Understanding Your Child’s Assessment Information
P.O Box 177
104 Main Street
Fillmore, NY 14735
Phone: (585) 567-2251
Fax: (585) 567-2541
FILLMORE CENTRAL SCHOOL
September 20, 2010
Dear Parent/Guardian;
Students in grades 3-8 are participating in nationally normed assessments in reading, math, and writing using the AIMSweb assessment system three times a year. The assessment information is being used to determine if students need additional assistance to increase academic success. Students achieving in the below or well average range on any assessment will receive Academic Intervention Services (AIS).
Enclosed are the results of your child’s Fall 2010 AIMSweb Benchmark assessment results.
Additionally, I have enclosed the Understanding Your Child’s Assessment Information document to help you better understand assessments being administered and the reason for each assessment. The writing assessment will be administered during the Winter and Spring Benchmark Assessment periods.
If you have any questions about your child’s assessment results, please do not hesitate to contact me at 567-4432.
Sincerely,
Wendy Butler
Wendy Butler Ed.D.
Director of Curriculum/ AIS Coordinator
Fillmore Central School
Understanding Your Child’s Assessment Information
Components of Reading
Phonemic Awareness: Understanding of sounds.
Alphabetic Principle: Understanding that letters represent sounds in words.
Phonics: Blending of letter sounds to read and decode words.
Fluency: Automaticity with reading skills so reading occurs quickly and effortlessly
Vocabulary: Understanding and use of words
Comprehension: Process of understanding written or spoken words (meaning). Students read passages and identify missing words that make contextual sense in the passage.
Assessment
|Component of Reading Assessed |AIMS Web Assessment Component |
|Phonemic Awareness |Letter Sound Fluency (LSF) |
| |Phoneme Segmentation Fluency (PSF) |
|Alphabetic Principle |Letter Naming Fluency (LNF) |
|Phonics |Phoneme Segmentation Fluency (PSF) |
| |Nonsense Word Fluency (NWF) |
|Fluency |Oral Reading Fluency (ORF) |
|Comprehension |Oral Reading Fluency (ORF) |
| |Maze |
Grade Level End of the Year DIBELS/ AIMS Web Targets
Grade: |Kindergarten |1 |2 |3 |4 |5 |6 |7 |8 | |Letter Naming Fluency |49 | | | | | | | | | |Letter Sound Fluency |37 |50 | | | | | | | | |Phoneme Segmentation Fluency |46 |54 | | | | | | | | |Nonsense Word Fluency |35 |63 | | | | | | | | |Oral Reading Fluency | |40 |90 |110 |132 |148 |160 |158 |158 | |Maze (Comprehension) | | |14 |16 |19 |25 |26 |27 |26 | |** AIMS Web targets are not established for every subtest at every grade.
Components of Math Assessments
Oral Counting- Students orally count, starting from 1, as high as they can in one minute.
Number Identification- Students orally identify numbers.
Quantity Discrimination- Students orally identify the bigger number from a pair of numbers.
Missing Number- Students identify the missing number from a string of three numbers.
Math Computation- Combines math facts with math word problems to assess student skills in each area.
Grade Level End of the Year AIMS Web Targets
Grade: |Kindergarten |1 |2 |3 |4 |5 |6 |7 |8 | |Oral Counting |70 |83 | | | | | | | | |Number Identification |56 |61 | | | | | | | | |Quantity Discrimination |19 |32 | | | | | | | | |Missing Number |15 |20 | | | | | | | | |Math Computation
(*winter targets- spring have not been identified) | |10* |15* |10* |15* |10* |17* |16* |10* | |** AIMS Web targets are not established for every subtest at every grade.
*** Identified targets are at the 50th percentile
Spelling
Correct Letter Sequence- A pair of letters correctly sequenced within a word, which is an indicator of general spelling skills.
Grade Level End of the Year AIMS Web Targets
Grade: |Kindergarten |1 |2 |3 |4 |5 |6 |7 |8 | |Correct Letter Sequence | |45 |61 |100 |108 |121 |129 |128 |123 | |** AIMS Web targets are not established for every subtest at every grade.
*** Identified targets are at the 50th percentile
Written Expression
Correct Writing Sequence- The correct adjacent writing units (words and punctuation) that are correct within the context of what is written.
Words Spelled Correctly- The total number of words spelled correctly and used within the correct context of the writing sample.
Total Words Written- The total number of words a student writes in the sample (generally not shared with the student).
Grade Level End of the Year AIMS Web Targets
Grade: |Kindergarten |1 |2 |3 |4 |5 |6 |7 |8 | |Words Spelled Correctly |5 |14 |24 |33 |41 |48 |56 |57 |63 | |Correct Writing Sequence |11 |9 |19 |28 |37 |45 |49 |52 |56 | |Total Words Written |11 |18 |28 |37 |44 |50 |57 |60 |64 | |
Assessment Recommendations
Benchmark/ Established:
Student assessments scores indicate that the child’s reading skills are developing at an appropriate rate and are at a low risk for not meeting the end of year grade level targets. These students are performing in the average range, which is 25-75%.
Strategic/ Emerging:
Student assessments scores indicate that the child’s reading skills are developing at a slower rate and are at some risk for not meeting the end of year grade level targets. Strategic students receive additional reading instruction three times a week. These students are performing in the below average range, which is 10-24%.
Intensive/ Deficient:
Student assessments scores indicate that the child’s reading skills are developing at a slower rate and are at high risk for not meeting the end of year grade level targets. Intensive students receive at least 30 additional minutes of daily intervention. These students are performing in the well below average range, which is 0-9%.
The chart below is an example individual student report. The chart depicts the child’s fall and winter benchmark assessment results. The goal for each child is to perform in the average range for all assessments. It is important to note that the average range is between the 25th and 75th percentile and that there can be a large discrepancy among the skills of students who perform in the average range.
• The dot represents your child’s individual score on the identified assessment.
• The horizontal line represents the grade level target for the assessment.
*Any area in which a student scores in the below average or well below average (strategic or intensive) ranges will be progress monitored using AIMSweb measures. Parents/ guardians will receive quarterly reports for areas being progressed monitored so they are aware of progress being made in each assessed area.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- handout 1 letter sound fluency teacher score sheet
- big idea jt041
- mid year review
- home u s department of education
- understanding your child s assessment information
- participant materials list for january glt meeting
- letters sounds
- sample student growth goals us
- literacy action plan template mrs ashley reading
- summary of curriculum based assessment
Related searches
- helping your child learn science
- importance of reading to your child pdf
- understanding your customers needs
- understanding your customer
- understanding your why worksheet
- teach your child to read
- understanding your mental health
- understanding your personality type
- all about your child questionnaire
- understanding your husband
- helping your child learn mathematics
- your child learns