Progress Monitoring

and Response to
Intervention Solution
 What is AIMSweb?

AIMSweb is a 3-tier Progress Monitoring System

based on direct, frequent and continuous
student assessment which is reported to
students, parents, teachers and administrators
via a web-based data management and reporting
system for the purpose of determining response
to instruction.

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 3-Tier Problem
Solving Model
TIER 3
PROGRESS MONITOR
Intensive monitoring towards
specific goals for at-risk
students

TIER 2
STRATEGIC MONITOR
Monthly monitoring for students TIER 1 BENCHMARK
who are questionable or of Universal Screening
concern

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 AIMSweb IS RTI

TIER 3
PROGRESS
MONITOR
TIER 2
STRATEGIC
MONITOR

TIER 1
BENCHMARK

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AIMSweb systems
include:
• Curriculum-Based
Measurement (CBM)
testing materials

• Web-based Progress
Monitoring and RTI
software

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Curriculum-Based
Measurement
The Foundation of AIMSweb

Curriculum-Based
Measurement (CBM)
is the method of monitoring
student progress through
direct, continuous
assessment of basic skills.

AIMSweb testing is CBM

 CBM testing materials
developed
for AIMSweb include…
• Test of Early Literacy (K-1)
– Letter Naming Fluency
– Letter sound fluency
– Phonemic Segmentation Fluency
– Nonsense Word Fluency

• Test of Early Numeracy (K-1)

– Oral Counting
– Number identification
– Quantity discrimination
– Missing number

• Reading-CBM (K-8)
Oral Reading (English and Spanish)

• Maze-CBM (1-8)
Reading comprehension

• Math-CBM (1-8) Quick, Simple Measures

Computation/Facts

• Spelling-CBM (1-8) 1-4 minutes to complete!

• Written Expression-CBM (1-8)

• MIDE-CBM (K-1)
Spanish Early Literacy

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 Curriculum-Based Measurement
How is CBM
administered?
• AIMSweb CBM testing is administered ‘paper/pencil’ style

• Measures: 1-4 minutes to complete

• Testing is done individually or in groups, depending on the

measure

• Scores are entered or uploaded into the AIMSweb

Progress Monitoring and RTI Data system

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 Curriculum-Based Measurement
Things to Remember
About CBM
• Reliable and valid indicator of student achievement

• Research Based – Almost 30 years of research has produced consistent and

meaningful evidence of its utility as a valid progress monitoring tool

• Simple, efficient,
efficient and of short duration to facilitate frequent administration

• Provides assessment information that helps teachers plan better instruction

• Sensitive to the improvement of students’ achievement over time

• Designed to serve as “indicators” of general basic skills achievement: CBM

probes don’t measure everything, but measure the important things

• Measures General Curriculum - Curriculum Independent

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 DIBELS™
Compatible
• In addition to the included AIMSweb
measures, AIMSweb supports data
management, charting and reporting of
DIBELS brand measures

• Customers may use DIBELS measures,

AIMSweb measures, or any combination of
both

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What the Experts
Say… www.studentprogress.org
Progress Monitoring
Data System
 AIMSweb Systems
Specifications
• AIMSweb is Web- Based

• No Need for Local Specialized Hardware or Servers

• No Software Installs

• No Compatibility Issues

• No Patching, Updating, or Maintenance

• Extremely Fast/Multiple Redundant Connections

• If You Use a PC or MAC and Have an Internet Connection, You have

Access to AIMSweb!
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 Tier 1 Benchmark
All students assessed three times per
year at grade level

• Organizes Curriculum-Based Measurement (CBM) and DIBELS™

Data for Benchmark Assessment Fall, Winter, and Spring

• Prepares Reports for Teachers, Principals, and Administrators on

Individual Students, Classes, Grades, Schools, and School Districts

• Early Identification of Students At-Risk of Academic Difficulty

• Objectively Determines Rates of Progress for Individual Students,

Schools, and NCLB Risk Groups

• Allows Evaluation at Multiple Levels of Comparison

• Prints Professional Reports for Parent Conferences and Other

Meetings

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Tier 1 Benchmark – Student Report
Fall Benchmark Scores

• Identify
At-Risk Students Early

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Tier 1 Benchmark – Student Report
Winter Benchmark
Scores

