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DIBELS Next, IDEL & mCLASS Math • Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) are a set of

procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.

• Indicadores Dinámicos del Éxito en la Lectura (®IDEL) is a research-based formative assessment series of measures designed to assess the basic early literacy skills of children learning to read in Spanish. The IDEL measures are not a translation of the DIBELS measures, but they take into account the linguistic structure of the Spanish language including the phonology, orthography, and syntax. Like DIBELS, the IDEL measures are based on the same theoretical and evidence-based principles of how children learn to read in alphabetic languages such as English and Spanish. All the IDEL measures are standardized, brief, individually administered, and can be used to regularly monitor the development of early Spanish literacy skills.

• The mCLASS®:Math assessment offers an all-in-one, research-based solution which includes: efficient screening measures of skill proficiency, diagnostic interviews for probing students’ mathematical thinking, and progress monitoring tools. With extensive instructional guidance based on results and ongoing professional development for teachers, it is the most complete and useful solution for assessing and teaching math in grades K-3. DPS uses the assessment for grades K-1 as the short cycle assessment.

What does the data tell us? • The graphs contained on this poster illustrate

how each school and grade level is doing at meeting the benchmark goal of each measure.

• The table at the top of each grade level compares the school average score against the benchmark goal. The bottom graph indicates the percent of students at each school that are meeting the goal.

DIBELS Next Explanation of Scores • First Sound Fluency (FSF) - Kindergarten: fall, winter

– Benchmark goal: 30 beginning sounds identified correctly in one minute

– Can your child hear and pronounce the beginning sounds in a word? This skill helps children learn that words are made up of individual sounds.

• Letter Naming Fluency (LFN) - Kindergarten: fall, winter, spring; First Grade: fall – Benchmark goal: 40 letters identified correctly in one minute

– Does your child know the names of letters? Can your child recall them quickly and easily, even when upper and lower case letters are randomly mixed together?

• Phoneme Segmentation Fluency (PSF) - Kindergarten: winter, spring; First Grade: fall – Benchmark goal: 40 sounds identified correctly in one minute

– Individual sounds are called phonemes. Can your child segment or break apart spoken words into individual sounds? Example: mat.../m/ - /a/ - /t/. This skill helps children put sounds and words together in their writing, also.

• Nonsense Word Fluency (NWF) - Kindergarten: winter, spring; First Grade: fall, winter, spring Kindergarten end of year goal: 28 letter sounds read correctly in one minute – First grade benchmark goal: 58 letter sounds read correctly in one minute with at least 13 nonsense words read as whole words

– Does your child know the sounds that letters make? Do the sounds come to mind quickly and automatically? Can your child blend these sounds together to pronounce unfamiliar words? This is an important skill because many words encountered by beginning/emerging readers are not familiar to them.

• Oral Reading Fluency (ORF) - End of 1st grade through 5th grade – First grade end of year goal: 47 words read correctly in one minute

– Second grade end of year goal: 87 words read correctly in one minute

– Third grade end of year goal: 100 words read correctly in one minute

– Fourth grade end of year goal:115 words read correctly in one minute

– Fifth grade end of year goal: 130 words read correctly in one minute

– How many words per minute can your child read correctly? Once your child has learned to “sound out” phonetic words and learned “sight” words (those that must be memorized), do they become instantly recognized words? When a child can recognize many words easily, reading is much more enjoyable and text is easier to comprehend.

• Daze - Beginning of 3rd grade through 5th grade – Does your child understand what is being read? Is your child using word recognition skills, background knowledge, and an

understanding of language and grammar when reading? In a Daze passage, several words are omitted and replaced with a box containing three choices. Students read the passage silently and circle the words that best fit the passage.

