Aimswebplus manual

A telepractice session includes an examiner in one geographical location and a student in a different location. Using a high-speed internet connection and a secure software platform designed for web-based meetings i. The examiner and student can see and hear one another throughout the session. Text, pictures, and video can be shared through the teleconference platform. See pricing options. Log in to aimswebPlus.

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Examiners will need a computer with a camera, audio speaker and microphoneand stable, high-speed internet access. A second computer with stable internet access or a second screen, which will be used to score the DRF, is also required. Students will need a computer or tablet e. When possible, a smartphone with an internet connection can be helpful during the test session e.

For a DRF test session, a facilitator will be with the student to ensure the student is engaged with the test material and the environment remains conducive to test taking activities. A facilitator is an adult at the remote location i.

The role of the examiner is to prepare the facilitator for the testing session and to ensure the facilitator understands their responsibilities. Prior to the test session, the examiner will send the Guidelines for Remote Testing Facilitators document to the facilitator or talk through the document with the facilitator over the phone or teleconference app.

The document explains what equipment is required, how to set up the necessary equipment in a space suited to testing, and how to prepare the student for the test event. Finally, ask the facilitator to help prepare the student by making sure the student is well rested, has eaten, and has used the bathroom prior to the testing session.

The facilitator should explain to the student that they will be assisting the examiner with testing and encourage the student to do their best work during the test session. Schedule a test session for each student and provide the teleconference login information, meeting time, and Facilitator Guidelines document to each facilitator. Arrive approximately 10 minutes early for a test session, and go over the following pre-assessment checklist items with the facilitator when they log in to the teleconference session:.

Troubleshoot any issues that arise during the checklist review and before the test session begins. Use the DRF to read measure directions and administer test items, just as you would during a typical face-to-face administration. Within 24 hours of the test session, the examiner should reflect on how the testing session went. Consider the following questions when reflecting:. After reflecting on the above questions, determine if the test results can be deemed valid.

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To do so, the examiner should consider the following:. If the student is using a personal computer, the student or proctor will need to download and install the TestNav app.

aimswebplus manual

For a TestNav testing session, a proctor will be with the student to ensure the student is engaged with the test material and the environment remains conducive to test taking activities. A proctor is an adult at the remote location i. The role of the examiner is to prepare the proctor for the testing session and to ensure the proctor understands their responsibilities. Prior to the test session, the examiner will send the Guidelines for TestNav Proctors document to the proctor or talk through the document with the proctor over the phone or teleconference app.

The document explains what equipment is required, how to set up the necessary equipment in a space suited to testing, how to prepare the student for the test event, how to login to TestNav, and how to introduce the test to the student. Finally, ask the proctor to help prepare the student by making sure the student is well rested, has eaten, and has used the bathroom prior to the testing session.

The proctor should explain to the student that they will be supervising the test session and encourage the student to do their best work during the test session. After logging the student in to TestNav and reading the short script introducing the test to the student, the proctor will supervise the test session to ensure the student stays on task and is doing their best work.Contact Sales.

Onsite, web-based, and self-paced training and professional development options are available to meet the learning needs of your school or district. If you are interested in scheduling a training, contact us or your account manager. With aimswebPlus onsite training, our experts come to you. Choose from basic or comprehensive workshops covering setup, advanced measurement, and more.

Experience interactive aimswebPlus training right from your computer. Our online training can get your school up and running quickly and efficiently.

For aimswebPlus training that works around your busy schedule, our Self-Paced Academy offerings put everything you need to know at your fingertips. This onsite training is one of our most popular workshops. You will learn the essentials of using aimswebPlus for benchmark screening and progress monitoring, and access the keys to efficient navigation within your accounts.

Be ready to learn all of the steps needed for data collection as well as how to access your benchmark and progress monitoring reports. This training will also show you how to utilize your data to make informed decisions for groups and individual students. Learning objectives:. This consecutive two-day onsite training is an expanded version of our Getting Started with Benchmarking and Progress Monitoring training.

This enhanced approach slows down the training to allow more hands-on learning that helps ensure you are ready to move forward. You will learn the essentials of using aimswebPlus for benchmark screening and progress monitoring, and will access the keys to efficient navigation within your accounts.

