Reading Curriculum-Based Measurement Administration
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1. In aimsweb version 2 0 the Assess screen displays the probes that have not been administered to the student as well as the probes the student has completed OR 2 You may administer probes in numerical order Use the method that fits your workflow and ensures that you do not inadvertently give a student the same probe twice You can use R CBM probes in survey level assessment SLA and for off grade testing with students who are struggling readers If you have a student who you think may be struggling use the Qualitative Features Checklist at the back of this manual to further assess the student s skill level For information on SLA and off grade testing please refer to guidelines in the Introduction to aimsweb For more examples refer to Progress Monitoring Strategies for Writing Individualized Goals in General Curriculum and More Frequent Formative Evaluation 2002 by Mark Shinn Paper or Computer Assisted Administration For each administration of an R CBM probe the student reads a passage from a printed page In aimsweb version 1 0 the aimsweb Manager at your school will download a master copy of the probe and Examiner s Copy from the Benchmark and Progress Monitor tabs or the Download tab of the aimsweb site and you may photocopy these as needed In aimsweb version 2 0 go to the Assess screen and click the Downloads tab Please keep the probes and Examiner s Copies in a secure place before and after using them Record2. The following accommodations are allowed for R CBM administration during screening benchmarking o enlarging the test form probe o repeating the spoken directions when introducing R CBM and o modifying the environment e g special lighting The following are not allowed as accommodations during screening o extending the administration time o providing feedback during administration beyond what ts specified o providing practice administrations and o students pre reading the passages Progress Monitoring With R CBM In addition to the accommodations allowed for screening other appropriate accommodations including extending the administration time may be made during R CBM progress monitoring as long as o the accommodations are applied consistently for the student throughout the progress monitoring period and o normative interpretations are not made Document any accommodations made for the student aims 5 R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved R CBM ADMINISTRATION DIRECTIONS Place the unnumbered copy of the R CBM probe in front of the student Place the Examiner s Copy or computer device screen in front of you shielded from the student s view Say to the student When I say Begin start reading aloud at the top of this page Read across i the page d
3. For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved Jellyfish are creatures found in most bodies of salt water 2 m the tropical EO 13 waters of the Caribbean Sea to the cold dark waters of the Asetic Ocean 27 Jellyfish are unusual creatures When seen in the water it s hard to pi ED 40 nMOy arco a pecie Or j Dank ney 66 ike aliens hanging suspended i 54 water with their lumirfous layers of tissde and flesh They have long curly 67 tentacles and plastic like bubble tops that sway in the sea 6 78 Although it s difficult to believe jellyfish have no heart blood brain or gills You 92 can see through their mostly hollow stomach cavities where their food is digested 105 and dissolved Jellyfish have no proper eyes or ears In fact it s possible to 119 believe that jellyfish are just brainless blobs without the slightest spark of 131 intelligence Amazingly enough despite their lack of sight and heafing jellyfish 142 can distinguish touch temperature light and darkness They also know the 153 direction and pull of water currents 159 Jellyfish come in an assortment of colors and shades The jellyfish livi 172 cooler waters are generally pale or milky white in color Many of the jellyfish that 187 live in warmer tropical waters are often kN colored in shades of magenta 200 scarlet yellow and orange sometimes Q 204 A jellyfish can be as tirly as a
4. to maximize student reading Discontinue Rule During screening only if the passage is so hard that the student reads fewer than 10 words correctly in 1 minute do not administer any other passages use the score from the passage s already administered Be Polite Although you need to mark where the student reached at the end of 1 minute it is polite to let the student finish the sentence before saying Stop However do not let them finish the story Determining Screening Score When a Median Score Cannot be Obtained If screening results in fewer than three scores rendering no median score due to the Discontinue Rule or a spoiled administration you have two options 1 If the student completed two administrations use the average of the words read correctly and the average of the number of errors to determine the total words read score 2 If the student completed only one administration report the scores from that administration When you enter information in the system use a dash to indicate the missing data DO NOT enter zeros to indicate missing data Speed Reading You may encounter a student who views R CBM as a speed reading test If a student is reading very quickly with a high level of accuracy let the student continue However if the student is making many errors because she or he is trying to read very quickly interrupt the student and say This is not a speed reading test Begin again and b
