administration and scoring of: –early literacy measures- to accompany aimsweb training workbook-...

• Administration and Scoring of:– Early Literacy Measures-To accompany Aimsweb Training

Workbook- Administration and Scoring of Early Literacy Measures for Use with Aimsweb

• Letter Naming Fluency• Letter Sound Fluency• Phonemic Segmentation Fluency• Nonsense Word Fluency

– Reading• Oral Reading Fluency (aka-R-CBM)-To accompany Aimsweb

Training Workbook- Administration and Scoring of R-CBM for Use in GOM

• Maze-To accompany Aimsweb Training Workbook- Administration and Scoring of Maze for Use in GOM

HANDOUTS: (SEE PROBE PACKET, TOO)

Letter Naming Fluency

• Turn to your manual (p. 15) and

• Turn to the Letter Naming Probe in your second packet. You will see the examiner probe (with numbers) and the student probe (without numbers).

p. 15

Letter Naming Fluency

Letter Naming Standard Administrative Directions

3. “Here are some letters (point to student copy). Begin here, (point to 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.”

4. Start your stopwatch. If the student fails to say the first letter name after 3 secs., tell the student the letter name and mark as incorrect. Point to the next letter.

5. 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 can be provided once during the administration. If the student continues providing letter sounds, mark each letter as incorrect and indicate by making a note at the top of the examiner copy.

6. If zero correct in first row (10 letters), discontinue and record a 0.

7. Follow along on examiner copy. Put a slash through letters named incorrectly.

8. Maximum time for each letter is 3 seconds. If doesn’t give in 3 sec., tell student name and mark as incorrect. Point to next letter and say, “What letter?”

9. At the end of 1 minute, place a bracket after last letter named and say, “Stop.”Source: AIMSweb/ Michelle Shinn & Mark Shinn

p.16

What is a correct letter name? (p. 17)

• A correctly named letter.• Confused I’s and L’s as a function of font. Letters

that look alike will have different names depending on the font and case. For these letters, either name is corret.

• Self corrections. If a student makes an error and correct her/himself within 3 seconds, write ‘SC’ above the letter and do not count as an error.

• Note: Articulation and Dialect. A student is not penalized for imperfect pronunciation due to dialect, articulation, or second language pronunciations.

What is an incorrect letter name?

• Substitution of a different letter for the stimulus letter (‘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.

p.17

LET’S PRACTICE…

• VIDEO• See bottom of pg. 17 for example.

• Try to time and score along!

P18

KEY

See Letter Naming Fluency

• Accuracy of Implementation Rating Scale (AIRS)- p. 49 in packet.

• Observe or Self checklist to ensure high reliability of results.

Letter Sound Fluency


• Turn to the Letter Sound Fluency Probe in your second packet. You will see the examiner probe (with numbers) and the student probe (without numbers).

*

p.20

Letter Sounds Standard Administrative Directions

3. “Here are some letters (point to student copy). Begin here, (point to first letter) and tell me the sounds (with emphasis) 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.”

4. Start your stopwatch. Follow along on examiner copy. Put a slash through letters named incorrectly.If doesn’t give in 3 sec., tell student sound and mark as incorrect. Point to next letter and say, “What sound?”

5. If student says letter name say “remember to tell me the sound the letter makes, not its name.” Say only once. If student continues with names, mark each incorrect.

6. If no correct letter sounds with first 10 letters, discontinue and score 0.

7. Follow along and put a slash through incorrect letter sounds. 8. The max. time for each letter is 3 secs. If the student does not provide the letter sound within 3 secs., tell the student the letter sound and mark as incorrect. Point to the next letter and say, ‘What sound?’. 9. At the end of 1 minute, place a bracket after last letter named and say, “Stop.”

p.21

Let’s Practice

• VIDEO• Top of p. 23 (Dakota)

• Key- middle of page. 23

See Letter Sound Fluency

• Accuracy of Implementation Rating Scale (AIRS)


Phonemic Segmentation Fluency


• Turn to the Phonemic Segmentation Fluency Probe in your second packet. You will see the examiner probe (with numbers) and NO STUDENT PROBE).

*

p.25

Phonemic Segmentation Standard Administrative Directions

“I’m going to say a word. After I say it, I want you to tell me all the sounds in the word. So, if I say, “Sam,” you would say /s/ /a/ /m/. Let’s try one (one-second pause). Tell me the sounds in “mop”.

