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Aimsweb Reading Passages: A Comprehensive Guide for Educators and Students
Are you familiar with Aimsweb? This widely-used assessment system provides valuable insights into student reading proficiency. But what exactly are the Aimsweb reading passages like? This comprehensive guide dives deep into the world of Aimsweb reading passages, exploring their structure, purpose, and how they contribute to effective reading instruction. We'll cover everything from understanding the different passage types to utilizing the assessment results to improve student reading skills. Prepare to become an Aimsweb reading passage expert!
Understanding the Aimsweb Reading Assessment
Aimsweb, short for Assessment of Intervention and Monitoring System for Education and Business, is a dynamic assessment platform used extensively in schools to monitor student progress across various academic areas, including reading. The reading portion uses a variety of passages designed to evaluate different reading skills and levels. The key to understanding Aimsweb reading passages lies in recognizing their role within a larger assessment strategy focused on data-driven instruction.
The Purpose of Aimsweb Reading Passages
The primary purpose of Aimsweb reading passages isn't just to assign a grade, but to pinpoint specific areas of strength and weakness in a student's reading abilities. These passages are carefully selected and calibrated to measure a range of skills including:
Oral Reading Fluency (ORF): This assesses a student's ability to read accurately, quickly, and with expression. Passages are specifically designed for this purpose, with controlled vocabulary and sentence structure.
Reading Comprehension: This gauges a student's ability to understand the meaning of a text, including recalling details, making inferences, and understanding the main idea. Passage complexity varies based on grade level.
Vocabulary: While integrated into comprehension assessments, specific vocabulary words within the passages might be targeted for evaluation.
Types of Aimsweb Reading Passages
Aimsweb doesn't use a single type of passage. The specific passages administered will vary depending on the student's age, grade level, and the specific assessment being conducted. Generally, you can expect passages to feature:
Varied Lengths: Passages range in length, appropriately adjusted to the student's reading level.
Diverse Genres: To provide a well-rounded assessment, passages might include narrative, informational, and even persuasive text types.
Age-Appropriate Content: The topics and themes of the passages are carefully selected to resonate with the student's age and interests, keeping them engaged during the assessment.
Utilizing Aimsweb Reading Passage Results Effectively
The real power of Aimsweb lies in how the data is used to inform instruction. Once a student completes the reading assessment, the results provide teachers with crucial information to tailor their teaching approach.
Interpreting the Data
Aimsweb provides detailed reports that go beyond a simple score. These reports often include:
Words Correct Per Minute (WCPM): A key indicator of oral reading fluency.
Accuracy: The percentage of words read correctly.
Error Analysis: Identifying specific types of errors (e.g., substitutions, omissions, insertions).
Comprehension Scores: Measuring the student's understanding of the passage.
Using Data to Drive Instruction
Armed with this data, educators can:
Differentiate Instruction: Tailor teaching strategies to meet individual student needs. Students struggling with fluency might benefit from targeted phonics instruction, while those with comprehension difficulties may need help with summarizing and inferencing.
Develop Intervention Plans: Create targeted interventions to address specific weaknesses identified in the assessment.
Monitor Progress: Track student progress over time to measure the effectiveness of interventions.
Adjust Curriculum: Identify gaps in the curriculum and adjust materials to better support student learning.
Beyond the Passages: A Holistic Approach to Reading Instruction
Aimsweb reading passages are a valuable tool, but they're just one piece of the puzzle. Effective reading instruction involves a multifaceted approach that includes:
Engaging Reading Materials: Providing students with access to a wide variety of high-quality literature.
Explicit Reading Instruction: Direct teaching of specific reading skills, such as phonics, vocabulary, and comprehension strategies.
Collaborative Learning: Opportunities for students to discuss and engage with texts collaboratively.
Authentic Assessment: Using a variety of assessment methods to gain a holistic understanding of student reading abilities.
Conclusion
Aimsweb reading passages provide a standardized and effective way to assess student reading skills. By understanding the structure, purpose, and data provided by these passages, educators can make informed decisions to support student growth and success in reading. Remember, the data is a tool to guide instruction, not a definitive judgment of a student's potential. Using Aimsweb effectively requires a commitment to data-driven instruction and a holistic approach to reading education.
FAQs
Q1: Are Aimsweb reading passages available in different languages?
A1: The availability of Aimsweb passages in different languages may vary depending on your region and licensing agreements. It's best to check with your Aimsweb provider for specific language options.
Q2: How often should students take Aimsweb reading assessments?
A2: The frequency of Aimsweb assessments depends on the student's needs and the goals of the assessment. Some schools might administer them three times a year, while others might use them more frequently for struggling learners.
Q3: Can parents access their child's Aimsweb reading assessment results?
A3: Access to Aimsweb results for parents is generally determined by school policies. It's recommended to contact your child's school or teacher for information on accessing these results.
Q4: What if a student scores poorly on the Aimsweb reading passages?
A4: A low score doesn't define a student's potential. It highlights areas needing support. Educators use this data to design targeted interventions and monitor progress, focusing on individual needs and strengths.
Q5: Are there alternative assessments similar to Aimsweb?