• Benchmark Report
Can Confirm
Significant
Improvements Have
Been Made, Such as
Response to
Intervention (RTI)

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Tier 1 Benchmark – Student Report
Spring Benchmark
Scores

• Data to Know that

Changes Made a
Difference

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Tier 1 Benchmark - Class Report
Score and Percentile
Table

• Rank Orders Students

by Performance

• Color-Codes Individual
Educational Needs

• Provides Instructional
Decisions to Think
About
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Tier 1 Benchmark - Grade Report
Average Score by School
Year

• Allows Evaluation of
Year-to-Year
Improvement

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 Tier 2 Strategic Monitor
Monthly assessments at grade level

• Increase assessment frequency for students

who have been identified as questionable or
at-risk in the Benchmark process

• Monthly assessment intervals provide more

frequent opportunity to evaluate the
effectiveness of instructional changes

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Tier 2 Strategic Monitor
Individual Student Report

• Allows for More

Frequent Evaluation of
Progress for Both
Individual Students
and Programs
Designated to Impact
Achievement for Those
At Risk

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 Tier 3 Progress Monitor
Frequent assessment towards goals using
goal level assessments

• Frequently assess students in need of intensive instructional

services, including “Best Practices” IEP goals for students
who receive special education services

• Translate annual IEP or any goals into expected rates of

progress (Aim lines) automatically

• Monitor progress (Trend lines) towards goals

• Document the effects of intervention and instruction

• Print professional reports for periodic and annual reviews

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Tier 3 Progress Monitor
Student Report

• Once Data are Entered, a

Graph is Updated
Automatically, with:

– Trend Line

– Calculation of Rate of
Progress

– Interpretation of Progress

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Tier 3 Progress Monitor
Student Report

• Necessary Revisions
are Identified and
Documented
Graphically

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Tier 3 Progress Monitor
Student Report

• Revisions can be
evaluated to determine
response

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Tier 3 Progress Monitor
Student Report

• And Revised as
Necessary!!

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Tier 3 Progress Monitor
Student Report

• Successful Revision
and Adequate
Progress Documented

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Tier 3 Progress Monitor
Assessment Schedule
Completed
• Report Includes
– Progress Graph

– Goal Statement

– Score Table

– Revision Notes

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Response to
Intervention

Organize and evaluate

the process of RTI for
the purpose of
determining special
services eligibility
Response to
Intervention

RTI’s purpose is to
determine intensity of
instruction based on
NEED through DATA
for ALL students
 Response to Intervention (RTI)
Overview

• AIMSweb Response to Intervention provides a

"best practices in problem-solving approach" to
the RTI process including scientifically designed
progress monitoring:

– Benchmarking to assess current educational need

– Intensive Progress Monitoring to assess response to

specially designed, high quality intervention

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 Response to Intervention (RTI)
Overview

• AIMSweb RTI combines standard problem-

solving tasks into a step by step protocol
that documents the results, including
• who did what,
• when, and,
• with what outcome

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 Big Solutions

• IDEA
– Comprehensive RTI Solution
– Eligibility Solution using RTI
– Progress Monitoring of IEP or any Goals and Documentation

• NCLB
– AYP Reporting through Universal Screening (Benchmarking) for
ALL Students
– NCLB Risk Category Reporting

• Prediction for Success on High Stakes Testing

• Program Evaluation
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Math-Curriculum Based
Measurement
(M-CBM)
 Why Assess Math Computation via CBM:
• Computational skills are critical for math success.
• Using the algorithms for computation assist in building math skills
needed to master higher-level math proficiency.
• Broad-range achievement tests in math cover many skills, but few of
each type.
 Why assess Math via M-CBM Cont’d:

• Many broad-range math achievement tests have only one form.

• Difficult to monitor progress repeatedly over time
• Hard to determine where student’s skill-levels start/stop
• M-CBM provides many, narrow-band tests (many items across a grade-level or
problem type)
• Simple to administer, score, chart progress.
 M-CBM Grade-Level Probes
• All M-CBM Grade-level type probes level are based on Prototype
Probe

• Prototype Probes: All types of problems contained within the

scope of a
grade-level skill spectrum are consistent in order/sequence across
all
probes for each specified grade level.

