In early February, we will gather (either in person or via wiki) to determine what our first glance impressions were about the January assessment window. We will think about...
January:
What did your data tell you about your learners that you found helpful, interesting, etc.
It is amazing how aligned it is with what I have found to be true about them as readers. It is helpful because it is a quantitative measure/tool to have. (Meyer)
It was a very quick way to gather information about my students. For the DRA2 they either pass the benchmark level, or they don't. This is not as black and white. It is more of a scale. (Crane)
It helped to alert us to those borderline students. It also helped us to know kids struggling with fluency. It was interesting to see the discrepancy between fluency and comprehension. It made is follow-up with other data. (Wickliffe 5th)
I found the fluency piece the most helpful. It gave me a much clearer picture of where they should be and where they were (than the DRA did). (Beem)
A quick and accurate measure of their abilities as readers. Aligned well with the results of the DRA and their strengths in the classroom. I like how it takes out the writing component. (Shininger)
What concerns/questions do you have?
I do not have any at this time. (Meyer)
Many of my students did not pass the MAZE. I'd like to know how other 5th graders faired. (Crane)
For IEP students, it did not provide any new information as they already have quarterly reading assessments. (Wickliffe 5th)
My concern is about the MAZE also - I had some students who did very well on the DRA and who are good solid readers (in my opinion) not pass it. Where do I go from here? (Beem)
Is this a thorough enough assessment? (Shininger)
Does the MAZE seem developmentally appropriate for your students?
Yes (maybe too easy) (Meyer)
Many did not pass. (Crane)
Yes (Wickliffe 5th)
Yes, but I still had many not pass it. (Beem)
Yes, with one or two exceptions. (Shininger)
Does the ORF assessment seem developmentally appropriate for your students?
Yes (maybe too easy) (Meyer)
Yes, a higher number of students passed this part. (Crane)
Yes (Wickliffe 5th)
Yes (Beem)
Yes (Shininger)
Do you see benefits of using AIMS (ORF/MAZE) as a screening tool at the 5th grade level (along with a student's other assessment data from prior grades) - to guide whether or not students need to be given the DRA2? Yes/No/Some and WHY?
YES! Since it does give a snapshot of the kids and is aligned with where I think they are, I would LOVE to have this so I can give it to them the first week of school!! It is only a snapshot but I would know right away which students need extra help. They are the ones that the DRA would be beneficial for because it would give me even more information. (Meyer)
I agree. This is a quick and easy way to assess students the first weeks of school. The DRA2 is very time-consuming. In fifth grade I do not think it is necessary to administer it to students who have read on grade level throughout the years. (Crane)
Yes. We would like the DRA to continue to be used by intervention specialists, as it gives more information halfway through the year. We did see the benefits of using AIMS web because it was quick. It was helpful documentation for parent teacher conferences and easy for them to understand. (Wickliffe 5th)
Yes. I would much prefer to start the year with this rather than the DRA. It is a much quicker picture of where everyone is. I feel like that I spend a whole week of class time doing DRAs, and many of the students pass right away. It would be helpful to move those assessments on more quickly and then use the DRA for more information when needed. (Beem)
Yes, I agree with all others that this gives an excellent snapshot of readers. I like how it is quick and easy to administer and does not include a writing component. While it is fairly quick and easy to administer I would be worried about adding another assessment to our plate. (Shininger)
Other thoughts...
I really like this assessment. It's quick, easy and seems to be really "on target" for my students. It's something that can easily be done the first week of school. (Meyer)
It's hard to explain to parents when students are falling behind, as seen using data from AIMS web, that they do not qualify for extra reading and writing support. (Wickliffe 5th)
If the MAZE wasn't timed, then I know that my students would have done much better. Does rushing/nervousness about finishing impact how well they do and therefore not give as accurate a picture of comprehension? (Beem)
May:
See questions above. Then...have your thoughts about AIMSweb changed or stayed the same?
