Measure what matters. Predict achievement Provide structure Prevent failure. aimswebplus.com. The power of plus. DETAILED PRODUCT OVERVIEW

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1 DETAILED PRODUCT OVERVIEW The most comprehensive assessment system for Grades K-12 Measure what matters Predict achievement Provide structure Prevent failure The power of plus. aimswebplus.com

2 Introduction aimsweb Plus is an assessment, reporting, and data-management system designed to support universal screening, progress monitoring, and Response to Intervention (RTI). It provides brief, reliable, nationally normed reading and mathematics measures. aimswebplus uses both timed curriculum-based measures (CBMs) and untimed standards-based measures to assess skills and inform instruction. Teachers can monitor the progress of their students, determine effectiveness of instruction, and manage student assessment data all through one online system to promote student success before failures can occur. Through universal screening and benchmarking. aimswebplus identifies and groups students according to risk. Student performance is reported three times per year, compared to established cut scores and national or local norms. Progress monitoring enables more frequent assessment to demonstrate growth toward individualized goals and to document response to instructional changes. This scalable solution is cost effective, flexible, and sustainable. Monitoring Student Growth aimswebplus is a predictable, powerful, and proven tool to inform and improve student performance. With its robust set of brief, valid, standards-aligned reading and math measures, you can screen and monitor progress for every student in kindergarten through grade 8. Because aimswebplus measures are designed with sensitivity to change in mind, the scores show what measurable student progress can occur as a result of effective instruction. aimswebplus measures what matters. The educator benefits from using aimswebplus include: Quality assessment of fundamental reading and math skills that can be completed in just one to ten minutes, with norms available at kindergarten through grade 8 Ecologically valid and developmentally appropriate, teacher-administered assessments for kindergarten and Grade 1, and for Oral Reading Fluency at all grades Online test administration for measures in grades 2-8 Digital Record Forms allow educators to administer assessments on a wide range of devices that includes tablets, laptops, and desktop computers Robust reporting options: Real-time composite and detailed reports at all levels, from individual student progress to holistic school or district performance Overall reading and overall math scores Risk Status of students or classes for meeting end-of-year goals Skills strengths and weaknesses by Common Core and other instructionally-relevant areas Reports with Lexile and Quantile information Instructional links to Pearson curricula All reports designed with students, teachers, parents, and ad-

3 ministrators in mind Universal screening scores to help identify students at risk, and to accurately predict reading and math achievement with or without instructional intervention Progress monitoring scores to illustrate clearly the changes in student growth over time Assessments that are compatible with any curricula or standards, including those for college and career readiness aimswebplus measures assess these areas: Early literacy Reading Early numeracy Mathematics

4 The aimswebplus Multi-Tier Model Adjust instruction based on progress monitoring data Progress monitor students at risk Conduct benchmark screening Plan instruction based on benchmark data Analyze benchmark data to determine students at risk Tier 1 Benchmark (Universal Screening) Student benchmark scores are established three times per year using unique standardized assessment forms. Reports will help educators identify students at risk, personalize instruction, evaluate student progress, demonstrate expected annual growth, and serve as a communication tool for system improvement. Tier 2 Strategic/Progress Monitor Educators can monitor students who may be at risk for meeting end of year performance goals using the triennial benchmark scores. The effectiveness of instructional changes and short-term interventions can be evaluated by interim frequent (e.g., monthly) assessment of on-grade level skills. Tier 3 Progress Monitor Those who are most at risk, including Title 1 and special education students, benefit from the design of aimswebplus for effective, frequent (e.g., weekly) assessment and monitoring. Based on an Individual Education Plan (IEP) or other goals, an optimal rate of progress is established and then compared to actual student progress at regular intervals during the year. Reports will help educators evaluate student performance, make good decisions about what program revisions or individual interventions are needed, and monitor the success of these changes over time. Response to Intervention The task management and reporting component in aimswebplus provides comprehensive documentation of both instructional activities and assessment results, organizing in a single, convenient system all the information educators need to effectively implement the RTI

