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Using AIMSweb Math Screening Measures to Identify Students’ Learning Needs at the Elementary Level
Rachel Brown, Ph.D., NCSP [email protected] 27 January 2013
Math Screening
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Overview
u Role of screening in RTI u Math skills hierarchy u AIMSweb math measures u Understanding the scores u Matching students to
instruction
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Role of Screening in RTI
u Screening all students is an essential step
u Shows which students are doing okay and who needs extra help
u Based on a public health model of education
u Primary prevention: All students u Secondary prevention: Some students u Tertiary prevention: Few students
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Screening and Prevention
u Other examples include height, weight, vision, hearing, blood pressure, and blood sugar
u Done universally to achieve the greatest possible benefits
u Done regularly to catch unexpected changes
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Math Skills Hierarchy u Every complex skill has subskills u There is a hierarchy of math skills that build
on each other u Quantification u Numeration u Number identification u Patterns u Addition u Subtraction u Multiplication u Division
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Knowing What to Measure u Accurate screening depends on
measuring the right thing u All assessments are estimates u Screening assessments should
measure expected general outcomes
u Skills to be taught u Example: addition to 18
u Ideal screening measures are general outcome measures (GOM)
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General Outcome Measures u GOM’s are measures of important basic
academic skills u These skills are (should be) covered in any
math program or curriculum u They are foundation skills necessary in
order to do more complex math such as algebra
u Measure fluency, which is essential for complex mathematical thinking
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Why is Fluency Important? u Fluency is a measure of accuracy and
speed u Accuracy must come first, but speed is
important because it controls automaticity u Automaticity is the extent to which the
brain can retrieve and use information stored in long-term memory
u If automaticity is slow, it is difficult or impossible to complete multi-step math problems
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Automaticity Math Screening
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Slower Processing
Faster Processing = Automaticity
Math Fact Fluency Matters!
AIMSweb Math Measures u Created to be GOM’s u Also known as curriculum-based
measures (CBM) u But they are actually curriculum neutral u Can be used with any math instruction
u Include measures for students in grades K-8 (with norms through 12)
u All timed fluency measures that tap into automaticity
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Math Measures by Grade u Tests of Early Numeracy (TEN)
u K-1
u Mathematics Computation (M-COMP)
u 1-8
u Mathematics Concepts and Applications (M-CAP)
u 2-8
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When to Use What Grade Fall Winter Spring
K TEN-OC, NI, QD, MN
TEN-OC, NI, QD, MN
TEN-OC, NI, QD, MN
1 TEN-OC, NI, QD, MN
TEN-OC, NI, QD, MN
TEN-OC, NI, QD, MN
2 M-COMP M-COMP M-COMP
3 M-COMP M-COMP M-COMP
4 M-COMP M-COMP M-COMP
5 M-COMP M-COMP M-COMP
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AIMSweb recommends giving all 4 subtests at each screening; Users may prefer to use less subtests by omitting items in orange
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Tests of Early Numeracy u Measures BASIC quantity and
number skills u 4 subtests:
u Oral Counting u Number Identification u Quantity Discrimination u Missing Number
u Used for screening students in grades K and 1
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Oral Counting u Student is asked to count out loud to
100 u Timed for 1 minute u No visual materials for student u Teacher marks any numbers from
1-100 that are errors u Tests if the student understands that
numbers have an order
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Number Identification u Student is asked to give the names
for Arabic numerals + 10 u Timed for 1 minute u Numbers in random order u Starts with practice items u Teacher marks any numbers that the
student says incorrectly or skips u Tests if student knows number names
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Number Identification
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Quantity Discrimination u Student asked to indicate which of
two numbers is bigger u Timed for 1 minute u Starts with practice items u Teacher marks errors u Tests if student understands that
numbers represent quantities that vary in size
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Quantity Discrimination
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Missing Number u Student is asked to say the number
that is missing from an array of 3 numbers
u Timed for 1 minute u Teacher marks errors u Tests whether student can generate
numbers in relation to their order and value in a series
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Missing Number
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Mathematics Computation u Includes two pages of computation
problems of increasing difficulty by grade
u Students have 8 minutes u Number of items varies by grade
level u Each item scored O, 1, or 2 points u Measures math fact fluency u Scores compared to norms
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3rd Grade Example
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Scoring Key
Concepts and Applications u Includes multiple pages of applied
math problems with numbers, words, and pictures
u Students have 8 – 10 minutes u Number of items varies by grade