DIBELS Next Measures

Kinder Letter Naming Fluency (LNF) First Sound Fluency

Phoneme Segmentation Fluency (PSF)

Nonsense Word Fluency Correct Letter Sounds

(NWF-CLS)

Benchmark: Not Established Growth 10 30 Growth 20 40 Growth 17 28 Growth

Test Window: BOY MOY EOY BOY-MOY MOY-EOY BOY-EOY BOY MOY BOY-MOY MOY EOY MOY-EOY MOY EOY MOY-EOY

District 9.8 33.1 45.5 23.3 12.4 35.7 7.6 33.7 26.1 30.9 43.1 12.2 20.9 36.8 15.9

Bataan 9.5 31.6 45.5 22.1 13.9 36 8.1 31.3 23.2 31.5 43.1 11.6 18.9 31.5 12.6

Bell 5.3 24.1 46.2 18.8 22.1 40.9 2.9 23.8 20.9 17 33.6 16.6 13.8 30.3 16.5

Chaparral 10.5 31.5 47.5 21 16 37 6.2 33.1 26.9 30.1 44.9 14.8 20.9 35.4 14.5

Memorial 9.7 33.4 43.7 23.7 10.3 34 5.9 29.5 23.6 27.6 46.2 18.6 20 39.2 19.2

Ruben Torres 10.3 38.2 47.9 27.9 9.7 37.6 10.6 41.9 31.3 37.6 51.7 14.1 25.1 42.1 17

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY

District Bataan Bell Chaparral Memorial Ruben S. Torres

Composite 28% 52% 64% 30% 47% 62% 0% 30% 52% 28% 48% 66% 30% 39% 55% 31% 73% 71%

FSF 35% 65% 0% 40% 58% 0% 18% 35% 28% 66% 0% 26% 58% 48% 79% 0%

PSF 71% 76% 74% 80% 30% 62% 73% 73% 60% 73% 84% 80%

NWF(CLS) 60% 71% 52% 62% 55% 62% 63% 78% 49% 71% 71% 72%

NWF(WWR) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

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DEMING PUBLIC SCHOOLS DIBELS 2011-2012

Kinder

KEY: Composite: Overall score from all areas tested FSF: First Sound Fluency

DIBELS Next Measures

1st Grade LNF PSF

Nonsense Word Fluency (NWF) DIBLES Oral Reading Fluency (DORF)

Correct Letter Sounds (CLS) Whole Words Read (WWR) Words Correct Accuracy Retell

Benchmark: NA 40 27 43 58 Growth 1 8 13 Growth 23 47 Growth 78 90 Growth 15

Test Window: BOY BOY BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E MOY EOY M - E MOY EOY M - E EOY

District 39.1 39.3 30.3 57.3 79.2 27 21.9 48.9 2.7 14.1 23.6 11.4 9.5 20.9 36.4 52.8 16.4 73.6 86.5 12.9 27.3

Bataan 40 49.2 32.7 57.2 79.1 24.5 21.9 46.4 3.6 15.4 24.6 11.8 9.2 21 25.1 50.9 25.8 75.8 89.6 13.8 27.7

Bell 37.8 19.8 16.4 46.2 56.5 29.8 10.3 40.1 0.8 11.9 16.7 11.1 4.8 15.9 28.1 44.2 16.1 72.9 82.2 9.3 25.9

Chaparral 39.8 37.7 32.7 61.5 86.1 28.8 24.6 53.4 3.4 15.8 26.6 12.4 10.8 23.2 31.9 62.4 30.5 75.7 90.4 14.7 23.9

Memorial 36.4 40.5 28.4 48.8 75.6 20.4 26.8 47.2 0.8 8.4 21.1 7.6 12.7 20.3 24.9 49.8 24.9 62.9 77.7 14.8 35.4

Ruben Torres 39.9 36.5 30.7 62.6 81.6 31.9 19 50.9 3.3 16.5 24 13.2 7.5 20.7 28.4 50.3 21.9 78.4 88.4 10 24.8