A5: Yes, there are other assessment systems available, such as DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and STAR Reading. The best choice depends on specific needs and school resources.
| aimsweb reading passages: Comprehension Instruction, Third Edition Sheri R. Parris, Kathy Headley, 2015-06-18 All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition Incorporates the latest research and instructional practices. Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. Chapters on teaching fiction and informational texts in the secondary grades. Expanded coverage of multimodal literacy learning. Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters. |
| aimsweb reading passages: Reading Assessment Melissa Lee Farrall, 2012-06-05 A groundbreaking integrated approach to reading assessment that addresses each child's unique Learning Profile Fifteen to twenty percent of our nation's children have reading difficulties. Educational evalua-tors must be able to use progress monitoring and diagnostic tools effectively to identify students who may be at risk, evaluate the effectiveness of school-wide reading programs, and suggest interventions that will improve reading skills. Written from a strengths-based perspective, Reading Assessment: Linking Language, Literacy, and Cognition is the first book of its kind to present a research-based, integrated review of reading, cognition, and oral language testing and assessment. Author Melissa Lee Farrall explores the theoretical underpinnings of reading, language, and literacy, explains the background of debates surrounding these topics, and provides detailed information and administration tips on the wide range of reading inventories and standardized tests that may be used in a reading psychoeducational assessment. With a focus on how to craft professional evaluation reports that illuminate a student's strengths—not just weaknesses—Reading Assessment enables school psychologists and diagnosticians, reading specialists, and special education professionals to conduct evaluations and develop effective interdisciplinary remedial recommendations and interventions. Clear, engaging, and inviting, Reading Assessment features: Case examples and practice exercises Chapter-opening reviews of each theory Strengths, weaknesses, and potential problems of tests and their interpretations Chapter-ending review questions that foster skill development and critical thinking Comprehensive information on more than 50 different assessment tests Reading Assessment is an invaluable resource that helps professionals gain the knowledge and skills to confidently interpret test results and prepare detailed and effective evaluation reports designed to meet each child's unique needs as a learner. |
| aimsweb reading passages: Reading Fluency Timothy Rasinski, William Rupley, David Paige, Chase Young, 2021-01-21 Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction. |
| aimsweb reading passages: Academic Assessment and Intervention Steven Little, Angeleque Akin-Little, 2014-01-21 Serving students with academic deficiencies necessitates communication and collaboration among professionals from several disciplines. Academic Assessment and Intervention brings together divergent approaches in order to demonstrate that scientific evidence, rather than biases or previous practice, must determine assessment practices that are selected and used for particular purposes. Similar to a handbook in its comprehensive topical coverage, this edited collection provides a contextual foundation for academic assessment and intervention; describes both norm-referenced and curriculum-based assessment/measurement in detail; considers the implications of both of these assessments on ethnically diverse populations; provides a clear link between assessment, evidence-based interventions and the RTI model; and considers other important topics related to this area such as teacher behavior. Intended primarily for graduate-level courses in education, school psychology, or child clinical psychology, it will also be of interest to practicing professionals in these fields. |
| aimsweb reading passages: National Assessment of Title I , 2007 |
| aimsweb reading passages: Academic Skills Problems Fourth Edition Workbook Edward S. Shapiro, 2013-12-09 This book has been replaced by Academic Skills Problems Fifth Edition Workbook, ISBN 978-1-4625-5138-5. |
| aimsweb reading passages: Developing Reading Comprehension Katherine A. Dougherty Stahl, Georgia Earnest García, 2015-02-04 Early literacy instruction typically emphasizes foundational skills--often at the expense of engaging young children in reading and supporting their comprehension of different types of texts. This book explains the essential elements of comprehension and shares a wealth of classroom-tested instructional practices. It presents developmentally informed strategies for scaffolding comprehension skills, using content to promote engagement, and implementing high-level discussions and writing tasks. Ways to teach and assess English learners and other diverse students are highlighted throughout. The book features explicit links to the Common Core State Standards (CCSS) as well as helpful reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size. See also the authors' related book on the intermediate grades: Expanding Reading Comprehension in Grades 3-6. |
| aimsweb reading passages: Research-based Methods of Reading Instruction for English Language Learners, Grades K-4 Sylvia Linan-Thompson, Sharon Vaughn, 2007 This book is packed with dozens of field-tested lessons for helping English language learners develop proficient reading skills. |
| aimsweb reading passages: The ABCs of CBM Michelle K. Hosp, John L. Hosp, Kenneth W. Howell, 2016-02-26 Curriculum-based measurement (CBM) has been adopted by growing numbers of school districts and states since the publication of this definitive practitioner guide and course text. The second edition presents step-by-step guidelines for using CBM in screening, progress monitoring, and data-based instructional decision making in PreK-12. It describes the materials needed and all aspects of implementation in reading, spelling, writing, math, and secondary content areas. Twenty sets of reproducible CBM administration and scoring guides and other tools are provided; the large-size format facilitates photocopying. Purchasers get access to a webpage where they can download and print the reproducible materials. New to This Edition: *Broader grade range--now has a chapter on secondary content areas. *Chapter on early numeracy; expanded content on early reading. *Nearly twice as many reproducible tools, including new or revised administration and scoring guides. *Key updates on graphing and on using online CBM databases. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. See also The ABCs of Curriculum-Based Evaluation, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents an overarching problem-solving model that utilizes CBM. |
