancedLetter Naming Fluency (LNF)
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
Fall Benchmark PeriodFall Benchmark Period
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
AIMSweb and Reading Street both indicate MarisolMarisol is “Advanced”and “Above Target.”
Curriculum Curriculum Instructional Instructional Recommendations:Recommendations:
Fall Benchmark PeriodFall Benchmark Period
8686thth--9999thth percentile: percentile: Use Use Reading StreetReading Street core instruction plus the core instruction plus the Advanced lessons in Differentiated Instruction at the back of thAdvanced lessons in Differentiated Instruction at the back of the e Teacher's Editions.Teacher's Editions.
87th percentile Nationally
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
58
Relationship between Universal Screening, Relationship between Universal Screening, Diagnostic Assessments, and Instruction:Diagnostic Assessments, and Instruction:
FormativeAll Students:All Students:
Universal ScreeningUniversal Screening
Diagnostic
Some StudentsSome Students:•Criterion-referenced assessments•Cognitive assessments•Norm-referenced, standardized tests, etc.
Some Students:Some Students:Progress MonitoringProgress MonitoringFormative
All Students: All Students: Core InstructionCore InstructionSubset: Subset: Core + / or Intensive Core + / or Intensive
InterventionInterventionInstruction
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
59
Authors & ContributorsAuthors & Contributors
Authors: Lisa A. Langell, M.A., S.Psy.S.Kristin Fezzuoglio
Contributors & Presenters:Misty Sprague, M.A., Ed.S., NCPS (AIMSweb)Lisa Langell, M.A., S.Psy.S. (AIMSweb)Kristin Fezzuoglio (Reading Street / My Sidewalks)
Fall
2011.
Copyr
ight
(c)
2011Pe
arso
n E
duca
tion,
Inc.
or
its
affilia
te(s
).
All
rights
res
erve
d.
All
nam
es a
nd d
ata
use
d in t
his
pre
senta
tion
are
fict
itio
us.
60
The End