5. aimsweb Reading Curriculum Based Measurement Administration and Scoring Guide ALWAYS LEARNING PEARSON Pearson Executive Office 5601 Green Valley Drive Bloomington MN 55437 800 627 7271 Wwww PsychCorp com Copyright 2012 NCS Pearson Inc All rights reserved 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 aimsweb and the aimsweb 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 123456789101112ABCDE PEARSON r F d ARATAT C ata mips G JTILSTIC Overview Introduction l Administering and Scoring R CBM 2 Choosing R CBM Probes 2 Paper or Computer Assisted Administration 2 Recording the Student s Performance 2 Materials You Will Need 3 Paper Administration 3 Computer Assisted Administration 3 General Administration Procedures 4 Considerations 4 Testing Students With Special Accommodations 5 Screening With R CBM 5 Progress Monitoring With R CBM 5 R CBM Administration Directions 6 R CBM Scoring Directions 7 During Administration 7 Definition of Correct Words and Errors 7 Using the Examiner s Copy Paper Administration lO Entering Scores in the aimsweb System 10 Assessing the Qualitative Feature
6. aimsweb Software Guide aimswet 10 R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved Assessing the Qualitative Features of Reading as Part of R CBM The following Qualitative Features Checklist is a convenient way to structure your observations It includes the skills commonly displayed by good readers and lacking in struggling readers After you have listened to students read from three R CBM passages usually though not necessarily the three screening passages for the student s grade you can complete the Qualitative Features Checklist Listening to the student read three passages gives you a better opportunity to observe the student s oral reading skills before you complete the Qualitative Features Checklist aimsweb Version 1 0 In version 1 0 you can select the Qualitative Features Checklist as part of the student s Benchmark Improvement Report in the My Classes tab Teachers and the Scoring tab Managers You may also print a copy of the Qualitative Features Checklist in this manual aimsweb Version 2 0 Version 2 0 does not present the Qualitative Features Checklist onscreen However you may photocopy it from this Guide and use it to record your observations Version 2 0 also includes an open notes field for R CBM in which you can enter qualitative information about a student s performance
7. aimswet 11 R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved Qualitative Features Checklist Student Name Examiner Date After you have listened to the student read connected text indicate the percentage of the time you observed these important features of successful reading Note that you may not observe all these features during each observation Reads fluently or efficiently Reads very accurately gt 95 Has an effective strategy for unknown words Reading errors preserve rather than distort meaning Reads with expression attention to prosodic features Self corrects errors comprehension self monitoring Adjusts pace when complexity or considerateness of text changes Additional Comments aims 12 R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved
8. e information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved aims General Administration Procedures Have the student read the passage aloud for 1 minute Record any errors words that are mispronounced substituted omitted or read out of sequence that the student does not self correct within 3 seconds See the Definition of Correct Words and Errors section for details on how to identify errors Before beginning the administration make sure your testing area is reasonably quiet and away from distractions Sit across from the student not beside the student For paper pencil administration make sure you have recorded the student s name and the date on the your Examiner s Copy Considerations Emphasize Words Read Correctly WRC Because R CBM is rich in information you may want to count or record everything the student does However do not lose sight of the goal of obtaining an accurate count of the number of words read correctly 3 Second Rule If a student stops or struggles with a word for 3 seconds tell the student the word and mark it as incorrect You want enough time to observe if the student is using a strategy for unfamiliar words but not so long that the student gets frustrated or gives up No Other Corrections R CBM is about testing not teaching Do not correct the student when he or she makes an error Minimize examiner talk
9. e sure to do your best reading Reset the timer and begin again 4 R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved o Interruptions If something disrupts testing bells dropped passages timing discard the passage and administer another In this case you may substitute a progress monitoring passage for a screening passage Testing Students With Special Accommodations The general principles governing the use of accommodations in aimsweb administration for students with disabilities are described in the Introduction to aimsweb Whenever normative interpretations will be made typically in universal screening it is important to adhere to the specific R CBM guidelines described below so that interpretations will be accurate A wider range of accommodations may be used in progress monitoring as long as they are applied consistently across the monitoring period Like any other test R CBM may be inappropriate for some students For students with certain speech impairments e g moderate to severe stuttering disorder students who are hearing impaired and exclusively use sign language or students with disabilities that interfere with perceiving the text e g uncorrected vision impairment that is not adequately accommodated by enlarged text R CBM may not be a valid measure of reading Screening With R CBM
