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AIMSweb & Common Core AIMSweb & Common Core ReportingReporting

Using AIMSweb and Common Core Reporting Tools for

Improved Instructional Outcomes

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2

Copyright NoticeCopyright Notice

AIMSweb Instructional Reports Linked with enVisionMATH Common Core + focusMATH Intensive

Intervention and Prentice Hall Mathematics

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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Lisa A. Langell, M.A., S.Psy.S.

National Manager of AIMSweb Training & Professional

Development

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What is the Goal of Common Core What is the Goal of Common Core State Standards?State Standards?

The Common Core State Standards InitiativeCommon Core State Standards Initiative is an effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).

Parents, teachers, school administrators, state leaders, and experts from across the country have come together to develop these standards.

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What is the Goal of Common Core What is the Goal of Common Core State Standards?State Standards?

The objective? The objective? To better meet the needs of students by blending their experiences and best practices, then sharing them through a state-led effort.

These standards are specifically designed to reflect the realreal--world knowledge and skills world knowledge and skills students need to succeed in higher education

and their careers.

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AIMSweb & AIMSweb & Common CoreCommon Core

Big Ideas

Excerpt from White Paper by Mark Shinn, Ph.D.

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BIG IDEAS:

1. The Common Core State Standards (CCSS) provide sets of end of high school outcomes and end-of-year annual benchmarks to guide what students to guide what students should learn.should learn.

2. The assessment implications of CCSS are clearly related to summativesummativeevaluation and accountabilityevaluation and accountability.

3. No single test is sufficient No single test is sufficient for all the data-based decisions, screening,intervention planning/diagnosis, progress monitoring, accountability/program evaluation that schools make.

AIMSweb & Common Core: Big IdeasAIMSweb & Common Core: Big Ideas

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BIG IDEAS:

4. Assessment of CCSS need not be separate items or tests for each standard, but may include include ““rich rich taskstasks”” that address a number of that address a number of separate standards.separate standards.

5. AIMSwebAIMSweb’’ss Curriculum-Based Measurement (CBM) tests typically are based on these rich tasks based on these rich tasks that are validated as that are validated as ““vital vital signssigns”” or or ““indicatorsindicators”” of general of general basic skill outcomesbasic skill outcomes like general reading ability or writing ability.

AIMSweb & Common Core: Big IdeasAIMSweb & Common Core: Big Ideas

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BIG IDEAS:

6. AIMSweb’s CBM tests are consistent consistent with the CCSSwith the CCSS, especially with the K–5 Reading and Writing Standards. They are content validcontent valid.

7. AIMSwebAIMSweb’’s CBM tests are s CBM tests are complementary with the assessment complementary with the assessment requirements to attain the CCSS. requirements to attain the CCSS.

The tests have consequential validity for making screening decisions to facilitate early intervention and critically, for frequent progress monitoring, one of frequent progress monitoring, one of the most powerful tools to increase the most powerful tools to increase achievement.achievement.

AIMSweb & Common Core: Big IdeasAIMSweb & Common Core: Big Ideas

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CBM (AIMSweb uses CBM) assessment practices are based on over 30 years of scientific research. 30 years of scientific research.

These standardized tests are time efficient and easy to administer, yet produce accurate charts of student growth over time. student growth over time.

AIMSweb’s CBM assesses basic, broad academic assesses basic, broad academic skills that are relevant to all curriculaskills that are relevant to all curricula—

THUS, AIMSweb is compatible withany curriculum or standards, including Common Core State Standards.Common Core State Standards.

AIMSweb & Common CoreAIMSweb & Common Core

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• The Common Core Standards and AIMSweb are both focused on the basicsfocused on the basics––English Language Arts English Language Arts (Reading) and Math. (Reading) and Math.

•AIMSweb measuresmeasures and monitors the acquisition of and monitors the acquisition of basic reading and math skills regardless of the basic reading and math skills regardless of the curriculum curriculum a school or district has implemented, allowing AIMSweb to be compatible with the Common Core compatible with the Common Core Standards. Standards.