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY

District Bataan Bell Chaparral Memorial Ruben S. Torres

Composite 49% 54% 63% 61% 56% 69% 0% 60% 63% 47% 56% 71% 52% 37% 50% 50% 59% 60%

PSF 51% 0% 81% 0% 52% 56% 35%

NWF-CLS 57% 67% 73% 69% 66% 76% 21% 55% 50% 60% 71% 58% 57% 68% 52% 72% 68%

NWF-WWR 40% 64% 80% 51% 78% 93% 32% 65% 59% 35% 70% 86% 18% 41% 71% 53% 67% 75%

DORF 49% 51% 44% 50% 60% 54% 53% 91% 39% 47% 53% 52%

DORF Retell 100% 79% 100% 81% 100% 81% 100% 56% 100% 98% 100% 80%

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1st Grade

KEY: Composite: combination of multiple DIBLES scores that provides best overal estimate of students reading proficiency. PSF: Phoneme Segmentation Fluency NWF-CLS - Nonsense Word Fluency - Correct Letter Sounds NWF-WWR - Nonsense Word Fluency - Whole Words Read DORF - DIBELS Oral Reading Fluency DORF Retell - Ability of students to recall details of what was read

2nd Grade

RIT Goal Target Growth

Growth 176 183 190

Test Window: Fall 11 Winter12 Spring 12 Fall - Spg Fall - Win Win - Spg Fall-Spg

District 162.2 170.3 177.6 20 8.1 7.3 15.4

Bataan 158.9 167.2 174.1 21 8.3 6.9 15.2

Bell 155.6 164.8 175 22 9.2 10.2 19.4

Chaparral 170.2 180.2 188.6 20 10 8.4 18.4

Columbus 153.2 156.6 161.7 22 3.4 5.1 8.5

Memorial 164 172.9 179.1 20 8.9 6.2 15.1

Ruben S. Torres 164.5 173.4 180 20 8.9 6.6 15.5

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY

District Bataan Bell Chaparral Columbus MemorialRuben S.

Torres

Composite 45% 49% 49% 42% 41% 53% 25% 54% 64% 60% 68% 62% 23% 0% 0% 39% 55% 57% 55% 65% 47%

NWF-CLS 52% 0% 45% 15% 54% 56% 42% 67%

NWF-WWR 46% 0% 41% 20% 41% 56% 35% 62%

DORF 37% 47% 46% 31% 39% 41% 20% 46% 64% 57% 63% 65% 19% 18% 5% 35% 53% 55% 39% 52% 45%

DORF Retell 42% 53% 50% 48% 59% 61% 21% 76% 58% 60% 64% 59% 0% 0% 0% 46% 62% 65% 33% 48% 45%

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2nd Grade

KEY: Composite: combination of multiple DIBLES scores that provides best overal estimate of students reading proficiency. NWF-CLS - Nonsense Word Fluency - Correct Letter Sounds NWF-WWR - Nonsense Word Fluency - Whole Words Read DORF - DIBELS Oral Reading Fluency DORF Retell - Ability of students to recall details of what was read

3rd Grade DIBLES Oral Reading Fluency (DORF)

Words Correct (Fluency) Accuracy Retell DAZE

Benchmark: 70 86 100 Growth 95% 96% 97% Growth 20 26 30 Growth 8 11 19 Growth

Test Window: BOY MOY EOY B-M M-E B-E BOY MOY EOY B-M M-E B-E BOY MOY EOY B-M M-E B-E BOY MOY EOY B-M M-E B-E

District 61 79 96 18 17 35 86% 92% 94% 6% 2% 8% 23 30 37 6 8 14 6 10 15 4 5 9

Bataan 64 79 100 15 21 36 85% 90% 94% 4% 4% 9% 36 45 64 10 19 28 9 11 16 2 5 7

Chaparral 74 89 101 14 13 27 91% 95% 94% 4% 4% 3% 21 31 34 10 3 13 8 12 17 4 5 9

Columbus na 95 109 na 14 na 96% 98% na 2% na 30 33 na 3 na 31 35 na 4

Ruben Torres 50 70 87 21 17 37 82% 89% 93% 8% 8% 11% 19 19 25 0 6 6 4 6 11 2 5 7

na - school did not test during that testing window

BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY

District Bataan Chaparral Ruben S. Torres

Composite 38% 40% 48% 48% 47% 56% 53% 57% 53% 21% 18% 32%

DORF Fluency 42% 46% 44% 46% 47% 46% 57% 56% 50% 28% 34% 33%

DORF Retell 48% 56% 60% 78% 78% 88% 46% 71% 64% 33% 29% 38%

DAZE 36% 34% 33% 54% 39% 38% 44% 53% 44% 18% 10% 13%

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3rd Grade

KEY: Composite: combination of multiple DIBLES scores that provides best overal estimate of students reading proficiency. DORF - DIBELS Oral Reading Fluency DORF Retell - Ability of students to recall details of what was read DAZE - DIBELS Maze Comprehension Measure

