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Transcript of AIMSweb
It identifies students who are at-risk and are in need of additional academic supports.
It enables educators to progress monitor students who are at-risk to determine if given interventions are successful or unsuccessful. And in doing so, the RTI process is facilitated. An Expert’s Perspective So How Are CBM'S Administered? What are CBM’s? References What Does the Research Say about AIMSweb? AIMSweb Graphs Types of CBM's How Does AIMSweb Facilitate Benchmarking and Progress Monitoring? Through the utilization of Curriculum Based Measurement (CBM), the basic competence of students are measured in the areas of reading, math, spelling and writing.
These tests are brief, generally lasting 1 to 5 minutes.
Each test is scored, with results being entered into a school's online AIMSweb account, which produces a graph of results. How Does a School Determine Which Students Fit Into Each Tier? A school will generally complete a process referred to as “benchmarking” during the Fall, Winter and Spring.
Benchmarking, also referred to as “universal screening”, is a form of assessing all students to determine which students are at-risk academically, and may require additional academic support.
Students who fall into Tier 2 and Tier 3 receive intensive interventions, and are progress monitored to determine the effectiveness of a given intervention. RTI:Three-Tiered Model At Tier 1, ALL students receive core curriculum, while students at Tier 2 receive the core curriculum with academic supplements (i.e. additional 30 minute block of reading time), and Tier 3 students receive core curriculum with more intensive interventions (i.e. one-on-one reading instruction with reading specialist/teacher).
In an ideal RTI model, 80-90% of students would fall into Tier 1, 10-15% of students would be at Tier 2, and 3-5% at Tier 3. RTI and AIMSweb RTI is based on a three-tiered model.
Each tier provides increasingly intense academic interventions. RTI and AIMSweb What is AIMSweb? AIMSweb is a web based data management system.
It serves as a mechanism for progress monitoring students in grades K-8, and allows parents, educators and administrators to continually assess and monitor student progress.
Through progress monitoring, the three-tiered Response to Intervention (RTI) paradigm is facilitated, enabling educators and administrators to be responsive to students’ instructional/academic needs. A Tool in Response to Intervention AIMSweb Progress Monitoring VS. Benchmarking How Can I Learn More About AIMSweb and How it Can Benefit Our School? RTI AIMSWEB CBM Benchmarking is a process
in which all students are
assessed 3 times per year.
It enables parents, teachers, and administrators to get a snapshot of students' performance and identify students who need additional academic supports. By contrast, progress monitoring occurs on a biweekly (Tier 2) or weekly (Tier 3) basis for students who are at- risk.
Progressing monitoring communicates to educators whether a given intervention is effective or ineffective. In this video clip, Dr. Mark Shinn, an expert in the area of progress monitoring and assessments, discusses the benefits of employing the AIMSweb system. AIMSweb facilitates RTI process. Generally, a test administrator (i.e. school psychologist or reading specialist) will have a student read a CBM probe for 1 minute, making note of any errors a student commits.
The following video illustrates the administering of a Letter Naming Fluency (LNF) CBM. As the following examples demonstrate, graphs provide an excellent illustration of meeting goals, progression, and the need to make adjustments to interventions if necessary. CBM's are tests, often referred to as "probes", that measure the basic skills of students in K-8 in the areas of reading, writing, math and spelling. CBM's are segmented by grade level:
Early Literacy K-1 includes tests that assess:
Letter Naming Fluency
Letter Sound Fluency
Phonemic Segmentation Fluency
Nonsense Word Fluency
Reading CBM's (also referred to as R-CBM) are used for grades K-8.
MAZE CBM's, which assess reading comprehension, are generally used for grades 1-8. Meeting Goals Monitoring Progress Ardoin and Christ (2009) examined the differences in measurement error for reading CBM's. Investigators found significantly less error measures for AIMSweb in comparison to DIBELS. The following podcast is one school's effort at offering a comprehensive overview of AIMSweb and its benefits.
http://www.miroguide.com/share/item/?item_name=None&share=false&file_url=http%3A%2F%2Fwww.gcsdpodcast.org%3A8171%2Fpodcastproducer%2Fattachments%2F9271E7FC-18ED-4352-80AB-1D6973D63554%2FC9F1A3FB-0A55-4CC6-A937-2616EEFA9674.m4v Ardoin, S. P. & Christ, T. J. (2009). Curriculum-based measurement of oral reading: Errors associated with progress monitoring outcomes from DIBELS, AIMSweb, and an experimental passage set. School Psychology Review, 38(2) 266-283.
Pearson, Inc. (2010). AIMSweb assessment and data management for RTI. Retrieved from http://www.aimsweb.com/ The following tutorial demonstrates how AIMSweb is employed. So How Exactly Does AIMSweb Work? What Are Some of the Benefits of Utilizing AIMSweb? Provides Fall , Spring and Winter screening/benchmark data.
Evaluates effectiveness of core curriculum and illustrates if established goals are being achieved.Identifies students who at are at-risk so they made receive necessary academic supports.
Enables at-risk students to be progress monitored to determine if an intervention is successful.
Helps administrators and teachers more effectively manage and use data.
Graphs produce a trend-line and provide a pictorial illustration that more effectively communicates whether or not goals have been achieved. CONCLUSION Presentation Objectives At the conclusion of this presentation you should be able to:
Understand what Aimsweb is
Understand the benefits of utilizing Aimsweb
Recognize the differences between screening and progress monitoring
Have a basic understanding of how to navigate Aimsweb