Correct Response If student says, /m/ /o/ /p/, you say

Incorrect ResponseIf student give any other response, you say,

“Very good.” “The sounds in “mop” are /m/ /o/ /p/. Your turn. Tell me the sounds in “mop”.”

Source: AIMSweb/ Michelle Shinn & Mark Shinnp.26

Phonemic Segmentation: Scoring (p. 27)What is Correct?

Students may receive credit for any different, correct, part of the word represented by sounds that correspond to the word part.May receive credit for 1.complete segmentation, 2. incomplete segmentation3. overlapping segmentation.

Source: AIMSweb/ Michelle Shinn & Mark Shinn

Phonemic Segmentation: Scoring-complete segmentation (p.27)

Student is given credit for each correct sound segment produced correctly.

Word Student Says Scoring Correct Segments

trick “t…r..i..ck” /t/ /r/ /i/ /k/ 4/4

cat “c…a…t” /k/ /a/ /t/ 3/3


Phonemic Segmentation: Scoring-incomplete segmentation(p. 27)

Student is given credit for each correct sound segment, even if not at the phoneme level. (You are listening for correct component parts.)The underline indicates the size of the sound segment.


trick “tr..ick” /t/ /r/ /i/ /k/ 2/4

cat “c…at” /k/ /a/ /t/ 2/3


Phonemic Segmentation: Scoring – overlapping segmentation (p. 28)

Student is given credit for each different correct sound segment. /Tri/ and /ick/ are both correct segments of trick.


trick “tri..ick” /t/ /r/ /i/ /k/

2/4

cat “c…cat” /k/ /a/ /t/ 1/3


p.28

Other corrects

Phonemic Segmentation: Scoring p. 28)

Schwa sounds, additions, and elongated sounds also are not counted as errors.•Some phonemes cannot be pronounced correctly in isolation without a vowel: Examiner says ‘trick’; student says ‘tu..ru..I..ku’. Cat: ku..a..tu..•Additions are not counted as errors if they are separated form the other sounds in words: trick….t..r..i..ck..s; cat..s..c..a..t•Articulation and dialect are not counted as errors. Rest…r..e..th..t.

Elongated:Ex: (top of p. 29) rest….rrrrrrrrrrrrrreeeeeeeeeesssssssttttt.


Phonemic Segmentation: Scoring (p. 29, 30)

What is incorrect?Omissions, no segment, mispronunciation.


trickcat

“t..ick”“c”…(3 sec.)

/t/ /r/ /i/ /k//k/ /a/ /t/

2/41/3

trickcat

“trick”“cat"

/t/ /r/ /i/ /k//k/ /a/ /t/

0/40/3

trickcat

“t..r..i..ks”“b..a..t”

/t/ /r/ /i/ /k//k/ /a/ /t/

3/42/3


p. 30

Let’s Practice

• VIDEO• Page. 31

Key: p. 32

See Phonemic Segmentation Fluency



Nonsense Word Fluency

• Turn to your manual (p. 34) and • Turn to the Nonsense Word Fluency

probe in your second packet. See sample words: BIM LAT.

• You will see the examiner probe (with numbers) and the student probe (without numbers).

*

p.34

bim lat

Nonsense Word Standard Administrative Directions (p. 35)2.“Look at this word (point to the first word on the practice probe). It’s a make-believe word, not a real word. All the letters have sounds: (point to the letter “b”) /b/, (point to the letter “i”) /i/, (point to the letter “m”) /m/.

Altogether the sounds are /b/ /i/ /m/ (point to each letter) or “bim” (run your finger fast through the whole word).

Remember, it is a made up word. You can say the sounds of the letters, /b/ /i/ /m/ (point to each letter), or you can say the whole word “bim” (run your finger fast through the whole word). Be sure to say any sounds you know.”


Nonsense Word Standard Administrative Directions (p. 35)

“Ready? Let’s try one. Read this word the best you can (point to the word “lat”). Point to each letter and tell me the sound or tell me the whole word.”