| aimsweb reading passages: Handbook of Response to Intervention and Multi-Tiered Systems of Support Paige C. Pullen, Michael J. Kennedy, 2018-10-16 Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI). Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts—RTI and MTSS—and describing each one’s unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention. |
| aimsweb reading passages: The General Educator′s Guide to Special Education Jody L. Maanum, 2009-03-26 This is a great resource for general and special education teachers, administrators, and paraprofessionals looking for answers when working with students with special needs. What a wonderful guide for supporting our day-to-day work. —Heidi Rinke, Special Education Teacher Wheaton Area Schools, MN The essential guide for teaching effectively in the inclusive classroom! Through IDEA 2004, students who are eligible to receive services to meet their special needs are guaranteed certain rights and benefits in the general education classroom. The third edition of this user-friendly handbook offers easy-to-implement strategies, recommendations, and answers to questions that help general education classroom teachers provide the best support for all students. In addition to an all-new section that outlines the basics of the Response to Intervention (RTI) model, this resource presents research-based intervention ideas to sustain student progress and describes: Instructional approaches for the 13 recognized disability categories under which students may be eligible to receive special education services An easy to follow, step-by-step explanation of the special education process Ready-to-use classroom accommodation and modification options to ensure appropriate student access to the general education curriculum The transition process for students with special needs Accessible, up-to-date, and comprehensive, The General Educator′s Guide to Special Education provides much-needed guidance to new and veteran teachers as they meet the diverse needs of their students. |
| aimsweb reading passages: Content Area Literacy for Diverse Learners Virginia McCormack, 2008 ... contains useful information and concepts that teachers can apply in the classroom and other instructional settings. ... There is also a detailed resource section listing children's literature and websites that can enhance your instructional practice ... This helpful and comprehensive resource can be used by preservice teachers, by experienced teachers and administrators, for development of staff at all levels, and by individuals in Alternate Route Teacher Certification programs.--Page 4 of cover |
| aimsweb reading passages: Reading Success for All Students Thomas G. Gunning, 2011-10-25 Help for reading teachers in continuous monitoring, assessment and instruction that targets students' problem areas This vital resource offers classroom teachers and literacy coaches practical assessments that can be used to evaluate key areas in students' reading performance. These assessments will provide information that can be directly used for planning instruction. Specific instructional techniques and activities are linked to each of the assessments so that teachers know exactly how to teach necessary skills. Tests and other evaluative devices are aligned with Common Core State Standards and state frameworks. Offers a proven model for monitoring and assessing students Assessments and instructional strategies are easy to implement as part of any curriculum Practical strategies are modeled on a tested approach for helping students work through their problem areas |
| aimsweb reading passages: Academic Skills Problems Edward S. Shapiro, Nathan H. Clemens, 2023-06-30 Now in a revised and expanded fifth edition that reflects current research and best practices in direct assessment and intervention, this text addresses a perennial need for school practitioners and practitioners in training. Presented is a comprehensive, problem-solving-based approach for working with K–12 students who are struggling with reading, writing, or mathematics. The book provides a framework for evaluating the instructional environment as well as each student's context and unique learning needs; planning instructional modifications; and monitoring progress. The companion workbook, available separately, contains practice exercises and reproducible forms. New to This Edition *Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro's approach. *New emphasis on the central role of language in reading, mathematics, and writing development and difficulties, and implications for working more effectively with linguistically and culturally diverse students. *Fresh perspectives on behaviors that facilitate learning, such as attention to task and following directions. *Updated and expanded coverage of key topics--universal screening; progress monitoring; intensive, individualized academic skills interventions; and more. See also Academic Skills Problems Fifth Edition Workbook, which provides the reproducible forms discussed in the text, practice exercises, and additional useful materials, in a convenient large-size format. |
| aimsweb reading passages: The Fluency Construct Kelli D. Cummings, Yaacov Petscher, 2015-12-11 This book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and complexities surrounding fluency concepts and their resulting impact on testing, intervention, and students' educational development. Applications of this knowledge in screening and testing, ideas for creating more targeted measures, and advanced methods for studying fluency data demonstrate the overall salience of fluency within CBM. Throughout, contributors argue for greater specificity and nuance in isolating skills to be measured and improved, and for terminology that reflects those educational benchmarks. Included in the coverage: Indicators of fluent writing in beginning writers. Fluency in language acquisition, reading, and mathematics. Foundations of fluency-based assessments in behavioral and psychometric paradigms. Using response time and accuracy data to inform the measurement of fluency. Using individual growth curves to model reading fluency. Latent class analysis for reading fluency research. The Fluency Construct: Curriculum-Based Measurement Concepts and Applications is an essential resource for researchers, graduate students, and professionals in clinical child and school psychology, language and literature, applied linguistics, special education, neuropsychology, and social work. |
| aimsweb reading passages: How RTI Works in Secondary Schools Evelyn S. Johnson, Lori Smith, Monica L. Harris, 2009-10 Featuring real-world examples and instructional strategies for Grades 6–12, this research-based book provides the guidance secondary administrators need to implement RTI and improve student outcomes. |
