Goal Setting with Aimsweb

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Goal Setting with Aimsweb

• www.aimsweb.com
• Lisa Friesen
• lfriesen_at_nkcsd.k12.mo.us

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Prorating example for MAZE

• Student finishes in 2 min. 15 sec.
• Convert to seconds (12015135)
• Divide by number correct (ex. 43)
• 135/433.14
• Divide by 3 min.
• 180/3.1457.3
• Score would be 57 correct in 3 minutes

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Survey Level Assessment (SLA)

• Process to determine Current Performance Levels
  when student is not working at grade level.
• Can be used for RTI or IEP purposes.
• Student is tested in successive levels, beginning
  with current grade placement, until he/she scores
  anywhere within the Average range (ideally the
  50th percentile)
• Create SLA table, using Aggregate Norm Tables.
  Find score at the 50th percentile for the
  particular grade and time of year.

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Guidelines for administering SLA probes

• Administer probes from successive grade-levels,
  beginning at the students current grade
  placement or one year above the students
  functioning level.
• Reading-CBM Use median score of 3 probes.
• Rule of Thumb on R-CBM If WRC is 20 or fewer,
  stop administering probes on this level and move
  one level below.
• (For middle/high school students, suggested
  starting point is 6th grade passages. Survey
  levels higher or lower as needed).

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Survey Level Assessment

• Administer 3 assessments at grade level
  (Benchmark)
• Use the median score
• If the student scores below the 25th , move down
  to the next grade level and give 3 assessments.
  Again find the median.
• Repeat this process until the student scores at
  or above the 50th with at least 90-95
  accuracy.

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SLA Table
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SLA Table
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SLA Table
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Survey Level Assessment

• If the student is not around the 50th for 1st
  grade R-CBM, go down to Phoneme Segmentation,
  then Letter Sounds, then Letter Names.

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Setting Goals

• Always progress monitor on the instructional
  level test.
• To set the students goal Use the ROI at
  instructional level and calculate AT LEAST 2
  times the expected ROI.
• Use professional judgment and knowledge of the
  student, and intervention.

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Creating the Goal 5-Steps

• Step 1. Document Current/Present Levels of
  Performance
• Bens Current Performance on a 4th grade AIMSweb
  R-CBM probe is 51 Words Read Correctly, while the
  expected performance level is 103 Words Read
  Correctly (50thile Target).
• Using Survey Level Assessment, Bens performance
  is 80 Average (50th ile) for Fall when given a
  3rd Grade AIMSweb R-CBM probe.

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Creating the Goal

• Step 2. Look at Norms.
• Use Norms
• Percentile (and associated score)
• Growth Rates/ Rates of Improvement (ROI)

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Growth Rates(Rate of Improvement/ROI)

• How much growth students make in a weeks time.
  (ROI for students whose scores are entered into
  AIMSweb)
• Formula to determine how much growth you would
  like to see in a specific amount of time.
• Goal ________________________________
• Current Performance Level
• (___________________ X ____________________)
• weeks until goal reviewed Growth Rate
  (use chart)
• (Double or triple the growth rate if below grade
  level to help student catch up).

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ROI Example

• Ex. Bens median R-CBM score 80.
• 18 weeks until the end of the school year.
• Ben needs to make double progress of a typical
  third grade student (1.0 x 2).
• 80WRC/min (18wks x 2.0) 80 36 116
• If you want to be ambitious and try to get close
  to the 75ile, do 3 times the ROI. 18wks x
  3.054 80 54134
• This is the goal by the end of the year!

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Setting the Goal Level (Continued)

• Step 3. Team decides an appropriate goal
• Be ambitious! Select the level that you want to
  see the student achieve within a specific amount
  of time.
• Research has shown that ambitious goals can lead
  to better student achievement
• How ambitious you are should depend on
• How often you can feasibly provide services
• How confident you are in the power of your
  instructional programs and resources

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Selecting the Length of Time

• Step 4 Team must determine how much time to
  allow until the goal can be feasibly reached.
• RTI goals written to reflect length of
  intervention
• Depends on how long interventionist needs to
  effectively teach skill.
• Individualized based on student need.
• Depends on how often you will progress monitor.
• Need 7-9 data points to plot a trend-line.
• IEPs
• Will have an annual goal (apx. 36 weeks)

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Writing the Goal

• Step 5 Write goal into a standard format.
• Same/similar format can be used for RTI/IEP
  goals.
• Facilitates process of goal-writing.
• Easily understood by general, special and
  remedial teachers.
• Can be used for any deficit area pertinent to a
  Specific Learning Disability
• Basic reading, reading fluency, reading
  comprehension, math calculation, math reasoning,
  written expression.

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Sample Goal

• Sample RTI Goal Written w/ AIMSwebEarly Literacy
  Goal (Kindergarten) Current Performance
  Lizzies current level of performance on a
  Kindergarten AIMSweb LSF probe is 2 Letter
  Sounds/min, while the expected level of
  performance is 14 correct Letter Sounds for Fall.
  GoalAt the end of 8 weeks, Lizzie will say
  Correct Letter Sounds with an expected
  performance level of 22 LS/min.

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IEP Goal

• Basic Reading Skills Goal (Second Grade student)
• Current Performance Level
• Terrances current level of performance when
  given an AIMSweb 2nd Grade R-CBM probe is 40
  WRC/min, while the expected level of performance
  is 82 WRC/min, (50thile target).
• Goal
• In 36 weeks, when given a 2nd Grade reading
  passage, Terrance will increase his reading
  fluency from 40 words to 112 words read correctly
  per minute with less than 4 errors on 4 out of 5
  trials.
• Objective
• Each week, when given a 2nd Grade reading
  passage, Terrance will increase his score by 2
  Words Read Correctly.

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Q A

• When do you start progress monitoring on the next
  grade level?
• Set a goal for winter. If there are 4 points
  above the goal line then move to next grade
  level.
• Set goal for the 75th at Spring. When they meet
  that goal then move to the next.
• What do you do if the grade level is too hard for
  them, but the next grade level down is too easy
  (well above the 50th percentile)?
• Leave them at grade level- challenge the
  student.
• Talk to the students teacher about it.
• What factors do you consider when setting goals?
  
• Use the ROI and calculate at least 2 times the
  rate of improvement to set the goal.
• The more intense the intervention the more you
  will expect from them.
• Dont make it more than 3 times the ROI.
• Fluency and MAZE probes at the same level?
• Start with different ones