Correct Response:If the child responds “lat” or with some or all of the sounds, say

Incorrect Response:If the child does not respond w/in 3 sec. or responds incorrectly say

“That’s right. The sounds are /l/ /a/ /t/ or “lat””

“Watch me (point to the letter “l” etc.) /l/, /a/, /t/. Altogether the sounds are /l/ /a//t/ or “lat” Remember, you can say the sounds or you can say the whole word. Let’s try again. Read this word the best you can.” (Point to ‘lat)


Nonsense Word Standard Administrative Directions (p. 36)

3. “Here are some more make-believe words. When I say “begin”, start here, go across the page, and read the words the best you can. Remember, you can tell me the sound of the letter or read the whole word. Put your finger under the first word. Ready, begin.”4.Start your stopwatch. Follow along on examiner copy and underline each correct phoneme. Put a slash through incorrect or omitted phonemes.If doesn’t give in 3 sec., tell student sound point to next sound and say, “What sound?” If incorrect, point to next word.5.If no correct sounds in words 1-5, discontinue with 0 score.6. Follow along and underline each phoneme read correctly, either in isolation or in context of the nonsense word. Slash incorrects. 7. At the end of 1 minute, place a bracket after last letter named and say, “Stop.”

Corrects

p. 37

Let’s Practice

• VIDEO• P. 38

• Key in middle.

p.38

KEY

See Nonsense Word Fluency



Reading - CBM

Reading - Curriculum-Based Reading - Curriculum-Based Measurement (R-CBM)Measurement (R-CBM)

Students read aloud for 1 minute from Edformation’sEdformation’s Standard Reading Standard Reading AssessmentAssessment PassagesPassages of meaningful, connected text.

Number of words read correct and number of errors are counted.

Reported as Reported as WRC/errorsWRC/errorsSource: AIMSweb/M ark Shinn

This page is not in your handout.

An Example of R-CBM - Reading Clip1 -Practice Video 1

Source: AIMSweb/M ark ShinnSCORE ALONG…

Observation Questions

–What did you observe about this child’s reading?

–Is she a good reader?

–Give your reason(s) for your answer to the second question?

–About how many words did she read correctly?

Source: AIMSweb/M ark Shinn


Look for the Qualitative Features of Good (or Poor) Reading

Reads Efficiently?

Reads Accurately--Greater than 95%?

Reads with Expression and Prosody?

Has Effective Strategy for Word They Don’t Know?

Reading Errors Preserve Meaning Rather than DISTORT

Meaning ?Engages in Comprehension Self-Monitoring (Self Corrects)

?This page is not in your handout.

Qualitative

Features

Worth Noting


R-CBM is Used for Scientific R-CBM is Used for Scientific Reasons Based on Evidence:Reasons Based on Evidence:

It is a reliablereliable and validvalid indicator of student achievement.

It is simple, efficientsimple, efficient, and of shortshort duration to facilitate frequent administration by teachers.

It provides assessment information that helps teachers plan better helps teachers plan better instructioninstruction..

It is sensitive to the improvementsensitive to the improvement of students’ achievement over time.

It is easily understoodeasily understood by teachers and parents.

Improves achievementImproves achievement when used to monitor progress.



Things to Always Remember About R-CBM

Are designed to serve as ““indicatorsindicators”” of general reading achievement. R-CBM doesn’t measure everything, but measures the importantimportant things.

Are Standardized tests Standardized tests to be given, scored, and interpreted in a standard way.standard way.

Are researchedresearched for 3 decades for 3 decades with respect to psychometric properties to ensure accurate measures of learning.Source: AIMSweb/M ark Shinn


R-CBM Standard Directions for 1 Minute Administration

1) Place the unnumberedunnumbered copy in front of the student.

2) Place the numberednumbered copy in front of you, but shielded so the student cannot see what you record.

3) Say:

When I say ‘Begin,’ start reading aloud at the top of this page. Read across When I say ‘Begin,’ start reading aloud at the top of this page. Read across the page the page (DEMONSTRATE BY POINTING). Try to read each word. If you 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 come to a word you don’t know, I will tell it to you. Be sure to do your bestbest reading. Are there any questions? reading. Are there any questions? (PAUSE)

4) Say “Begin”“Begin” 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.

• Follow along on your copy. Put a slash ( / ) through words read incorrectly.• At the end of 1 minute, place a bracket ( ] ) after the last word and say, “Stop.”“Stop.”• Score and summarize by writing WRC/Errors


p.12

p.32

Corrects:

Neither

Incorrects: bottom of p. 32

Incorrects: top of p. 33

Incorrects: p. 33

Review: What is a Word Read Correctly?

Correctly PronouncedCorrectly Pronounced Words within context.

Self-Corrected IncorrectSelf-Corrected Incorrect Words within 3 seconds.


p.32

Review:What is not Incorrect? (Neither a WRC or an Error)

RepetitionsRepetitions

DialectDialect Differences

InsertionsInsertions (Consider them Qualitative Errors)


P.32

Review: What is an Error?