A-1: Same type of

problem on each
page

Grade 2: Grade 2:
Probe 1 Probe 2
M-CBM Sample 2nd Grade Probe (Student Copy)
M-CBM Sample 2nd Grade Probe
(Teacher’s Answer Key)

Scoring based on number of

DIGITS CORRECT (DS)
M-CBM Math Facts: Addition

Page 1 of 2 Page 1 of 2

Grades 1-3 (fewer Grades 4-6 (more

problems) problems)
 M-CBM Math Facts: Probe options

• Addition (+) facts

• Subtraction (-) facts
• Addition/Subtraction (+ / -) mixed facts

• Multiplication facts (x)

÷
• Division facts ( )

• Multiplication/Division mixed facts (x / ÷)

• Addition/Subtraction/Multiplication/Division mixed facts (+, -, x, ÷)
 M-CBM Administration Setup

Things you will need:

1. Appropriate M-CBM or Math Facts Probes
2. Students need pencils.
3. Stopwatch or timers

Setting up the testing room:

1. Large group: Monitor carefully to ensure students are not skipping
and X-ing out items
2. Small group/individual: Monitor similarly.
3. If students are off task, cue with statements such as:

“Try to do EACH problem.”

or
“You can do this kind of problem so don’t skip.”
 M-CBM After Testing—Scoring

What is Correct?

• Grades 1-6: Score Digits Correct (DC).

Each digit correct in any answer = 1 point.

• If problem is “X”-ed out, ignore X and score anyway.

• Use Answer Key for quick scoring.

• See Page 18 of workbook for examples.

M-CBM: How to score Correct Digits (CD)
Correct Digits - Each correct digit that a student writes is marked with an
underline and counted.
M-CBM: How to score Incomplete Problems

Incomplete Problems - Sometimes students don’t finish a problem. Score for the
number of correct digits that are written.
M-CBM: How to score “X”-ed out problems

X-ed Out Problems - Sometimes students start a problem and then cross it out.
Sometimes students go back and write answers for problems they have crossed
out. Ignore the X and score what you see.
M-CBM: How to score reversals
Legibility and Reversed or Rotated Numbers - Sometimes trying to figure out
what number the student wrote can be challenging, especially with younger
students or older students with mathematics achievement problems. To make
scoring efficient and reliable, we recommend attention to three rules:
1. If it is difficult to determine what the number is at all, count it wrong.
2. If the reversed number is obvious, but correct, count it as a correct digit.

3. If the numbers 6 or 9 are potentially rotated and the digit is currently

incorrect, count it as an incorrect digit.
 How to score M-CBM: Critical Processes (CP) Scoring
Scoring Rules for Answer and Critical Processes:

When students’ Grade 5 or Grade 6 M-CBM probes are scored for the number of
CDs in the answer only and critical processes, the examiner uses the answer key
that details which digits are to be counted. Each problem has an “assigned CD
value” based on what AIMSweb believes is the most conventional method of
solving the computational
problem. Compare how the same multi-step multiplication problem would be
scored using the different methods.
Answer &
ro
r Answer Only:
e ns call
r Critical
e i
Us tter ost
pa agn Processes:
di
y
 How to score M-CBM: Critical Processes (CP) Scoring
(Correct vs. Incorrect)

Should the student solve the Should the student solve the
problem correctly, their score would problem and not write any of the
be 13 CD. CD, the score would be 0 CD.

(p. 21 in M-CBM Workbook)

Although you don’t need to count every digit written in a correct answer, it is
important to write the number of CDs awarded to the problem next to the
answer.
 How to score M-CBM: Critical Processes (CP) Scoring
(Work not shown)

If the answer is correct as shown If they do not show their work

below-left, their score is the number and the answer is incorrect, the
of CDs possible shown in the examiner can only “score what
answer key. they see” as shown below.

(p. 21 in M-CBM Workbook)

 How to score M-CBM: Answer & Critical Processes (CP)
Scoring
(Alignment)

When students’ answers are not
aligned correctly according to place
value:
If the answer is correct, ignore the
alignment problem and count the
digits as correct as shown below.
If the answer is incorrect, count the
digits as they appear in
approximate place value as shown
below, even if a place value error
may seem obvious.

(p. 22 in M-CBM Workbook)