| aimsweb reading passages: Handbook of Reading Assessment Sherry Mee Bell, R. Steve McCallum, 2015-07-30 The Handbook of Reading Assessment, Second Edition, covers the wide range of reading assessments educators must be able to use and understand to effectively assess and instruct their students. Comprehensive and filled with numerous authentic examples, the text addresses informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or ‘high-stakes’ testing. Coverage includes assessment content relevant for English language learners and adults. A set of test guidelines to use when selecting or evaluating an assessment tool is provided. New and updated in the Second Edition Impact on reading assessment of Common Core Standards for literacy; increased top-down focus on accountability and high stakes tests; innovations in computerized assessment of reading Latest developments in Response to Intervention (RTI) model, particularly as they impact reading assessment International Reading Association standards for reading educators and brief discussion of International Dyslexia Association standards Types of reading assessment, including discussion of formative versus summative assessment Expanded coverage of assessment of reading motivation Expanded coverage of writing assessment New and revised assessments across genres of reading assessment Companion Website: numerous resources relevant to reading and writing assessment; suggestions for evidence-based instructional practices that can be linked to assessment results; PowerPoint slides; test bank; study guides; application exercises |
| aimsweb reading passages: Reading Assessment in an RTI Framework Katherine A. Dougherty Stahl, Michael C. McKenna, 2012-10-09 From leading experts, this indispensable resource presents a practical model for conducting reading assessments for screening, diagnosis, and progress monitoring in each of the three tiers of response to intervention (RTI). K-8 teachers and school personnel are guided to use norm-referenced, informal, and curriculum-based measures to assess key components of reading development and make informed choices about instruction. The book describes how to survey existing assessment practices in a school and craft a systematic plan for improvement; reproducible tools include a 10-page RTI Assessment Audit that can be downloaded and printed in a convenient 8 1/2 x 11 size. See also Assessment for Reading Instruction, Third Edition, which explains the fundamentals of assessment and provides essential hands-on tools. |
| aimsweb reading passages: Literacy and Learning Thomas E. Scruggs, Margo A. Mastropieri, 2010-03-04 Among the most commonly reported characteristics of individuals with learning and behavioral disabilities are significant and persistent problems with literacy acquisition. This volume addresses important issues in the conceptualizing, assessing, and treating problems in literacy. It is of interest to clinicians, teachers, and researchers. |
| aimsweb reading passages: Assessment and Intervention for English Language Learners Susan Unruh, Nancy A. McKellar, 2017-03-07 This book presents evidence-based practices for appropriate assessment of and school-based services for young English language learners. It identifies and addresses the challenges of assessing and intervening with these students at the curricular, instructional, environmental, and individual levels, particularly the complexities of determining the presence or absence of learning disabilities. Case studies and comparisons with fluent English speakers illustrate the screening and evaluation process – including multi-tier system of supports (MTSS) and response to intervention (RTI) – and proactive intervention planning in core literacy and math domains. Together, these chapters model effective teaching practice, advocacy, and teamwork with parents and colleagues as well as policy development toward meeting the needs of this diverse student population. This invaluable guide: Examines challenges of data collection when working with English language learners. Traces the development of dual-language fluency and competence. Discusses language-acquisition issues affecting oral language assessment. Reviews commonly used assessment and intervention tools in use with English learners. Features specialized chapters relating to reading, writing, and mathematics competencies. Can be used regardless of first language spoken by students. Assessment and Intervention for English Language Learners is an essential resource for researchers, professionals, and graduate students in diverse fields including school and clinical child psychology; assessment, testing, and evaluation; language education; special education; and educational psychology. |
| aimsweb reading passages: Closing the Literacy Gap Thomas G. Gunning, 2022-06-16 Packed with practical tools, this book provides K–6 educators with a research-based framework for accelerating the reading and writing growth of underperforming students. Strategies and resources are included for building foundational skills, comprehension, and vocabulary; engaging students with independent reading and periodicals; developing writing; and implementing tutoring and other extra supports. The book gives special attention to helping those most affected by the literacy gap--Black and Latinx students, students living in poverty, and students with reading disabilities. It describes dozens of high-quality intervention programs, assessments, activities, and materials, many of which can be accessed for free at the companion website. Reproducible forms and handouts can be downloaded and printed in a convenient 8 1/2 x 11 size. |
| aimsweb reading passages: RTI for English Language Learners Seth Aldrich, 2010-10 This book provides guidance for educators (teachers, support staff, school administrators and instructors in schools of education) to assess, understand and address the needs of English language learners within the context of the Response to Intervention process. This book empowers general and special educators, as well as support staff, to take on important roles and activities without necessarily having to speak the student¿s native language. |
| aimsweb reading passages: The ABCs of CBM, First Edition Michelle K. Hosp, John L. Hosp, Kenneth W. Howell, 2012-09-26 This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide the tools needed to assess student learning in reading, spelling, writing, and math, and to graph the resulting data. The role of CBM in systematic instructional problem solving is explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use. See also The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents a broader problem-solving model that utilizes CBM. |
| aimsweb reading passages: Literacy Assessment and Instructional Strategies Kathy B. Grant, Sandra E. Golden, Nance S. Wilson, 2014-08-07 Literacy Assessment and Instructional Strategies prepares literacy educators to conduct reading and writing assessments and develop appropriate corrective literacy strategies for use with their grade K–5 students. Connecting Common Core Literacy Learning Standards to effective strategies and creative activities, the book includes authentic literacy assessments and formal evaluations to support reading teaching in the elementary classroom. Initial chapters discuss literacy assessment and evaluation, data-driven instruction, high-stakes testing, and instructional shifts in teaching reading, while later chapters focus on the latest instructional and assessment shifts, including pre-assessing literacy knowledge bases, using informational texts for vocabulary development, and close reading of text. Written by reading practitioners and researchers, this book is a must-have for novices as well as for veteran classroom teachers who want to stay on top of changing literacy trends. |