Be ready to learn all of the steps needed for data collection, as well as how to access your benchmark and progress monitoring reports. This training will also show you how to begin utilizing your data to make informed decisions for groups and individual students.

This is an excellent follow-up session to the Getting Started with Benchmarking and Progress Monitoring workshop. Put your data to work for you!Students should point to the bigger number in each number pair as they name the number in NCF-P. This measure was standardized i. The spoken directions ask students to point when naming the number, and reminders of the task are permitted as needed e.

NCF-P: Is it okay for a student to vocalize the answer without pointing? See the above answer. NCF-P: Is it okay for a student to point to the correct answer, but vocalizes incorrectly? If the student points to the correct answer but vocalizes incorrectly, ask the student to clarify e. If the student repeats the incongruent response, mark the item as incorrect and move on to the next item.

All Early Numeracy measures were standardized in this manner and following this rule maintains the integrity of test scores and their relationship to national norms.

In these cases, gently interrupt the student, click the pause icon on the DRF, and select Discontinue Form from the menu that appears. Follow the directions on the DRF to score the first story, marking last word attempted, finalizing errors, and clicking Score. If the timer expires on the first story, follow the directions on the DRF to score the first story and continue to the second story.

After clicking begin on the second story, immediately click the pause icon on the DRF, and select Discontinue Form from the menu that appears. Follow the directions on the DRF to score the second story by selecting the first word as the last word attempted, mark that first word as incorrect, and click Score.

In terms of national percentiles, that the difference between a raw score of 10 or less i. This is true at each grade level and season for this measure. In fact, a raw score of 10 or less results in a national percentile of 1 in every grade and season except for the following:.

In summary, the discontinue rule ideally should be enacted before the timer runs out on the first story, when it is completely clear that the student will not read more than 10 words correctly. The discontinue rule via the admin guide states "If a student reads 10 words or fewer on the first story, do not administer the second story.

Click on the pause icon and select Discontinue Form from the pop-up menu.

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The student's score will reflect only the words read correctly on the first story. Information Title. URL Name. Detailed Instructions. Was this article helpful? Please let us know how we can make this article better.

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With its robust set of standards-aligned measures, aimswebPlus is proven to uncover learning gaps quickly, identify at-risk students, and assess individual and classroom growth. Guidance on using this test in your telepractice.

aimswebPlus

Real-time reporting at the district, school, grade, class and student levels; local and national norms; Rate of Improvement ROI student growth norms; reporting aligned to Common Core State Standards; Lexile and Quantile levels available for some measures. Measures and norms for Grades K-8; May roster PreK using kindergarten measures and norms; May roster grades using grade 8 measures and norms. To order or meet with your Pearson Specialist or get customer or technical support, please contact:.

Email: aimswebsupport pearson. Explore more. If you are ordering a new subscription, select from the "First-time purchases" section below. If you are renewing a subscription, select from the "Renewals" section below. Your customer ID and administrator's name and address are required for renewal.

aimswebPlus: Early Numeracy and Oral Reading Fluency FAQs

Please try to order training 4 - 6 weeks in advance of your needs. Training dates will be determined in consultation with a Pearson consultant. Learn more. Qualification Level B. Please note that the item can still be purchased. We will update you as soon as the item is back in our stock. This training is required if the Shaywitz DyslexiaScreen Add-on is purchased and if no other aimswebPlus training is purchased. Qualification Level A. At the foundation of aimswebPlus are general outcome measures, a form of curriculum-based measurement CBM used for universal screening and progress monitoring.

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Privacy and Cookies We use cookies to give you the best experience on our website.Contact Sales. Early intervention is the key to success. Research has found that early identification of at-risk students leads to increased success both in and out of the classroom. With aimswebPlus, you can measure what matters — when it matters:. The Shaywitz DyslexiaScreen offers an evidence-based, teacher-friendly observational rating scale for grades K—3. It is intended for mass screenings to sort students — those at risk and those not at risk for dyslexia — quickly.

The data can be used to set direction for intervention and instructional planning for all students, and a ready-to-use handout gives parents and caregivers ideas for supporting at-risk students outside school.

aimswebplus manual

To get a closer look, watch the overview video or access our dyslexia resources for educators. Identify students who are most at risk for reading failure by integrating results from Shaywitz DyslexiaScreen with the Early Literacy and Reading battery performance in aimswebPlus.