4th Grade DIBLES Oral Reading Fluency (DORF)




District 81 108 119 27 11 38 90% 95% 97% 5% 2% 7% 19 22 33 3 11 14 12 15 22 4 7 11

Chaparral 86 114 116 28 2 30 90% 94% 96% 4% 2% 6% 25 24 31 -1 7 6 13 16 21 3 5 8

Ruben Torres 76 102 121 27 19 45 90% 95% 97% 5% 2% 7% 15 21 35 6 14 20 10 15 23 5 8 13

BOY MOY EOY BOY MOY EOY BOY MOY EOY

District Chaparral Ruben S. Torres

Composite 26% 40% 47% 34% 47% 41% 18% 35% 51%

DORF Fluency 40% 54% 57% 45% 64% 51% 36% 47% 57%

DORF Retell 32% 31% 51% 40% 27% 41% 24% 35% 59%

DAZE 30% 48% 45% 42% 53% 39% 20% 43% 49%

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4th Grade

KEY: Composite - combination of multiple DIBLES scores that provides best overal estimate of students reading proficiency. DORF - DIBELS Oral Reading Fluency

5th Grade DIBLES Oral Reading Fluency (DORF)




District 106 121 125 15 4 19 94% 96% 97% 2% 1% 3% 29 29 27 0 -2 -2 13 12 20 -1 8 8

Chaparral 119 136 133 16 -3 14 95% 97% 97% 2% 0% 2% 32 32 21 0 -11 -11 14 12 23 -2 11 9

Ruben Torres 93 107 117 13 10 24 93% 95% 96% 2% 1% 3% 25 26 35 1 9 10 11 11 17 0 6 6

BOY MOY EOY BOY MOY EOY BOY MOY EOY

District Chaparral Ruben S. Torres

Composite 25% 25% 30% 32% 30% 33% 19% 20% 28%

DORF Fluency 39% 47% 46% 51% 59% 59% 27% 34% 37%

DORF Retell 37% 28% 39% 44% 27% 20% 29% 28% 52%

DAZE 19% 15% 29% 24% 16% 42% 14% 14% 19%

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5th Grade

KEY: Composite - combination of multiple DIBLES scores that provides best overal estimate of students reading proficiency. DORF - DIBELS Oral Reading Fluency DORF Retel l - Ability of a student to recall details of what was read DAZE - DIBELS Maze Comprehension Measure

IDEL Explanation of Scores

Fluidez en Nombrar Letras (FNL) – Kindergarten: fall, winter, spring; First Grade: fall

o Benchmark goal: 35 letter names correctly in one minute by fall of First Grade

o Can you child hear and produce the beginning sounds in a word? This skill helps children learn that words are made

up of individual sounds.

Fluidez en la Segmentación de Fonemas (FSF) - Kindergarten: fall, winter, spring; Fall, winter, spring

o Benchmark goal: 50 sounds identified correctly in one minute by end of First Grade

o Individual sounds are called phonemes. Can your child segment or break apart spoken words into individual sounds?

Example "gato," and the student says, "/g/ /a/ /t/ /o/". This skill helps children put sounds and words together in

their writing, also.

Fluidez en las Palabras sin Sentido (FPS) – Kindergarten: winter, fall; First Grade: fall, winter, spring; Second Grade: fall

o Benchmark goal: 90 sounds read correctly in one minute by end of Second Grade

o Does your child know the sounds that letters make? Do the sounds come to mind quickly and automatically? Can

your child blend these sounds together to pronounce unfamiliar words? (e.g., ro, lali, sepi) This is an important skill

because many words encountered by beginning/emerging readers are not familiar to them.