| aimsweb reading passages: Applied Behavior Analysis John O. Cooper, Timothy E. Heron, William L. Heward, 2020 |
| aimsweb reading passages: Models for Implementing Response to Intervention Edward S. Shapiro, Naomi Zigmond, Teri Wallace, Doug Marston, 2011-06-27 Providing a unique on-the-ground perspective, this book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. The challenges of systems change are explored and key lessons identified for improving intervention outcomes. Invaluable reproducible tools developed and field tested during the implementation of each model can be downloaded and printed by purchasers in a convenient full-page size. |
| aimsweb reading passages: Handbook of Research on Reading Comprehension, Second Edition Susan E. Israel, 2017-01-02 This edition provides a transformative snapshot of reading comprehension as a field of study at a seminal moment. It maintains the same high level of standards with respect to (1) historical perspectives useful for laying the foundation of study on reading comprehension; (2) theoretical perspectives that allow the reader to consider different views on how specific areas have evolved since the first edition; (3) excellent chapters on various elements of reading comprehension, including major research studies in assessment, cultural impacts of reading comprehension, issues affecting English language learners, and consideration of international populations; and (4) identification of future research needs to help raise important questions and stimulate possible hypotheses for future research-- |
| aimsweb reading passages: Response to Intervention Rachel Brown-Chidsey, Mark W. Steege, 2011-06-15 This bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI--high-quality instruction, frequent assessment, and data-based decision making--and show how to use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format to facilitate photocopying, the book includes reproducible planning and implementation worksheets. The companion website features an accompanying PowerPoint presentation for use in RTI training. New to this Edition *Includes extensive new research that reflects the increasing adoption of RTI nationwide. *Expanded to include behavioral interventions. *Chapter on effective instructional practices for general education. *Chapter on implementation at the whole-school and district levels. *Chapter featuring multiple intervention case studies. See also Assessment for Intervention, Second Edition, which details a wide range of assessment procedures ideal for implementation in an RTI framework. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. |
| aimsweb reading passages: Effective School Interventions Matthew K. Burns, T. Chris Riley-Tillman, Natalie Rathvon, 2017-08-16 This indispensable course text and practitioner resource, now fully revised, has helped tens of thousands of readers implement evidence-based interventions to improve students' academic achievement and behavior in PreK–12. The volume presents best-practice guidelines and step-by-step procedures for 83 interventions that can easily be implemented by teachers and other school-based professionals. It is a go-to book for those working in a multi-tiered system of support (MTSS) or response-to-intervention (RTI) framework. User-friendly features include recommended print and online resources and 10 reproducible forms. Purchasers get access to a webpage where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size. New to This Edition: *Updated throughout to reflect current research-based best practices. *20 new interventions. *Chapter on important skills for intervention success. *The intensity of each intervention (classwide, small-group, and/or individual) is now specified. *Behavior chapter has been reorganized for easier use. *Downloadable reproducible tools. |
| aimsweb reading passages: Early Childhood Education Kimberly A. Gordon Biddle, Ana Garcia-Nevarez, Wanda J. Roundtree Henderson, Alicia Valero-Kerrick, 2013-01-02 Early Childhood Education: Becoming a Professional is an inspiring introduction to the world of early childhood education, preparing the teachers of tomorrow to reach their full potential in their schools and communities. Written by a diverse and experienced author team (Kimberly A. Gordon Biddle, Ana Garcia-Nevarez, Wanda J. Roundtree-Henderson, and Alicia Valero-Kerrick), this text engages readers to connect contemporary educational and developmental theory and research to developmentally appropriate practices and applications that are easily implemented in the classroom. In response to today's ever-changing educational environment, the text focuses on both the importance of taking personal and professional responsibility, as well as today's issues in diversity—from supporting children with exceptionalities to supporting children and families in broader cultural contexts. |
| aimsweb reading passages: Using RTI to Teach Literacy to Diverse Learners, K-8 Sheila Alber-Morgan, 2010-04-05 In a small volume, Sheila Alber-Morgan addresses RTI in a much more comprehensive way than other texts. The book provides critical features of RTI across reading, writing, handwriting, and spelling and is packed with practical information for each tier. —Nancy L. Cooke, Associate Professor of Special Education University of North Carolina at Charlotte Alber-Morgan clearly and concisely articulates the theoretical and empirical bases of RTI—an important and worthy achievement. For the classroom teacher, her book provides numerous assessment and instructional strategies for turning the great promise of RTI into reality for students. —William L. Heward, Professor Emeritus The Ohio State University Practical intervention strategies for diverse learners who struggle with literacy! Literacy is a critical foundational skill for success in school and throughout adulthood. Covering both reading and writing instruction, this book shows K–8 teachers how to build the literacy skills of diverse learners, including those with disabilities and those from culturally and linguistically diverse backgrounds, in inclusive classrooms. Sheila Alber-Morgan discusses instruction and assessment within a Response to Intervention (RTI) framework and demonstrates how to provide targeted support to students struggling with literacy or those who may require special attention to achieve success. Providing specific interventions for tiers 1, 2, and 3, this book offers: Evidence-based practices such as guided note taking, the use of response cards, peer-mediated instruction, self monitoring, and direct instruction Strategies for phonemic awareness, fluency, vocabulary, and comprehension Methods for teaching handwriting, spelling, keyboarding, and the writing process A discussion on using thematic units to integrate reading and writing With sample assessments, graphic organizers, and brief case studies of students, this timely volume assists teachers and literary specialists in providing the support that diverse learners need to succeed. |