5 process. Assessment Content aimswebplus establishes benchmark student performance using both untimed, standards-based measures as well as timed assessments built on the strong foundation of CBM (curriculum-based measurement) practices. More than 30 years of scientific research has shown that using CBM for frequent assessment of basic skills is not only time efficient, but accurately and reliably shows student progress. Educators can use CBM as part of the assessment of foundational reading and mathematics skills during universal screening and, for young students, new CBM measures are offered to further assess early literacy (phonics and phonological awareness) and early numeracy (number sense) skills. For most students, a battery comprising multiple brief measures is used for universal screening. The CBM measures, which have been validated to represent critical growth indicators of student achievement, take one- to-four minutes to administer. The standards-based measures are designed to measure essential knowledge and skills as efficiently as possible. The result is that in a single class period, teachers can get comprehensive and accurate information about student and classroom performance in reading and mathematics. Additionally, the multi-measure battery provides student and classroom profiles of strengths and weaknesses to tailor instruction to the needs of all students. Because CBM measures are quick to administer and simple to score, they can be given frequently to provide continuous student progress data. Results are charted for timely, databased evaluations. For progress monitoring, either 10 or 20 forms of each measure (by grade) are provided. CBM has the following characteristics: Brief, so they can be administered without disrupting instruction Easy-to-administer and score, so they can be used accurately by a wide range of education personnel Assess automaticity of foundational skills, so they are very sensitive to growth that occurs over relatively short intervals (4 to 8 weeks) Standardized and reliable (i.e., producing consistent results across time or testing conditions) Available in multiple equivalent forms to reduce practice effects on retesting Measures The academic tests within aimswebplus named measures address reading and mathematics skills. The tables provided show the grades and seasons for which a measure is appropriate, whether it s used for screening or progress monitoring, the number of progress monitoring forms offered, and the average administration time per form. It also shows which measures are typically given one-on-one, and which are online measures designed to be taken by groups of students. (Note: The group-administered tests may also be given to one student at a time.) The individually administered measures use a digital record form that provides everything the teacher needs to give test instructions and capture student data in real time.

6 Reading Measure Grades (Season) Use Progress Monitoring Forms Time (Minutes) Administration Method Print Concepts K (Fall) Screening 2 Individual Letter Naming Fluency K Screening & Progress Monitoring 20 1 Individual Initial Sounds K (Fall/Winter) Screening & Progress Monitoring 10 2 Individual Phoneme Segmentation Letter Word Sounds Fluency Word Reading Fluency Auditory Vocabulary K (Winter/Spring) 1(Fall) K (Winter/Spring) 1 (Fall) K (Spring) 1 K 1 Screening & Progress Monitoring 10 2 Individual Screening & Progress Monitoring 10 1 Individual Screening & Progress Monitoring 20 1 Individual Screening 3-4 Individual Vocabulary Screening 5-10 Group Reading Comprehension 2 8 Screening Group Oral Reading Fluency 1 8 Screening & Progress Monitoring 20 2 (1 minute for each probe) Individual Silent Reading Fluency 4 8 Screening & Progress Monitoring Group

7 Math Measure Grades (Season) Use Progress Monitoring Forms Time (Minutes) Administration Method Concepts & Applications K & 1 Screening 8-12 Individual Number Naming Fluency K Screening & Progress Monitoring 20 1 Individual Quantity Total Fluency K Screening & Progress Monitoring 20 1 Individual Quantity Difference Fluency K (W/S) Screening & Progress Monitoring 10 1 Individual Number Comparison Fluency Pairs 1 Screening & Progress Monitoring 20 1 Individual Math Facts Fluency 1 Digit 1 Screening & Progress Monitoring 20 1 Individual Math Facts Fluency Tens 1 (W/S) Screening & Progress Monitoring 10 1 Individual Concepts & Applications 2 8 Screening Group Number Comparison Fluency Triads 2 8 Screening & Progress Monitoring 20 3 Group Mental Computation Fluency 2 8 Screening & Progress Monitoring 20 4 Group

8 Tested for Reliability and Validity aimswebplus went through a stringent development and standardization process prior to publication. Psychometric Review aimswebplus measures are based on extensive scientific research and review, maintaining rigorous psychometric integrity for reliability and validity. Results from several rounds of field-testing were used to revise and refine each measure to ensure the content was clear, fair, and unbiased. A large-scale national standardization study with more than 20,000 students was undertaken to produce national performance norms and growth norms and confirm the technical adequacy of aimswebplus mathematics and literacy assessments. See the appendices titled aimswebplus Documentation of Psychometric Properties and aimswebplus Technical Manual for details on each measure. Reliability and Validity aimswebplus measures are highly reliable and valid. Simple, objective scoring procedures lead to highly consistent scoring results. Several studies were conducted to investigate reliability appropriate for each measure (i.e., alternate form reliability, internal consistency reliability, and inter-rater reliability). Content and Construct Validity aimswebplus measures demonstrate content and construct validity. For the CBM measures content validity derives from the strong link between the tasks the student performs in the measure and the kinds of tasks students perform regularly in the classroom (e.g. reading aloud, counting, and computation). The selection of tasks was guided by current academic standards and an extensive review of the CBM research literature for measures that are valid, provide strong prediction, and are sensitive to growth. The measures were also designed to provide strong predictive validity (a component of construct validity), which is demonstrated through correlation with other reading and math assessments and end-of-year state assessments. The information provided in the appendices titled aimswebplus Documentation of Psychometric Properties and aimswebplus Technical Manual, plus dozens of independent research studies using aimswebplus measures further substantiate the construct validity of the measures. We use psychometric criteria that are well established as best practice for determining the reliability and validity of aimswebplus assessments. Additional information on psychometric criteria and detail for each measure is found in the appendix titled aimswebplus Technical Manual. As each measure is given, the test data are scored and become available immediately in the aimswebplus system. User-Friendly Test Administration and Scoring Assessment in Minutes aimswebplus screening and progress monitoring measures can be administered in just minutes, so teachers and students can return quickly to their regular schedules. In fact, most measures take only one to four minutes to administer. Teacher-administered assessments for kindergarten and Grade 1