Fluidez en la Lectura Oral (FLO) – First Grade: winter, spring thought Third Grade spring

o First Grade end of year goal: 40 words read correctly in one minute

o Second Grade end of year goal: 65 words read correctly in one minute

o Third Grade end of year goal: 85 words read correctly in one minute

o How many words per minute can your child read correctly? Once your child has learned to “sound out” phonetic

words and learned “sight” words (those that must be memorized), do they become instantly recognized words?

When a child can recognize many words easily, reading is much more enjoyable and text is easier to comprehend.

Kinder Fluidez en Nombrar Letras (FNL) Fluidez en la Segmentacion de Fonemas (FSF-TLP)

Fluidez en las Palabras sin Sentido (FPS-TSL) Fluidez en el Uso de las Palabras (FUP)

Benchmark: 6 25 40 Growth 15 30 50 Growth 20 35 Growth Not Established Growth

Test Window: BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E MOY EOY M - E BOY MOY EOY B - M M - E B - E

District 6.2 31.4 42.5 25.2 11.1 36.3 7.3 42.9 61.4 35.6 18.5 54.1 27.3 57.2 29.9 6.2 23.3 33.8 17.1 10.5 27.6

Bataan 4.4 26.7 40.6 22.3 13.9 36.2 7.1 40.4 59.5 33.3 19.1 52.4 28 54.6 26.6 na na 18.1

Columbus 7.8 33.7 45.7 25.9 12 37.9 9.7 52.1 72.7 42.4 20.6 63 31 63.2 32.2 6.2 23.3 38.6 17.1 15.3 32.4

Ruben Torres 4 29.5 37.4 25.5 7.9 33.4 2.4 25.3 41.1 22.9 15.8 38.7 19 47 28 na na na


District Bataan Columbus Ruben S. Torres

INST REC 30% 66% 73% 27% 58% 70% 38% 77% 89% 15% 47% 44%

FNL 30% 66% 63% 27% 46% 56% 38% 72% 76% 15% 65% 44%

FSF-TPL 20% 74% 72% 8% 62% 66% 30% 93% 94% 8% 42% 36%

FPS-TSL 61% 82% 66% 87% 69% 91% 39% 61%

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DEMING PUBLIC SCHOOLS IDEL 2011-2012

Kinder

KEY: INST REC - (Instructional Recommendation) combination of IDEL measures to indicate students overal reading ability. FNL - Fluidez en el Nombramiento de las Letras FSF-TPL - Fluidez en la Segmentacion de Fonemas, total number of correct letter sounds FPS-TSL - Fluidez en las Palabras sin Sentido, total number of

1st GradeLNF

Benchmark: NA 50 50 50 35 70 90 20 40 Growth Growth

Test Window: BOY BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E MOY EOY M - E MOY EOY M - E BOY MOY EOY B - M M - E B - E

District 39.1 30.3 59 66.9 28.7 7.9 36.6 2.7 89.5 118.9 86.8 29.4 116.2 27.6 45.9 18.3 8.6 13.8 5.2 6.2 23.1 34 16.9 10.9 27.8

Bataan 40 32.7 60.9 61.1 28.2 0.2 28.4 3.6 92.9 94.5 89.3 1.6 90.9 33.6 55.8 22.2 na na na 22.7 na na

Columbus 36.4 28.4 53.6 67.2 25.2 13.6 38.8 0.8 83.6 118.6 82.8 35 117.8 25.3 43.3 18 8.2 13.4 5.2 6.2 22.4 33.8 16.2 11.4 27.6

Ruben Torres 39.9 30.7 67.6 69.9 36.9 2.3 39.2 3.3 98.1 134.3 94.8 36.2 131 28.1 44.2 16.1 9 14.4 5.4 na 24.6 34.2 na 9.6

Growth Growth Not Established

Fluidez en el Uso de las Palabras (FUP)

Not Establ ished Growth

Fluidez en la Segmentacion de Fonemas

(FSF-TLP) Fluidez en las Palabras sin Sentido (FPS-TSL)Fluidez en la Lectura

Oral (FLO)

Fluidez en la Retato

Oral (FRO)