level u Each item scored O, 1, or 2 points u Measures math application fluency u Scores compared to norms
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4th Grade Example
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Scoring Key
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Understanding the scores u All AIMSweb measures have
national norms u Local norms can be used too u Three step process to interpret
scores: 1. Identify students who scored
below the goal 2. Conduct error analysis 3. Identify needed instruction
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Important Reminder u For RTI to work, at least 80% of
students should be successful with Tier 1 instruction
u That means about 20% of students in each class should be below the goal
u If less than 80% of students met the goal, work on Tier 1 core instruction first
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General Academic Instruction
& Assessment
Intensified Instruction
& Assessment
DATA
D A T A
S P E C I A L E D U C A T I O N
15% 15%
80% 80%
5%
Positive Behavioral
Interventions & Supports
Cont
inuu
m o
f Aca
dem
ic In
terv
entio
ns Continuum
of Behavior Interventions
100% 100%
D A T A
DATA
20% 20%
AIMSweb Norms u Every AIMsweb measure has a
norms chart u This can be used to identify
which students need help u There are norms for each
screening time period u Also shows the average weekly
rate of improvement
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M-COMP Norms
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Identifying Students u Each teacher can get a report
showing all students’ scores ranked by level of risk or concern
u “rainbow report”
u Shows the students whose math skills need to be looked at more closely
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Sample classroom report
Students of concern
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Targets u Instead of using the AIMSweb
norms, your district could also u Set targets- Example: district could
select the score at the 40th percentile
u These scores are entered by the district AIMSweb manager and used as the goal scores for all students
u Use the AIMSweb Default Targets
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Check the Data u Screening scores must be
compared to other sources of information such as:
u Classroom performance u Student records u Other assessments (MAP, SBA)
u If screening scores do not make sense, re-screen
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Error Analysis u After checking scores, go over
the student’s screening answers and identify any patterns in the responses, such as:
u Skipped items u Repeated errors u Copying errors u Transpositions (digits reversed)
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Interpretation? u What kind of mistakes did this
student make? u What hypotheses could explain
the errors? u What instruction would you try? u Reteach signs for + and x u Reteach multiplication facts
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Matching students to instruction u The specific instruction that a student
needs will vary u Only after looking carefully at the students’
work samples can we know what to try u Interventions should be based on
hypotheses about why a student is struggling
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Example from TEN u Student scores above goal on Oral
Counting and Number Identification u Gets about half of Quantity Discrimination
items wrong u Gives the same number every time for
Missing Number u Hypothesis?
u Student does not understand that numbers represent specific quantities
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Possible Interventions u Use manipulatives to show and count
items using 1:1 correspondence u Set up groups of items with different
quantities and teach how to know which is bigger
u Teach how to write the numbers for different quantities
u Show groups of items in series then remove a set and ask how many of what items are missing
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Example from M-CAP u M-CAP is not as well suited to screening as
M-COMP u Can be used in cases where one or more
students have shown problems with applied math skills
u The error analysis can show what type(s) of problem(s) need re-teaching
u Start by asking the student how s/he did the missed item(s) from the M-CAP
u This can show fact vs. process errors
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Hypotheses? u This student does not know how to read
graphs and tables u The student needs instruction in graphs
and tables
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Intervention Resources u There are many free math intervention
resources on the internet u For fact fluency, flashcard drills work best u Intervention Central has many additional
resources
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Summary u Universal screening is an essential part of
tiered supports (RTI) u AIMSweb offers three types of math screening
measures u After screening, students’ scores must be
compared with other data u Students who score below the goal need
extra help u Error analysis and hypothesis testing lead
teachers to figure out what help students need
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Resources Brown-Chidsey, R., Bronaugh, L, & McGraw, K.
(2009). RTI in the classroom: Guidelines and recipes for success. New York: Guilford.
Brown-Chidsey, R., & Steege, M. W. (2010). Response to Intervention: Principles and Strategies for Success (2nd Ed.). New York: Guilford.
Intervention Central: www.interventioncentral.org National Association of State Directors of Special
Education. (2005). Response to intervention: Policy Considerations. Retrieved from: http://www.nasdse.org/publications.cfm
National Center on Response to Intervention: www.rti4success.org
RTI Action Network: www.rtinetwork.org
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