Watch the video. This comprehensive, digital system offers a benchmark assessment that requires just 2 to 4 minutes per student and 60 to 90 minutes for an entire class. The results are available almost immediately within the aimswebPlus platform. Universal benchmarking makes it possible to accurately measure student and classroom performance in reading and mathematics, and identify students at risk for dyslexia or behavior issues — all in a single class period.

For most students, a battery of multiple brief measures is used for universal screening. These standards-based measures are designed to measure essential knowledge and skills as efficiently as possible. The multi-measure battery provides student and classroom profiles of strengths and weaknesses to tailor instruction to the needs of all students.

Because aimswebPlus measures are designed with sensitivity to detect change, the scores reflect progress that can occur over relatively short intervals. CBM measures are quick to administer, simple to score, and are regularly delivered to provide continuous student progress data.

In kindergarten and first grade, students use printed test materials while teachers score the measures online. This can be done on almost any web-enabled device with a supported browser, including netbooks e. Chromebook and tablets. Students in grades 2—8 can take tests independently online using similar devices. Once assessment data is entered into the system, aimswebPlus reports the results immediately. Ecologically valid and developmentally appropriate assessments for K—1, and for Oral Reading Fluency at all grades.

Each report highlights both performance and progress, enabling educators to make informed decisions about students and instruction. Reports include data for students, classrooms, grades, schools, and districts, as well as student norms at the national, state, and district level. Parent-friendly screening and progress monitoring results are also available. About Features Training.

Overview Measure what matters. With aimswebPlus, you can measure what matters — when it matters: Meet accountability requirements Uncover learning gaps faster and more accurately Screen and monitor students in one seamless system Track student progress for more effective instruction and interventions. Measure what matters. Integrated screenings. Benchmarking and monitoring. Scoring and reporting.With its robust set of standards-aligned measures, aimswebPlus is proven to uncover learning gaps quickly, identify at-risk students, and assess individual and classroom growth.

Measures and norms for Grades K-8; May roster PreK using kindergarten measures and norms; May roster grades using grade 8 measures and norms. Primarily online administration and scoring with some paper-and-pencil administrations. Progress Monitoring measures are brief and vary from 1 — 7 minutes. Benchmarking varies depending on grade level and measures selected. It is designed specifically to universally screen, progress monitor, and report data.

It also includes assessments for fundamental reading, math, spelling, and writing skills for grades K-8, as well as norms for K It is ideal for RTI and tiered instruction.

Early intervention is the key to success. Research has found that early identification of at-risk students leads to increased success both in and out of the classroom.

With aimswebPlus, you can measure what matters — when it matters:. The system uses proven, standards-based assessments to screen and monitor student performance. These assessments are built upon brief, valid, and reliable skill measures.

Between lesson planning, instruction, and grading, teachers are stretched thin. Factor in students with behavior or learning challenges, and those demands increase. Universal benchmarking makes it possible to accurately measure student and classroom performance in reading and mathematics, and identify students at risk for dyslexia or behaviour issues — all in a single class period. For most students, a battery of multiple brief measures is used for universal screening.

These standards-based measures are designed to measure essential knowledge and skills as efficiently as possible.

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The multi-measure battery provides student and classroom profiles of strengths and weaknesses to tailor instruction to the needs of all students. Because aimswebPlus measures are designed with sensitivity to detect change, the scores reflect progress that can occur over relatively short intervals. CBM measures are quick to administer, simple to score, and are regularly delivered to provide continuous student progress data.

aimswebplus manual

Each report highlights both performance and progress, enabling educators to make informed decisions about students and instruction. Reports include data for students, classrooms, grades, schools, and districts, as well as student norms at the national, state, and district level.

Parent-friendly screening and progress monitoring results are also available. Please the Product Details tab for information. To provide you with the best possible service and to support your assessment strategy, we have aligned our qualified and knowledgeable Assessment Consultants to meet your needs in your professional area of practice. Administration Format: Primarily online administration and scoring with some paper-and-pencil administrations.