MispronunciationMispronunciation of the Word or SubstitutionsSubstitutions

OmissionsOmissions

Hesitations:3-SecondHesitations:3-Second Pauses or Struggles (examiner provides correct word)

Reversals


p.32,33

Calculating and Reporting R-GOM Scores

Record totaltotal number of words read.

Subtract the number of errors.errors.

Report in standard format of WRC/Errors standard format of WRC/Errors (72/3).


Example

Juan finished reading after 1 minute at the 145th word, so he read 145 words total.

Juan also made 3 errors.

Therefore his WRC was 142 with 3 errors.Therefore his WRC was 142 with 3 errors.

Reported as 142/3.


Practice Exercise 3: Let’s Score

Source: AIMSweb/M ark Shinn GR. 5, PASSAGE 10

Practice Exercise 3: Answer Key

This student read 141 WRC/2 ErrorsSource: AIMSweb/M ark Shinn

Practice Exercise 2: Another practice


Practice Exercise 2: Answer Key

This student read 97 WRC/3 ErrorsSource: AIMSweb/M ark Shinn

See Oral Reading Fluency



Accuracy of Implementation (AIRS)

CBM IS A General Outcome Measure

Common Characteristics of GOMs

The same kind of evaluation technology as other professionsThe same kind of evaluation technology as other professions

PowerfulPowerful measures that are:

• SimpleSimple

• AccurateAccurate

• EfficientEfficient indicators of performance that guide and inform a variety of decisions decisions

• GeneralizableGeneralizable thermometer that allows for reliable, valid, thermometer that allows for reliable, valid, cross comparisons of datacross comparisons of data

General Outcome Measures (GOMs) from Other Fields

Medicine measures height, weight, temperature, and/or blood pressure.

Federal Reserve Board measures the Consumer Price Index.

Wall Street measures the Dow-Jones Industrial Average.

Companies report earnings per share.

McDonald’s measures how many hamburgers they sell.

Phonemic Awareness

Alphabetic Understanding

Fluency

Vocabulary

Comprehension

What Does R-CBM Measure?

http://www.nationalreadingpanel.org/

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

ALL These Skills

General Reading Skill

Maze

A multiple-choice cloze task Students read silently for 3 minutes First sentence of a 300-400 word passage left intact Every 7th word is replaced with a blank About 40-45 total blanks for each maze

3 choices exact match near distracter far distracter

Reading Maze

A Group Administered and Silent Reading Test for Intermediate and Older Students

p. 10

Use a Practice Test for Younger Students

p. 11

Maze Standard Administration Directions Including Cover Sheet and Easy Practice Test

1. Pass out maze 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.

2. Say to the students:

When I say ‘begin’ I want you to 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 missing. In their place is a blank. Under the blank are 3 words. Your job is to circle the 1 word that makes sense in the story. Only 1 word is correct.

3. Decide if practice test is needed. Say…

Let’s practice one together. Look at your first page. Read the first sentence silently while I read it out loud: ‘The dog/ blank/ after the cat.’ Under the blank are 3 words: apple, broke, ran. ‘The dog /apple/ after the cat.’ That doesn’t make sense. ‘The dog/broke/ after the cat.’ That doesn't make sense. ‘The dog/ ran/ after the cat.’ That does make sense. So circle the correct word,/ran/

(Make sure students circle /ran/).

p. 14

Let’s go to the next sentence. Read it silently while I read it out loud. The cat /blank/ up the hill. The choices are fast, green, for. Which word is correct in the sentence? (Students answer /fast/)

Yes, ‘The cat ran/ fast/ up the hill’ is correct. So circle the correct word/fast/. (Make sure students circle /fast/)

Read the next sentence silently and raise your hand when you think you know the answer. (Make sure students know the correct word. Read the sentence with the correct answer)

That’s right, ‘The dog/ barked/ at the cat’ is correct. Now what do you do when you choose the correct word?

(Students answer ‘circle it;’ make sure students understand the task)

That’s right, you circle it. I think you’re ready to work on a story on your own.

p. 14

Maze Standard Administration DirectionsFor Older Students and

Students Are Familiar with the Maze Directions

p. 15

The Examiner Answer Key

Correct answers are in BOLD on the Answer Key

administration and scoring of: –early literacy measures- to accompany aimsweb training workbook-...

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