10. emonstrate by pointing across page Try to read each word If you come to a word you don t know Ill tell it to you Be sure to do your best reading Are there any questions Answer any questions the student may have Say i Begin Start timing when the student says the first word If the student does not say a word after 3 seconds say the first word Mark the word that you provided as incorrect When the student says the next word start timing As the student reads mark any errors words read incorrectly skipped or out of order SNOILDAYIG NOILYVYYLSINIWAYV o Paper administration Draw a slash through the incorrect word Record any insertions by writing them above the line of text where the insertion was made If the student self corrects within 3 seconds mark the self correction with SC o Computer assisted administration Click touch the incorrect word If the student self corrects within 3 seconds click touch the word again to remove the mark If the student skips a line click the box to the left of the line Do not correct errors Mark them as incorrect and let the student continue reading If a student stops or struggles with a word for 3 seconds give the student the word mark it as incorrect and move on At the end of 1 minute place a bracket or click touch after the last word the student attempted Let the student finish reading the sentence and then say Stop i For unive
11. his did not affect the score 8 Student said a instead of of in man of war Man of war is worth 3 points because each word of the hyphenate can stand on its on therefore one word is scored as incorrect in the sequence of three words aims 9 R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved Using the Examiner s Copy Paper Administration Write the student s name on the Examiner s Copy The Examiner s Copy is the same as the probe the student reads except for the cumulative word count shown at the end of each line This makes it easier to identify the number of the last word the student attempted o Write the number of the last word attempted on the Examiner s Copy o Count the number of errors and write that number below the last word attempted o Subtract the number of errors from the number of the last word attempted to obtain the words read correctly WRC To obtain the accuracy percentage divide WRC by the number of the last word attempted and round to two decimal places Entering Scores in the aimsweb System If you used computer assisted administration the R CBM scores are automatically stored in the aimsweb system With paper administration you must enter the scores into the system For information on this procedure refer to Appendix A of the
12. ing the Student s Performance o For paper administration use the paper Examiner s Copy o For computer administration click or touch the computer monitor screen or tablet screen The computer or device times the administration and calculates the scores aims 2 R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved Materials You Will Need Paper Administration You will need a printed copy of the o R CBM Administration Directions o probe s to be read by the student this copy is reusable and corresponding Examiner s Copy s for you to score The Examiner s Copy has a number at the end of each line indicating the cumulative number of words You will also need o atimer clock or watch that shows seconds o apencil or pen for scoring and o aclipboard or other device so that you can record performance without the student seeing your Examiner s Copy You also may want to use a voice recorder so that you can refer to it when reviewing how you scored the student s performance or for qualitative analysis Computer Assisted Administration You will need o acomputer or tablet that is connected to the Internet o aprinted copy of the R CBM probe s to be read by the student this copy is reusable and o avoice recorder optional aimswet 3 R CBM Administration and Scoring Guide For mor
13. mative national district or school data accurately in making decisions or drawing conclusions about a student s performance Altering the instructions to students the presentation of the probes the time allowed for each probe or using probes as teaching instruments invalidates any decisions made or conclusions reached about student performance It is important that you the examiner become familiar with these administration directions before administering an R CBM probe aimsweb 1 R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved Administering and Scoring R CBM Choosing R CBM Probes For universal screening benchmark testing use the designated set of probes 1 2 and 3 for the student s grade Use the same set of probes for each screening period fall winter and spring For progress monitoring administer a single probe rather than the set of three and use a different R CBM probe each time The probes probes 4 23 at grade 1 and 4 33 at grades 2 8 are equivalent and you can give them in any order as long as you use a different R CBM probe at each assessment of a particular student There are two ways to do this 1 In aimsweb version 1 0 the Progress Monitor probe numbers are listed in random order on the Score Entry screen You may choose different probe numbers from the drop down menu
14. rsal screening administer the second and third probes the same way but shorten the directions Say When I say Begin start reading aloud at the top of this page You may also use these abbreviated directions in progress monitoring after the student has become familiar with the task In universal screening if the student reads 10 words or less correctly on the first or second probe do not administer the remaining probe s aimswel 6 R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved R CBM Scoring Directions An R CBM administration yields a primary score the number of words read correctly WRC in 1 minute and a secondary score that reflects accuracy either the number of errors or the percentage of words read correctly In universal screening you calculate these scores for each of the three probes and the final reported score of each type is the median middle of the three values If you administer only two probes in universal screening because WRC on the second probe was less than 10 average the scores on the two probes administered to get the final value With paper administration you must manually calculate these scores using the Examiner s Copy To compute WRC count the number of errors and subtract that number from the numerical value of the last word attempted If a student skip