| aimsweb reading passages: Understanding and Using Reading Assessment, K-12 , |
| aimsweb reading passages: MTSS & ELs/MLs - MTSS & English Learners/Multilingual Learners Seth Aldrich, 2024-06-03 Today, approximately 10 percent of students in grades K-12 are English learners (also called multilingual learners/MLs). The majority of these students face a variety of challenges and and their need for systemic instructional and sometimes social, emotional, and/or behavioral support is often significant. Furthermore, the COVID- 19 pandemic increased the learning gap between English learners and native English speakers, with English learners now requiring even more support to catch up to their peers. Multi-Tiered System of Supports (MTSS) (formerly known as Response To Intervention, or RTI) provides an effective framework for assessing and understanding the needs of English learners. MTSS involves data-based decision-making through the universal screening and progress-monitoring of students, as well as the differentiation of instruction. It also includes the identification and delivery of student services and resources through a multi-tiered model that is generally depicted with three (3) tiers. Although the nature of the challenges faced by most English learners differs from those of struggling native English-speaking students, many English learners also need significant general education supports. This requires schools to plan specifically for English learners when creating their MTSS plan. This guide provides teachers with academic and behavioral supports and interventions to use with ELs that will help them thrive in the classroom. |
| aimsweb reading passages: Handbook of Pediatric Neuropsychology Andrew S. Davis, PhD, 2010-10-25 ìBy far, the most comprehensive and detailed coverage of pediatric neuropsychology available in a single book today, Davis provides coverage of basic principles of pediatric neuropsychology, but overall the work highlights applications to daily practice and special problems encountered by the pediatric neuropsychologist.î Cecil R. Reynolds, PhD Texas A&M University The breadth and depth of this body of work is impressive. Chapters written by some of the best researchers and authors in the field of pediatric neuropsychology address every possible perspective on brain-behavior relationships culminating in an encyclopedic textÖ. This [book] reflects how far and wide pediatric neuropsychology has come in the past 20 years and the promise of how far it will go in the next. Elaine Fletcher-Janzen, EdD, NCSP, ABPdN The Chicago School of Professional Psychology ...it would be hard to imagine a clinical situation in pediatric neuropsychology in whichthis book would fail as a valuable resource.--Archives of Clinical Neuropsychology I believe there is much to recommend this hefty volume. It is a solid reference that I can see appreciating as a resource as I update my training bibliography.--Journal of the International Neuropsychological Society This landmark reference covers all aspects of pediatric neuropsychology from a research-based perspective, while presenting an applied focus with practical suggestions and guidelines for clinical practice. Useful both as a training manual for graduate students and as a comprehensive reference for experienced practitioners, it is an essential resource for those dealing with a pediatric population. This handbook provides an extensive overview of the most common medical conditions that neuropsychologists encounter while dealing with pediatric populations. It also discusses school-based issues such as special education law, consulting with school staff, and reintegrating children back into mainstream schools. It contains over 100 well-respected authors who are leading researchers in their respective fields. Additionally, each of the 95 chapters includes an up-to-date review of available research, resulting in the most comprehensive text on pediatric neuropsychology available in a single volume. Key Features: Provides thorough information on understanding functional neuroanatomy and development, and on using functional neuroimaging Highlights clinical practice issues, such as legal and ethical decision-making, dealing with child abuse and neglect, and working with school staff Describes a variety of professional issues that neuropsychologists must confront during their daily practice, such as ethics, multiculturalism, child abuse, forensics, and psychopharmacology |
| aimsweb reading passages: Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders Hill M. Walker, Frank M. Gresham, 2015-12-15 This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework. Coverage encompasses everything from early intervention and prevention to applications for high-risk adolescents. Exemplary programs are described for broad populations of EBD students as well as those with particular disorders, including autism spectrum disorders and externalizing behavior problems. The book combines theory and research with practical information on how to select interventions and implement them with integrity. |
| aimsweb reading passages: School Psychology Review , 2007 |
| aimsweb reading passages: Effective Practice for Adolescents with Reading and Literacy Challenges Lou Denti, Gilbert Guerin, 2008-01-04 Lack of reading proficiency is a barrier to understanding the academic content of any discipline. Effective Practice for Adolescents with Reading and Literacy Challenges provides secondary teachers with the knowledge and the strategies they need to improve their students' reading skills. Editors Denti and Guerin present a comprehensive collection of articles by a selection of prominent literacy and education researchers that provide practical approaches to improving literacy and offer accounts of successful evidence-based programs and practices that can be tailored to the needs of teachers working with struggling readers. Each chapter includes questions for review, a list of web resources, and suggested small group activities to encourage implementation of chapter ideas and strategies, making Effective Practice for Adolescents with Reading and Literacy Challenges a valuable tool for all teachers, regardless of content area. |
| aimsweb reading passages: The Oxford Handbook of Deaf Studies in Literacy Susan R. Easterbrooks, Hannah M. Dostal, 2020 The Oxford Handbook on Deaf Studies Series began in 2010 with it first volume. The series presents state-of-the art information across an array of topics pertinent to deaf individuals and deaf learners, such as cognition, neuroscience, attention, memory, learning, and language. The present handbook, The Oxford Handbook on Deaf Studies in Literacy, is the 5th in this series, rounding out the topics with the most up-to-date information on literacy learning among deaf and hard of hearing learners (DHH)-- |