9 Online testing for grades 2 8 (except Oral Reading Fluency) For more information about the measures, including the number of forms, type of administration, and time involved to administer each measure, please refer to the Detailed Description of Measures section provided earlier.

10 Technology Assisted Administration and Scoring In kindergarten and Grade 1, teachers score the measures online while the student is using printed test materials. This can be done on almost any web-enabled device with a supported browser, including netbooks and tablets (e.g., ipad). Students in grades 2-8 can take tests independently online using similar devices (desktop/laptop computers, netbooks, or tablets). Instant Reports: Once assessment data are entered into the system, aimswebplus reports the results immediately.

11 Data Reporting aimswebplus provides comprehensive reporting for each screening and monitoring component: Benchmark assess students three times per year for universal screening (early identification). Progress monitor write individualized annual goals and monitor more frequently for students who need intensive instructional services Response to Intervention (RTI) organize and evaluate the process of RTI to manage data Multi-Tiered Systems of Support (MTSS) provide frequent monitoring for instructional decision-making Teachers or administrators may view student results online through the aimswebplus data management and reporting system. A reporting hierarchy determines the information available based on user role and access level. Reports include data for students, classrooms, grades, schools, and district levels, and they can be generated in either HTML format or as PDFs. Reports specific to benchmarking and progress monitoring, are available. Sample reports are shown in the following figures.

12 Benchmark (Universal Screening) Reporting Educators receive information on student strength or weakness in early literacy, reading, early numeracy and mathematics. aimswebplus measures academic performance relative to a criterion-referenced standard, benchmark target, or local or national peer groups. aimswebplus also measures and monitors student progress toward defined goals for the specific purpose of determining instructional effectiveness. The benchmark report sample shown in the following figure is the Student Score Snapshot. Educators also get reports aggregated at the class, grade, school, district, and account levels. Universal Screening: The individual student report sample shown is the Student Score Snapshot, which shows a student s percentile score on each measure, and a composite score with narrative information, a recommendation, and student growth. This report is ideal for sharing with parents.

13 Benchmark Comparison/Oral Reading Fluency: This report shows not only each student s percentile on the composite and individual measures, but also the Lexile rating. Note that by color code we immediately see which students are Below Grade Level, On Grade Level, and Above Grade Level. Students below grade level, indicated by the orange color code and pink alert symbol, are at risk for failing to meet their year-end reading goals. When viewing this online report, the teacher can click on either the composite or the individual measure score for more information about the assessment, such a Risk Status (composite only), and the number of correct incorrect responses.

14 Benchmark Comparison (PDF): This report is the PDF version of the Benchmark Comparison Report view. It gives teachers the option to organize student information by performance categories or tiers.

15 Scores and Skills Plan: This report is available at the class, school, and district levels and it shows the skill growth (and risk status) at the battery level. A PDF version of this report is also available.

16 Benchmark Comparison Report/Selection of Scope and Parameter: With this option, educators can define the scope of the report simply by typing in three characters to filter the list of options.

17 Progress Monitoring Reporting aimswebplus progress monitoring measures are sensitive to changes in student performance. The Progress Monitor Report charts visually a student s progress toward an end-of-the-year goal based on more frequent assessment (such as weekly). If a student s rate of improvement (ROI) is not sufficient to meet the target, the teacher can introduce a new intervention; this change is represented on the chart as a vertical line and can be documented in the report narrative. The aimswebplus system then calculates a new ROI for the new intervention. Progress Monitor Caseload View: The pink goal bars flag the students who are not likely not to meet their goals; green goal bars show the students who are on track. An empty bar means that more data are needed.

18 Individual Student Progress Monitor Report (PDF): Shown in this report are a student s Goal Line, Trendline, test scores, Goal Indicator, score matrix, Rate of Improvement (ROI), and Goal Statement. Optional elements include intervention indicators with any supporting documentation, Goal Changes, or number of errors per test.