Our answers are the same. We saw improvements in most of our students. The fluency assessment is a quick/easy way to get a snapshot of the students' progress. We hope to be able to use this earlier in the year next year! (Windermere)
January:
What did your data tell you about your learners that you found helpful, interesting, etc.
It is amazing how aligned it is with what I have found to be true about them as readers. It is helpful because it is a quantitative measure/tool to have. (Meyer)
It was a very quick way to gather information about my students. For the DRA2 they either pass the benchmark level, or they don't. This is not as black and white. It is more of a scale. (Crane)
It helped to alert us to those borderline students. It also helped us to know kids struggling with fluency. It was interesting to see the discrepancy between fluency and comprehension. It made is follow-up with other data. (Wickliffe 5th)
I found the fluency piece the most helpful. It gave me a much clearer picture of where they should be and where they were (than the DRA did). (Beem)
A quick and accurate measure of their abilities as readers. Aligned well with the results of the DRA and their strengths in the classroom. I like how it takes out the writing component. (Shininger)
What concerns/questions do you have?
I do not have any at this time. (Meyer)
Many of my students did not pass the MAZE. I'd like to know how other 5th graders faired. (Crane)
For IEP students, it did not provide any new information as they already have quarterly reading assessments. (Wickliffe 5th)
My concern is about the MAZE also - I had some students who did very well on the DRA and who are good solid readers (in my opinion) not pass it. Where do I go from here? (Beem)
Is this a thorough enough assessment? (Shininger)
Does the MAZE seem developmentally appropriate for your students?
Yes (maybe too easy) (Meyer)
Many did not pass. (Crane)
Yes (Wickliffe 5th)
Yes, but I still had many not pass it. (Beem)
Yes, with one or two exceptions. (Shininger)
Does the ORF assessment seem developmentally appropriate for your students?
Yes (maybe too easy) (Meyer)
Yes, a higher number of students passed this part. (Crane)
Yes (Wickliffe 5th)
Yes (Beem)
Yes (Shininger)
Do you see benefits of using AIMS (ORF/MAZE) as a screening tool at the 5th grade level (along with a student's other assessment data from prior grades) - to guide whether or not students need to be given the DRA2? Yes/No/Some and WHY?
YES! Since it does give a snapshot of the kids and is aligned with where I think they are, I would LOVE to have this so I can give it to them the first week of school!! It is only a snapshot but I would know right away which students need extra help. They are the ones that the DRA would be beneficial for because it would give me even more information. (Meyer)
I agree. This is a quick and easy way to assess students the first weeks of school. The DRA2 is very time-consuming. In fifth grade I do not think it is necessary to administer it to students who have read on grade level throughout the years. (Crane)
Yes. We would like the DRA to continue to be used by intervention specialists, as it gives more information halfway through the year. We did see the benefits of using AIMS web because it was quick. It was helpful documentation for parent teacher conferences and easy for them to understand. (Wickliffe 5th)
Yes. I would much prefer to start the year with this rather than the DRA. It is a much quicker picture of where everyone is. I feel like that I spend a whole week of class time doing DRAs, and many of the students pass right away. It would be helpful to move those assessments on more quickly and then use the DRA for more information when needed. (Beem)
Yes, I agree with all others that this gives an excellent snapshot of readers. I like how it is quick and easy to administer and does not include a writing component. While it is fairly quick and easy to administer I would be worried about adding another assessment to our plate. (Shininger)
Other thoughts...
I really like this assessment. It's quick, easy and seems to be really "on target" for my students. It's something that can easily be done the first week of school. (Meyer)
It's hard to explain to parents when students are falling behind, as seen using data from AIMS web, that they do not qualify for extra reading and writing support. (Wickliffe 5th)
If the MAZE wasn't timed, then I know that my students would have done much better. Does rushing/nervousness about finishing impact how well they do and therefore not give as accurate a picture of comprehension? (Beem)
May:
See questions above. Then...have your thoughts about AIMSweb changed or stayed the same?
Our answers are the same. We saw improvements in most of our students. The fluency assessment is a quick/easy way to get a snapshot of the students' progress. We hope to be able to use this earlier in the year next year! (Windermere)