INST REC 48% 60% 62% 60% 77% 65% 44% 50% 58% 48% 66% 65%

FNL 55% 64% 48% 60%

FSF 51% 74% 89% 60% 85% 88% 41% 63% 89% 67% 88% 89%

FPS 54% 62% 74% 64% 77% 73% 50% 54% 68% 55% 68% 86%

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1st Grade

KEY: INST REC (Instructional Recommendation) - combination of individual IDEL measures to indiacte students overall reading ability. FNL - Fluidez en el Nombramiento de las Letras

2nd Grade FPS-TSL Fluidez en la Lectura Oral (FLO)

Benchmark: 90 35 50 65 Growth

Test Window: BOY BOY MOY EOY B-M M-E B-E

District 91 44.3 62.8 74 18.5 11.2 29.7

Bataan 93.3 33.8 55.7 72 21.9 16.3 38.2

Columbus 80.1 50.5 67.5 77 17 9.5 26.5

Ruben Torres 114.2 38.2 56.6 66 18.4 9.4 27.8


District Bataan Bell Chaparral Columbus Memorial Ruben S. Torres

Composite 45% 49% 49% 42% 41% 53% 25% 54% 64% 60% 68% 62% 23% 0% 0% 39% 55% 57% 55% 65% 47%

NWF-CLS 52% 0% 45% 15% 54% 56% 42% 67%

NWF-WWR 46% 0% 41% 20% 41% 56% 35% 62%

DORF 37% 47% 46% 31% 39% 41% 20% 46% 64% 57% 63% 65% 19% 18% 5% 35% 53% 55% 39% 52% 45%

DORF Retell 42% 53% 50% 48% 59% 61% 21% 76% 58% 60% 64% 59% 0% 0% 0% 46% 62% 65% 33% 48% 45%

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2nd Grade

KEY: Composite: combination of multiple DIBLES scores that provides best overal estimate of students reading proficiency. NWF-CLS - Nonsense Word Fluency - Correct Letter Sounds NWF-WWR - Nonsense Word Fluency - Whole Words Read DORF - DIBELS Oral Reading Fluency DORF Retell - Ability of students to recall details of what was read

3rd Grade Fluidez en la Lectura Oral (FLO)

Benchmark: 60 70 85 Growth

Test Window BOY MOY EOY B-M M-E B-E

District 62.2 74.8 84 12.6 9.2 21.8

Bataan 60.1 74.8 89.1 14.7 14.3 29

Columbus 63.7 79.5 91.1 15.8 11.6 27.4

Ruben Torres 60.3 65.7 65.2 5.4 -0.5 4.9



FLO 56% 62% 52% 50% 55% 65% 62% 76% 66% 50% 41% 14%

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3rd Grade

KEY: INST REC (Instructional Recommendation) - combination of individual IDEL measures to indiacte students overall reading ability. FPS - Fluidez en las Palabras sin Sentido FLO - Fluidez en la Lectura Oral

MClass Math K-1

Counting

o In counting, the child counts as high as he or she can in 50 seconds. The numbers 1-120 display on your handheld. While the

child counts out loud, beginning at one, tap all numbers skipped or not read in order.

Purpose

o This measure emphasizes the ability to say counting words, to count forward, and to know that the numbers from 20 to 200

and above are not simply for memorization, but can also be generated by a set of rules important to calculation.

Missing Number

o Missing Number is a 60-second measure that evaluates a student’s recognition of basic number patterns and familiarity with

printed numbers. There are 50 items on your handheld. You provide the child with the Missing Number visual items from the

workbook that correspond to the screen on your handheld. The child should point to each series in each row and tell you what

number is missing. Tap only the numbers the child identifies correctly or skips entirely.

Purpose

o Students need to recognize basic number patterns and be familiar with printed numbers to develop number sense. To

successfully answer these items, students must recognize the two printed symbols as representations or numbers; identify

the number that would complete the sequence, and produce the name for that number.

Next Number

o In Next Number, the assessor says a number and the child answers by providing the number that comes after it. There are 84

items on your handheld. Tap only the numbers the child identifies incorrectly or skips entirely. This measure lasts 60 seconds.

Purpose

o Students should have meaningful referents for numbers and should not rely on rote understanding. Fluidly counting or

moving up by one is akin to adding one to a number, suggesting that it is a strong precursor to adding numbers.