•AIMSweb includes CBM assessment of these essential reading and math skills–along with web-based data management and reporting–in one single system perfectly suited for program evaluationprogram evaluation

AIMSweb & Common Core AIMSweb & Common Core Working TogetherWorking Together

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• Whether you have already implemented or are working towards the Common Core, the fact that AIMSweb CBM assessment is both curriculum and standards independentcurriculum and standards independentprovides the following benefits:

• Works with Works with anyany curriculum or standardscurriculum or standards, includingthe Common Core

• Prediction of student success on your state test Prediction of student success on your state test whether it is state - or Common Core – specific

• Longitudinal data Longitudinal data remains relevant and meaningful even when standards, curriculum, or state tests change

AIMSweb & Common Core AIMSweb & Common Core Working TogetherWorking Together

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AIMSweb & AIMSweb & Common CoreCommon Core

ReportingReporting

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Common Core Reporting: Common Core Reporting: ReadingReading

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Common Core Reporting: ReadingCommon Core Reporting: Reading

• New Common Core reports for both math and reading (Nov. 2012 Release)

• Reading–– Class Instructional Planning Report aligned to the Class Instructional Planning Report aligned to the

Common Core State Standards Common Core State Standards that enables educators to implement effective instruction by placing students in appropriate instructional groups according to their Lexile®

measure

– Available for RR––CBM and Maze CBM and Maze when reporting benchmark period scores of students in grades 1-8

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• In 2012, MetaMetrics defined stretch text stretch text measuresmeasures (grade-specific Lexile measure bands) based on studies relating the Lexile measure to the grade-level reading expectations described in the Common Common Core State Standards for English Core State Standards for English Language Arts. Language Arts.

• These stretch bands indicate the reading the reading material difficulty level that will material difficulty level that will appropriately challenge the student appropriately challenge the student based on her/his reading ability level expressed as a Lexile measure.

• For more info: – Reading Instructional Recommendations Guide: Common

Core– Downloads tab within AIMSweb

Common Core Reporting: Common Core Reporting: ReadingReading

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Common Core Reporting: ReadingCommon Core Reporting: Reading

The CCSS Lexile stretch bands represent end-of-year expectations. That is, what students should be able to do by the end of the school year. They reflect the increased challenge of CCSS text complexity.

Comparing CCSS Lexile text ranges with Spring Benchmark R-CBM norms (Samples):

Grade On-grade level (national percentile on AIMSweb)2 40th – 80th3 50th – 85th4 60th – 85th 5 55th – 80th

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Locating the Reading Common Core ReportsLocating the Reading Common Core Reports

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Common Core Reporting: ReadingCommon Core Reporting: Reading

REMEMBER:

The CCSS Lexile stretch bands represent end-of-year expectations. That is, what students should be able to do by the end of the school year. They reflect the increased challenge of CCSS text complexity.

Comparing CCSS Lexile text ranges with Spring Benchmark R-CBM norms (Samples):

Grade On-grade level (national percentile on AIMSweb)

2 40th – 80th3 50th – 85th4 60th – 85th 5 55th – 80th

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Common Core Reporting: ReadingCommon Core Reporting: Reading

Winter Target:

129

Spring Target:

143

Lexile: 156

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Common Core Reporting: Common Core Reporting: MathMath

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Common Core Reporting: MathCommon Core Reporting: Math• New Common Core reports for both

math and reading

• Math– Report student math performance for grades 2-8

including relative strengths and weaknesses by Common Core domain Common Core domain as well as instructional recommendations for Pearson's:• enVisionMATH Common Core ©2012 and

focusMATH• KeyMath-3 Essential Resources• digits®

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Common Core Reporting: Common Core Reporting: MathMath• Available for MM--CAPCAP, grades 2-8

• New versions of the following reports, aligned to the Common Core State Standards:Common Core State Standards:

– Class-at-a-Glance Report – Student Instructional Planning Report

• Helps educators:– Place students in instructional groupsinstructional groups– Provide insight to student performance by Common Core domain– Guide effective instruction by providing relevant lessons providing relevant lessons from the

following Pearson math programs:

– enVisionMATH Common Core ©2012 and focusMATH– KeyMath-3 Essential Resources– digits®

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Common Core Reporting: Math Common Core Reporting: Math (M(M--CAP)CAP)

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• AIMSweb Reports for math and reading now include:

–– MM--CAP ClassCAP Class--atat--aa--Glance Report: Glance Report: Curriculum-independent

–– MM--CAP Student Instructional Planning ReportCAP Student Instructional Planning Report with references to enVisionMATH, focusMATH, and Prentice Hall Mathematics

–– Early Literacy / REarly Literacy / R--CBM / Maze Class Instructional CBM / Maze Class Instructional Planning ReportsPlanning Reports with references to Reading Street, My Sidewalks, and Prentice Hall Literature

AIMSweb Instructional & Placement AIMSweb Instructional & Placement Recommendation ReportsRecommendation Reports

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• Grades 22--8 (M8 (M--CAP)CAP)

• This particular report is curriculumcurriculum--independentindependent

• Provides a class wide overview of math performanceoverview of math performance

• Shows summary of performance by NCTM domainNCTM domain

• Highlights strandsstrands that represent a relative strength or relative weakness for particular students

• Teachers can directly link to an individual student instructional planning report, which provides detail on item level performance item level performance and instructional referencesinstructional references

MM--CAP CAP ClassClass--atat--aa--Glance ReportGlance Report

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27

How do I find & generate How do I find & generate these reports?these reports?