Administration Time: Progress Monitoring measures are brief and vary from 1 — 7 minutes. Scoring Options: Browser-based and manual score entry options available. Qualification Level: A.

Teacher friendly Between lesson planning, instruction, and grading, teachers are stretched thin. Universal benchmarking Universal benchmarking makes it possible to accurately measure student and classroom performance in reading and mathematics, and identify students at risk for dyslexia or behaviour issues — all in a single class period.

Progress monitoring Because aimswebPlus measures are designed with sensitivity to detect change, the scores reflect progress that can occur over relatively short intervals. Reporting aimswebPlus provides comprehensive reporting for each screening and monitoring component.

Now available in Canada! Speak to a Pearson Assessment Consultant To provide you with the best possible service and to support your assessment strategy, we have aligned our qualified and knowledgeable Assessment Consultants to meet your needs in your professional area of practice. Order Help Get instructions and help on ordering from our product catalogue. Shaywitz DyslexiaScreen Identify students who are most at risk for reading failure by integrating results from Shaywitz DyslexiaScreen with the Early Literacy and Reading battery performance in aimswebPlus.Complete Kit: aimswebPlus is an online solution that includes digital editions of training manuals and testing materials within the application.

However, not all measures allow for accommodations. Letter Naming Fluency is an individually administered, timed test that employs strict time limits to generate rate-based scores. As such, valid interpretation of national norms, which are an essential aspect of decision-making during benchmark testing, depend on strict adherence to the standard administration procedures.

The following accommodations are allowed for Letter Naming Fluency during screening and progress monitoring:. Pearson provides phone and email-based support, as well as a user group forum that facilitates the asking and answering of questions.

aimswebPlus Reading

Normative data were collected in —14 on a combination of fluency measures that are sensitive to growth as well as new standards-based assessments of classroom skills. The resulting scores and reports inform instruction and help improve student performance. Letter Naming Fluency is administered individually, and examiners record student data during the test session. Once testing is complete, summary or detailed reports for students, classrooms, and districts can be generated immediately.

The stability coefficient, where the same form is administered with an interval of several months, reflects measurement error due to true change over time. As a result, these reliabilities are generally lower.

The retest stability coefficient is based on correlations between fall-winter and winter-spring benchmark scores. Alternate-form reliability, where equivalent forms are administered with an interval of several months, reflects additional measurement error due to content differences across forms. It is appropriate for progress monitoring CBM measures because it shows the consistency of scores from independently timed administrations with different content. Internal consistency reliability is not appropriate for speeded CBM measures.

Describe the sample characteristics for each reliability analysis conducted:. The alternate-form reliability sample is based on fall and winter aimsweb benchmark data from the school year. The retest sample is also based on fall and winter benchmark scores in which the students were given the same LNF form in both administrations.

It, too represents a lower bound estimate. Describe the analysis procedures for each reported type of reliability:.

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Pearson correlation coefficients of the scores from alternate forms and retest. Because of the long interval between alternate forms, this coefficient represents a lower bound estimate of reliability. Describe and justify the criterion measures used to demonstrate validity:. Four validity studies are reported: a concurrent study and a predictive study for each of two outcome criteria both of which are aimswebPlus timed fluency measures.

Moreover, the validity coefficients reported are based on the initial administration of each measure in the aimswebPlus benchmark system. Describe the sample characteristics for each validity analysis conducted:. For each criterion, the same sample was used for both the concurrent and predictive validity studies. Have additional analyses been conducted to establish whether the tool is or is not biased against demographic subgroups e.

Describe the sample used for analyses, including size and characteristics:. The sample consisted of 1, Kindergarten students below the 25th national percentile on the fall Letter Naming Fluency LNF benchmark and who were assigned a reading performance goal and receiving frequent progress monitoring with LNF. All progress monitoring schedules were at least 20 weeks in duration during the —17 school year. The interval between the first and last administration was a minimum of 10 weeks.

Students with fewer than 20 weeks of progress monitoring were excluded from the sample. Most administrations occurred weekly, with a small percentage conducted twice monthly. Describe reliability of the slope analyses conducted with a population of students in need of intensive intervention :. Linear regression was used to compute the slope for each student by group. The following model was used:. Letter recognition serves nearly universally as a prerequisite for letter sounds.


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