Number Facts

o Number Facts is a 60-second measure that evaluates a child’s knowledge of basic arithmetic. There are 40 problems on your

handheld. You ask the child the problems and tap the Correct Answer button or Incorrect, depending on the child’s answer.

Purpose

o Quick retrieval of the basic number facts, or combinations, is fundamentally important and may predict achievement. From

a practical point of view, quick retrieval means that children get the answer quickly and do not have to expend much mental

energy on calculation

Number Identification

o Number Identification is a 60-second measure that gauges a child’s ability to identify numerals. There will be 70 numbers on

your handheld. You provide the child with the Number Identification visual items from the workbook that correspond to the

screen on your handheld. Tap only the numbers the child identifies incorrectly or skips entirely.

Purpose

o An understanding of the written symbols that represent numbers is a skill on which all written mathematics depends.

Quantity Discrimination

o Quantity Discrimination is a 60-second measure that identifies a child’s ability to comprehend the quantitative value of a

number. There are 60 sets of numbers arranged on your handheld’s screen and on the Quantity Discrimination visual items

from the Workbook.

Purpose

Comparing the magnitude of numbers is a fundamental number concept within a given item; a student must recognize the written numerals and

understand that the 8 represents something that can be more than or bigger than that which is represented by the 2.

Kinder

Benchmark: 20 25 31 20 23 25 7 10 13 60 70 83

Test Window: BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E

District 7.5 14.2 25.9 6.7 11.7 18.4 7.8 17.7 23.7 9.9 6 15.9 2.2 7.5 12.6 5.3 5.1 10.4 31.5 57.9 77.3 26.4 19.4 45.8

Bataan 7.7 14.4 24.5 6.7 10.1 16.8 6.4 16.3 23.1 9.9 6.8 16.7 2.4 7.1 12.8 4.7 5.7 10.4 26.7 55.9 76.2 29.2 20.3 49.5

Bell 4.2 11.8 24.3 7.6 12.5 20.1 6 10.1 20.4 4.1 10.3 14.4 0.2 4.6 10 4.4 5.4 9.8 14.1 46.8 77.9 32.7 31.1 63.8

Chaparral 9.9 17.5 26.4 7.6 8.9 16.5 9.9 17.9 23 8 5.1 13.1 2.8 8.4 13.4 5.6 5 10.6 30.9 61.8 80.6 30.9 18.8 49.7

Columbus 7 12.5 27.1 5.5 14.6 20.1 4.6 19.2 26 14.6 6.8 21.4 2.6 8.5 13.5 5.9 5 10.9 40.7 60.5 76.9 19.8 16.4 36.2

Memorial 6.8 13.5 29.8 6.7 16.3 23 4.9 15.6 23.1 10.7 7.5 18.2 1.5 7.9 12.2 6.4 4.3 10.7 25.9 53.6 80.8 27.7 27.2 54.9

Ruben S. Torres 6.8 13.3 24.1 6.5 10.8 17.3 9.8 21.3 24.1 11.5 2.8 14.3 1.8 7 11.7 5.2 4.7 9.9 34.1 59.9 73.9 25.8 14 39.8

Growth

MClass Math

Number Identification Quantity Discrimination Missing Number Counting

Growth Growth Growth



Overall 8% 30% 56% 8% 28% 56% 0% 0% 30% 10% 38% 54% 8% 30% 65% 4% 24% 65% 9% 37% 51%

Num. Identification 5% 15% 39% 7% 17% 32% 0% 0% 15% 6% 22% 35% 3% 12% 47% 4% 16% 64% 8% 14% 34%

Qty. Discriminiation 7% 29% 52% 4% 21% 48% 0% 0% 25% 7% 34% 43% 5% 30% 65% 2% 16% 52% 16% 48% 60%

Counting 7% 30% 48% 7% 29% 42% 0% 10% 55% 7% 37% 55% 9% 32% 51% 4% 20% 58% 9% 34% 39%

Missing Number 11% 33% 56% 13% 29% 57% 0% 0% 30% 15% 37% 57% 13% 40% 69% 2% 40% 63% 10% 32% 47%

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Deming Public Schools Kinder mClass Math Assessment