19 Deciding whether the student is on track to reach the goal. The purpose of frequent progress monitoring is to know if an instructional intervention is working so that any changes needed can be made as early in the school year as possible. aimswebplus is designed to help teachers make these decisions. aimswebplus provides guidance to teachers as they make sense of a student s progress-monitoring data by generating a trend line based on progress monitoring scores. After three scores on a measure are collected, a trend line is created to project how a student is likely to progress towards her or his goal. Starting in Week 6 of progress monitoring, using a statistical analysis based on a minimum of four progress monitoring test scores, aimswebplus reports the likelihood the student will reach the goal. The calculation in this analysis uses the standard error of the trend line slope to construct a 75% confidence interval (i.e., the range of scores that includes the student s actual goal-date score) for the student s score at the goal date. The confidence interval determines which of these messages will be displayed: demonstrate improvement, and report success. Demographic Report Filtering for AYP Reporting Educators can filter reports by demographic categories. The system can also disaggregate data by AYP subgroups and other categories. Either one or multiple filters may be applied. Not enough data to predict. The student is projected to not meet the goal. The student is projected to exceed the goal. The student met the goal. The student did not meet the goal. The aimswebplus system manages, charts, and reports all the CBM universal screening and progress monitoring data, providing educators with a proactive and preventive solution to inform instruction,

20 Using aimswebplus Benchmark Scores to Predict Success on State Achievement Tests Educators and administrators often ask, If these measures are used for benchmark testing, what score must a student earn to indicate that he or she is on track for success, or, more specifically, is likely to pass the state end-of-year test? For both reading and mathematics, the new aimswebplus benchmark target scores include both CBM and standards-based measures to estimate expected performance on state year-end tests. These targets may be used in addition to, or as a substitute for, other target scores. Demonstrating Student Growth Data collected from aimswebplus assessments, including the rate of improvement (ROI) are powerful tools to assess whether students are making academic progress. ROI has long been a component of classic reporting, in individual progress monitoring reports and in local and national norm tables. To make ROI even more valuable, aimswebplus includes student ROI growth norms that will allow schools to evaluate the progress of individual students relative to the rate of growth shown by similar students in a national norm sample. Student ROI Growth Norms ROI growth norms are percentile norms that indicate the percentage of students in the large, representative national norm sample who had ROI equal to or smaller than a particular ROI. Because growth rates vary by initial performance level, these norms are most meaningful when the comparison group consists of other students who had a similar level of initial performance. To be able to make such comparisons, five separate sets of ROI growth norms were developed for each grade and time interval (fall-winter, winter-spring, and fall-spring) that corresponds to five ranges of initial scores (very low, low, average, high, and very high). Through the use of stratified comparison groups, the ROI growth norms can help teachers more accurately interpret each student s progress and set realistic yet challenging goals. ROI growth norms allow educators to complete the following tasks: Determine and report individual student growth by calculating a student s ROI relative to the ROI of other students at the same grade and at a similar level of initial score Set meaningful and realistic progress monitoring goals Generate group growth reports which display the distribution of student ROI growth percentiles at the class, grade, school, and district levels ROI growth norms are available for all measures and composite scores. Technology Requirements aimswebplus requires no network or computer-based installation. Note: aimswebplus uses TestNav for the online assessments in grades 2-8. Please review the system requirements for that tool. Supported Browsers

21 aimswebplus supports the current and previous versions of the following browsers: Firefox Google Chrome Internet Explorer Safari Display Scalable, with a minimum resolution of 1024x768 CPU 2.33Ghz or faster processor Memory 4GB RAM Required Plugins or Applications Adobe Acrobat Reader X or higher Operating Systems Microsoft Windows 7 (32 bit and 64 bit), or Windows 8 (Classic and Modern) Mac OS X v10.8 or higher Prerequisite Items for aimswebplus Subscription and General Use Portable Document Files (PDFs): All computers must have Adobe Reader installed to view PDF reports. For MAC users, Firefox preferences must be set to use Adobe Reader. Secure Socket Layer (SSL): SSL is the standard security technology for establishing an encrypted link between a web server and a web browser, and ensures that all data passed remains secure and private. SSL must be unblocked because aimswebplus requires SSL encryption. Active X: Active X must be unblocked because it often prevents PDF files from opening. Pop-up Blockers: Allow pop-ups so that they don t interfere with pop-up windows. For use computer or other device, allow pop-ups on all browsers (using toolbars) and any additional popup software. Allow all school or district accounts to receive external s from Pearson.com, with or without attachments. Cookies: Accepting cookies are required. Data Import and Export aimswebplus can import student, teacher, class, and demographic information automatically from within the system itself. A data file (e.g., a tab-delimited format) can be exported directly from the system of record (Student Information System) into aimswebplus. The data exported from a school s SIS can include student, teacher, class, user, monitor, and score data as well as demographic information. Options for filtering these data exports include: school year, assessment period, demographics, and more. Exports can happen frequently--on any schedule that s required or convenient.

22 Completed exports are retrieved from within the secure system. To protect data privacy and other security reasons, the exporting function is limited to specific users, but those with the appropriate credentials can export data at anytime.