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Click “Edit Scores”for M-CAP

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To enable the advanced feature of the M-CAP Instructional Placement and Recommendation Reports, Click “Item Responses”for M-CAP

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Select the Probe Number

Next, enter the student’s performance for each item.

Select the Probe Number

Next, enter the student’s performance for each item and “Save”

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Click on the Class-At-A-Glance Report for M-CAP

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Common Core Reporting: Common Core Reporting: MathMath

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• Grades 22--8 (M8 (M--CAP)CAP)

• Provides a detailed summary of individual student detailed summary of individual student performanceperformance in math

• Shows performance by Common Coredomainperformance by Common Coredomain, and the domains that are a relative strength or relative weakness for each student

• Provides instructional recommendations instructional recommendations to personalize interventions

MM--CAP CAP Student Instructional Planning ReportStudent Instructional Planning Report

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Individual Individual Student Student ReportReport

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Curriculum GuideCurriculum Guide

• Item analysis• Detailed

information

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Curriculum Guide: enVisionMATH Curriculum Guide: enVisionMATH Common Core 2012/focusMATHCommon Core 2012/focusMATH

• enVisionMATH Common Core 2012 / focusMATH– By Grade – By Item or

Common Core Domain

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•• ClickClick to toggle to toggle by Grade•• ToggleToggle by Item or

Common Core Domain

Curriculum Guide: enVisionMATH Curriculum Guide: enVisionMATH Common Core 2012/focusMATHCommon Core 2012/focusMATH

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Curriculum Guide: KeyMathCurriculum Guide: KeyMath--3 ER3 ER

• M-CAP & KeyMath-3 Essential Resources– By Grade – By Item or

Common Core Domain

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Curriculum Guide: KeyMathCurriculum Guide: KeyMath--3 ER3 ER

•• ClickClick to toggle to toggle by Grade•• ToggleToggle by Item or

Common Core Domain

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Curriculum Guide: DigitsCurriculum Guide: Digits

• Digits– By Grade – By Item or

Common Core Domain

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nam

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nd d

ata

use

d in t

his

pre

senta

tion

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fic

titious.

Curriculum Guide: DigitsCurriculum Guide: Digits

•• ClickClick to toggle to toggle by Grade

•• ToggleToggle by Item or Common Core Domain

Fall

2012.

Copyr

ight

(c)

2012 P

ears

on E

duca

tion,

Inc.

or

its

affili

ate

(s).

All

rights

res

erve

d.

All

nam

es a

nd d

ata

use

d in t

his

pre

senta

tion

are

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titious.

Resources AvailableResources Available• Guides available on the “Download” tab within

AIMSweb:– Reading Instructional Recommendations Guide: Common Core– Math Instructional Recommendations Guide: Common Core

• Lexile Webinar (Archived); Common Core & AIMSweb Webinar (will be archived shortly): www.aimsweb.com/webinars

• Mark Shinn resources for Common Core:– White paper– Recorded webinar:

http://downloads.pearsonassessments.com/videos/Shinn_AW_10_30_2012/lib/playback.html

Fall

2012.

Copyr

ight

(c)

2012 P

ears

on E

duca

tion,

Inc.

or

its

aff

iliate

(s).

All

rights

res

erve

d.

All

nam

es a

nd d

ata

use

d in t

his

pre

senta

tion

are

fic

titious.

Resources AvailableResources Available

www.aimsweb.com/common-core

Fall

2012.

Copyr

ight

(c)

2012 P

ears

on E

duca

tion,

Inc.

or

its

affili

ate

(s).

All

rights

res

erve

d.

All

nam

es a

nd d

ata

use

d in t

his

pre

senta

tion

are

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titious.

Fa

ll 2012.

Copyr

ight

(c)

2012 P

ears

on E

duca

tion,

Inc.

or

its

affili

ate

(s).

All

rights

res

erve

d.

All

nam

es a

nd d

ata

use

d in t

his

pre

senta

tion

are

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titious.

45

The End