2011-2012

1st Grade

Benchmark: 44 54 65 30 35 40 83 100 118 83 100 118 17 20 23 6 8 11

Test Window: BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E BOY MOY EOY B - M M - E B - E

District 26.2 37.5 48.6 11.3 11.1 22.4 20.6 29.7 36.8 9.1 7.1 16.2 10.7 16.8 21.5 6.1 4.7 10.8 68.8 86.9 101 18.1 14.4 32.5 11.6 16.8 20.5 5.22 3.7 8.92 2.7 5.2 10.4 2.5 5.2 7.7

Bataan 25.9 41.7 51.3 15.8 9.6 25.4 20.7 33.5 39.7 12.8 6.2 19 10.4 19 23.9 8.6 4.9 13.5 66 95.3 108.5 29.3 13.2 42.5 12 18.5 23.3 6.5 4.8 11.3 3.3 5.5 11.1 2.2 5.6 7.8

Bell 23.1 33.1 43 10 9.9 19.9 15.9 27 33.9 11.1 6.9 18 7.6 15.1 20.1 7.5 5 12.5 58.6 89.3 106.5 30.7 17.2 47.9 9.2 15.5 20.3 6.3 4.8 11.1 1.1 5.1 10.1 4 5 9

Chaparral 26.5 40.3 51.5 13.8 11.2 25 22.3 29.3 38.7 7 9.4 16.4 11.2 17.8 22 6.6 4.2 10.8 76.8 91.5 99.8 14.7 8.3 23 11.3 16.5 19.8 5.2 3.3 8.5 3 5.2 10.2 2.2 5 7.2

Columbus 23.9 30.1 41.2 6.2 11.1 17.3 17.9 24.5 31.9 6.6 7.4 14 10.7 14.1 19.8 3.4 5.7 9.1 67.5 76.5 87.8 9 11.3 20.3 11.3 14.6 18.9 3.3 4.3 7.6 2.8 5.1 9.8 2.3 4.7 7

Memorial 25.5 35.1 47.9 9.6 12.8 22.4 18.7 26.8 35.6 8.1 8.8 16.9 9.4 14.3 19.5 4.9 5.2 10.1 66.6 79.5 104.9 12.9 25.4 38.3 10.7 15.4 20 4.7 4.6 9.3 2.2 4.7 10 2.5 5.3 7.8

Ruben Torres 28.4 39.4 51 11 11.6 22.6 22.8 33.3 37.5 10.5 4.2 14.7 12 18.2 22.1 6.2 3.9 10.1 69.6 87.7 101.8 18.1 14.1 32.2 12.1 18.4 20.1 6.3 1.7 8 2.7 5.2 10.5 2.5 5.3 7.8

Next Number Number Facts

Growth GrowthGrowth Growth Growth Growth

Missing NumberQuantity DiscriminationNumber Identification Counting



Overall 12% 27% 41% 13% 44% 56% 0% 14% 23% 16% 23% 31% 9% 16% 38% 8% 20% 39% 18% 30% 45%

Num. Identification 9% 17% 17% 7% 22% 18% 0% 5% 12% 18% 17% 8% 12% 18% 6% 17% 19% 14% 19% 16%

Number Facts 11% 19% 49% 5% 18% 66% 5% 9% 36% 13% 16% 34% 15% 24% 48% 11% 17% 40% 14% 25% 54%

Qty. Discriminiation 16% 34% 41% 19% 55% 54% 0% 18% 32% 17% 24% 44% 12% 18% 25% 8% 22% 37% 23% 48% 45%

Counting 25% 37% 22% 26% 64% 29% 5% 36% 18% 36% 48% 13% 15% 9% 6% 27% 28% 42% 28% 29% 23%

Missing Number 9% 29% 46% 10% 44% 69% 0% 23% 27% 11% 25% 40% 9% 18% 43% 2% 19% 30% 15% 36% 49%

Next Number 16% 30% 38% 15% 38% 54% 0% 9% 32% 18% 26% 31% 19% 22% 40% 12% 25% 30% 19% 39% 35%

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Deming Public Schools 1st Grade mClass Math Assessment

2011-2012

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