| aimsweb reading passages: Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities Melody Tankersley, Bryan G. Cook, Timothy J. Landrum, 2022-05-12 The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation. |
| aimsweb reading passages: Issues and Trends in Literacy Education Richard David Robinson, Michael C. McKenna, 2008 This issues reader presents current information on critical trends and developments in literacy education to help teachers choose and articulate their own informed approach to reading education. Now in its Fourth Edition,Issues and Trends in Literacy Educationcontinues to present a wide variety of opinions and positions in all crucial aspects of reading and writing education. This new edition includes up-to-date discussions on current topics such as fluency, the use of technology in reading, and multicultural literacy, among others. Renowned authors Dick Robinson, Mike McKenna, and Judy Wedman gear students to success by presenting scrupulously researched material that meets the NCATE/International Reading Association requirements for accreditation of graduate reading programs. A Letter to Students from the Authors Dear Reader, The authors of this literacy education textbook welcome you to the study of this important aspect of instruction. You are probably quite aware of the many current controversial topics in literacy such as assessment, the use of technology, and approaches to the teaching of reading skills. This new edition ofIssues and Trends in Literacy Educationwas organized around a number of the most critical questions in the current field. Articles in each of these areas were selected primarily on the basis of providing you, the reader, with the latest information as well as varying opinions on a wide variety of literacy topics. One of the primary goals of this book is for you to use these readings as a “springboard” for further investigation in topics that interest you related to effective literacy instruction. Each of the chapters includes a selection of related readings for additional study in a particular area of reading education. These can be used for in-depth study as well as a basis for personal research and writing of related class papers and presentations. The field of literacy education is a rapidly expanding and changing area in education. We hope you find the materials in this book to be both challenging and interest as you continue your study of this field. Thank you, Dick Robinson Mike McKenna |
AIMSweb® Training Workbook:
• Standard Progress Monitoring Reading Assessment Passages: A set of 30 graded and equivalent passages …
for 1st Grade - Melody STEM
Jun 24, 2015 · This pack is specifically made with 1st graders in mind. It aligns with F&P Levels E-J. The passages can …
AIMSweb Training Workbook - Richmond County School …
Standard Progress Monitoring Reading Assessment Passages: A set of 30 graded and equivalent passages per …
ADMINISTRATION AND SCORING GUIDE Reading
The aimswebPlus® reading assessment system for Grades 2 through 8 is a set of …
Second Grade Benchmark Assessments - Mrs. Carroll'…
Grade 2 AIMSweb R-CBM Passage 1 of 3. Place the unnumbered copy in front of the student. Place the numbered …
Third Grade Benchmark Assessments - Mrs. Carroll'…
Grade 3 AIMSweb R-CBM Passage 1 of 3. Place the unnumbered copy in front of the student. Place the numbered copy on a …
Aimsweb Reading Passages Copy - netsec.csuci.edu
Aimsweb reading passages provide a standardized and effective way to assess student reading skills. By …
Florida Assessments for Instruction in Reading - Miami-Dade …
Directions: Place the passage from the OPM Student Oral Reading Fluency Passages in front of the student (Task Cards pgs. 3-13). Using the script, instruct him/her to read each story out …
How To: Assess Reading Comprehension With CBM: Maze …
Curriculum-Based Measurement: Maze Passages (Reading Co CBM-Maze assesses basic student reading comprehension. In a Maze assessment, the student is given a passage in …
AIMSweb® Training Workbook:
passages for Grades 1-8 for establishing fall, winter and spring reading Benchmarks; (24 total passages). These passages are also available in Spanish. • Standard Progress Monitoring …
aimswebPlus Listening Comprehension Guide - Pearson …
are controlled for, reading comprehension and listening comprehension are often similar (Hogan et al., 2014). It is important to note, however, that aimswebPlus Listening Comprehension …
Comprehension Passage Pack for Grade 4
The comprehension passages in Lexia Core5 Reading have been analyzed using a number of tools to determine complexity, including Lexile® measures. Based on this analysis, the …
AIMS Sample Test - Chandler Unified School District
The reading passages, test items, and scoring guides in this publication are representative only and should not be interpreted as exact duplicates of the passages and items that may appear …
Aimsweb Benchmark Breakdown for Parents
2 passages- 1 minute each Silent Reading Fluency Students silently read short segments of stories and answer follow-up questions. Students are timed during the reading segments. ...
Aimsweb Maze Passages (PDF) - netsec.csuci.edu
What are Aimsweb Maze Passages? Aimsweb Maze Passages are a standardized, norm-referenced assessment designed to measure reading fluency and comprehension in students …
Is AIMSweb Reading-CBM like a Running Record? - Pearson …
Apr 19, 2010 · from reading passages are sensitive, reliable, and valid of measures of reading proficiency - there is little research to support the use of running records and IRIs. …
Reading and Dyslexia Screening Components and …
rate), oral reading fluency (accuracy and rate), and vocabulary (recommended) Approved K-3 reading screening instruments as of April 2018: FAST Adaptive Reading, FAST CBM Reading, …
GE-107-11489-20180926124322 - marshfieldschools.org
aimsWeb Test ORF Group National Norms Fall Score 176-400 154-175 104-153 . Title: GE-107-11489-20180926124322 Created Date: 9/26/2018 12:43:22 PM
How To: Assess Reading Speed With CBM: Oral Reading …
How To: Assess Reading Speed With CBM: Oral Reading Fluency Passages . A student's accuracy and speed in reading aloud is an obvious and readily observable indicator of that …
FREEBIE SAMPLER: CLOZE READING PASSAGES - The …
CLOZE READING PASSAGES. Page # Cloze Passage Skill; 3; Sounds of CH: Night At The Symphony. 4-IAL: Safe Posts. 5: Scribal O: Monday Woes. 6: Doubling Rule Part 2: Switching …
Fluency Intervention Strategy Repeated Reading with …
the AIMSweb Oral Reading Fluency CBM and/or who exhibits fluency and comprehension issues as determined by running records or another reading measure. Materials: a selection of …
Explicit Instruction of Comprehension Strategies
Materials: a selection of reading passages at the student’s instructional reading level (According to Fountas and Pinnell, these are passages the student can read with 95 - 100% word …
Fluency Intervention Strategy Repeated Reading Flu
Materials: a selection of reading passages at the student’s independent reading level (Passages may be obtained from the school’s Title I or AOM program.), teacher copies of the same …
Assessing Reading - corelearn.com