15. s a line in R CBM count all of the words in the line as errors With computer assisted administration the aimsweb system automatically calculates the WRC and error accuracy scores During Administration Definition of Correct Words and Errors For computer assisted administration mark errors as the student reads the probe by clicking or touching the incorrect word If the student self corrects click the word again For paper administration draw a slash through an incorrect word and indicate any self corrections with an SC Write any inserted words above the line approximately where inserted Refer to the following definitions of correct responses and errors when making scoring decisions Figure 1 is an example of a probe marked with common errors Correct Credit responses as correct when the student o reads words correctly pronounces them correctly and reads them in the correct order o Initially mispronounces or omits a word but self corrects within 3 seconds O o pronounces a word in a way that reflects a common regional pronunciation e g warsh for wash pronounces the word but has a common speech problem such as a lisp g tetht for test or stutters when pronouncing a word Use your best judgment when scoring and apply that judgment consistently across passages Error Record an error when the student o mispronounces or substitutes for a word o omits or skips words incl
16. s of Reading as Part of R CBM I Qualitative Features Checklist 2 Figures Figure 1 Example of an Examiner s Copy Marked with Common Errors 9 aims im R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved Overview Grades 1 12 Use Grade 8 forms for Grades 9 12 Administration Individual Paper presentation of reading passage Paper or computer assisted recording of errors Working time 3 minutes Screening 1 minute Progress Monitoring Scoring On paper Use the Examiner s Copy to hand score and calculate total scores Online Record errors on screen automatic scoring Introduction Reading Curriculum Based Measurement R CBM is a brief individually administered standardized test of oral reading for grades 1 winter through 12 There are 23 test forms probes at Grade 1 and 33 grade level forms for each grade from 2 through 8 The national norms extend to Grade 12 based on the Grade 8 forms R CBM is designed to be used in the universal screening of all students at the beginning middle and end of the school year The probes also are to be used for frequent progress monitoring of students identified as at risk and for survey level off level assessment as explained in the Introduction to aimsweb available on the aimsweb site You must follow all directions carefully to be able to use the nor
17. thimble and some can grow to be as colossal as 222 a satellife dish Most jellyfish car Anediver feebly in the water however their 235 poor swimming skills place them at the mefcy and whimsy of ocean currents 248 Some jellyfish ride the ocean curtents 8 ne while other species travel in 260 special gre ps called colonies The man ef war is an example of a highly adapted 275 jellyfish that travels with a colony The man of war serves a special function in its 291 colony It catches prey with a very long tentacle that can trail as far as one hundred 308 feet through the sea The man of war s prey includes shrimp squid and fish It 323 also produces potent venom that is harmful to humans who may swim nearby 336 unaware of the man of war s clever and stunning snares 346 Figure 1 Example of an Examiner s Copy Marked with Common Errors 1 Student initially said topical but self corrected to tropical within 3 seconds Scored as correct tudent substituted Antarctic for Arctic Scored as incorrect 3 Student skipped entire line Each word counted as incorrect Student hesitated 3 seconds and the examiner provided the word luminous Scored a s incorrect Student transposed the words blood and brain Both words are scored as incorrect 6 Student repeated the word jellyfish This did not affect the score S tudent inserted the word sometimes between can and grow T
18. uding an entire line o hesitates or struggles to correctly produce a word for more than 3 seconds or o transposes the order of two words both count as errors aimswek 7 R CBM Administration and Scoring Guide For more information visit aimsweb com 866 313 6194 Copyright 2012 Pearson Education Inc or its affiliate s All rights reserved Neither Correct nor an Error Ignore the following words They do not count as correct nor do they count as errors o Repeated words o Inserted words Special Considerations o The student must read numbers within a passage using standard conventions and as whole units not as their component parts For example the student should read May 5 1999 as May fifth nineteen ninety nine not as May five one nine nine nine o Ina word that contains one or more hyphens if each piece can stand alone as a real word then score each piece separately e g fifty seven son in law Otherwise score the whole hyphenated word as a single word e g re evaluate Bar b que If the student reads any part incorrectly count the whole word as a single error o Count an abbreviation as a word The student must read the full word correctly to receive credit for example Ave must be read as avenue not ave If the student does not read it correctly count it as an error aimsweb 8 R CBM Administration and Scoring Guide
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