Assessing Reading: Multiple Measures contains a collection of formal and informal reading assessments for use with students in Kindergarten– Grade 12. These assessments assist the …
Fluency Intervention Strategy Repeated Reading - Bemidji …
Materials: a selection of reading passages at the student’s independent reading level (Passages may be obtained from the school’s Title I or AOM program.), teacher copies of the same …
nd Grade Fluency Folder - Flagstaff Unified School District
Reading Passages: The same story will be read 3 times per evening, Monday-Thursday for homework. Your child’s Homework Log will indicate which story is to be read each week. a. …
Project PROACT MAZE Reading Passages - VKC Sites
These pages from the Maze Reading Passages for 1st Grade manual are provided as a courtesy to allow you to preview a representative sampling of the CBM-Reading probes. This excerpt …
aimswebPlus - Oklahoma State Department of Education
Universal Screening for Risk of Reading Difficulties This guidance is based off information provided by the vendor and is provided to assist districts in quickly finding essential …
Quick Steps- Survey Level Assessment
For DRF measures: The Form field displays a form number that the system selected randomly based on the measure and grade. Optional: To switch to a different form, select Cancel or the …
Oral Reading Fluency for School-Age Students Who Stutter
Oral Reading Fluency Assessments Three areas of reading ability are assessed on timed tests: Accuracy Saying the right word Automaticity Saying a word immediately, without delay …
Oral Reading Fluency - Make Take & Teach
Oral Reading Fluency Teacher Handout ... grade level reading passages three times a year. A student’s performance can be compared to both ... and AIMSweb assessment system are …
The Six-Minute Solution A Reading Fluency Program (Primary …
ing Intervention Academy, Summer Reading Camp, and Read Naturally pro grams. She holds a master's degree in education with an emphasis in reading and is certified in general education, …
Explicit Instruction of Comprehension Strategies - Bemidji …
Materials: a selection of reading passages at the student’s instructional reading level (According to Fountas and Pinnell, these are passages the student can read with 95 - 100% word …
Using Maze Assessment in the Classroom - BrightFish Learning
comprised of oral reading passages, miscue analysis, and comprehension questions. Purpose The purpose of this paper is to provide an overview of the maze assessment and what it …
White Paper: The Relation of AIMSweb®, Curriculum-Based …
5. AIMSweb’s Curriculum-Based Measurement (CBM) tests typically are based on these rich tasks that are validated as “vital signs” or “indicators” of general basic skill outcomes like …
With comprehension questions - MISS SEIGLER'S CLASS
Fiction Reading Passages . Title Lexile Level Word Count Pioneer Days 700 204 Egyptian Mummies 710 205 Honey Bees 770 213 The Incredible Killer Whale 780 202 Black Bears and …
Explicit Instruction of Comprehension Strategies
Materials: a selection of reading passages at the student’s instructional reading level (According to Fountas and Pinnell, these are passages the student can read with 95 - 100% word …
West Shore School District Year: 2017-2018
West Shore School District Year: 2017-2018 AIMSweb® National Norms Table MAZE - Comprehension Fall Winter Spring Grade %ile Num RC Num RC Num RC Group ROI
Grades K - 3 Minimum URS Matrix - Pearson Assessments
Reading – Passages Only (F, W, S) Star CBM: Passage Oral Reading (F, W, S) CBMreading (F, W, S) Rapid Automatic Naming (RAN) Research and subject matter experts support that RAN …
Early Literacy Administration and Scoring Guide
Sounds, Letter Word Sounds Fluency, and Phoneme Segmentation. Grade 1: Word Reading Fluency and Oral Reading Fluency. You must follow all directions carefully to be able to make …
Test of Early Numeracy (TEN)
Jan 1, 2004 · AIMSweb Early Numeracy Measures T ABLE OF CONTENTS Table of Contents ... • Standard Benchmark Reading Assessment Passages:A set of 3 graded and equivalent …
Skills Strand Grade 2 - Core Knowledge
At the end of each week, your child may be called upon to practice reading the selection aloud in class. Repeated readings of text help build reading fluency, which includes automatic word …
Using Oral Reading Fluency as a Benchmark Assessment
the complex process of reading, not just as an indicator of the development of the fluency component of reading. CBM-R involves assessing students’ oral reading fluency by measuring …
assessing reading
reading assessments for use with students in Grades K–1 2 .These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading ...
NATIONAL ORAL READING FLUENCY NORMS - AIM Pa
NATIONAL ORAL READING FLUENCY NORMS Hasbrouck & Tindal (2006) Grade Fall wcpm Winter wcpm Spring wcpm 1 23 53 2 51 72 89 3 71 92 107 NATIONAL ORF NORMS 50 th …
Table of Contents - Scholastic
Creating Standard Graded Reading Passages of Equal Difficulty ... This manual is intended to provide the user of the AIMSweb Reading Assessment Passages (RAPs) with background …
ELEMENTARY ASSESSMENTS: Universal Screening, …
Apr 9, 2012 · AIMSweb (for use up to 8 th grade) Look at these first: Benchmark assessments aligned to CCSS oMeasure of Academ ic Progress (MAP) from NWEA ... Florida Center for …
Performance of Automated Scoring for Childrens Oral …
large sets of data collected from students reading passages produced by AIMSweb, a publisher of Reading Curriculum-Based Measurement (R-CBM) oral reading fluency passages …
What is AIMSweb? - cdnsm5-ss9.sharpschool.com
What is AIMSweb? Achievement Improvement Monitoring System is a research-based screening and ... reading skills. Similar to a health physical given by a doctor, the AIMSweb universal …
Aimsweb Maze Passages [PDF] - netsec.csuci.edu
What are Aimsweb Maze Passages? Aimsweb Maze Passages are a standardized, norm-referenced assessment designed to measure reading fluency and comprehension in students …
Technical Report # 1702
from schools that collected the ORF data using passages from their current or recent core reading programs, following standardized CBM procedures (see Hosp, Hosp, Howell, 2007). Creating …
2012-2013 DEVELOPMENTAL READING ASSESSMENT, 2ND …
the Developmental Reading Assessment, Second Edition (DRA2) as the official, mandatory informal reading assessment in grades K-4 starting the 2010-2011 school year. The DRA2 is a …
Grades K-5 Assessment Data Snapshot - The School District …
Oral reading Fluency (ORF) Number of words in a story that students read correctly in one minute. Second and Third. Oral reading Fluency (ORF) Number of words in a story that …
Reading Curriculum Based Measurement (Oral Reading …
Grade Reading Task Description Kindergarten Letter Sound Fluency (LSF) Students identify the sounds each letter makes when shown a list of letters 1 Word Identification Fluency (WIF) Oral …
English Language Learners and Strategies - Otterbein …
Fluency, Shared Reading, Repeated Reading, Assessment, AIMSWeb, Fountas & Pinnell Abstract English Language Learners and Fluency Strategies is an action research project that …
