ࡱ>   bjbjVV <<</]0fff///////$240Y&@fYY0S0YF/Y/-h/`F@./-00]0P.o5&o5 /o5/fLtfff00 fff]0YYYYo5fffffffff : 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 childs Fall 2010 AIMSweb Benchmark assessment results. Additionally, I have enclosed the Understanding Your Childs 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 childs 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 Childs 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 AssessedAIMS Web Assessment ComponentPhonemic AwarenessLetter Sound Fluency (LSF) Phoneme Segmentation Fluency (PSF)Alphabetic PrincipleLetter Naming Fluency (LNF)PhonicsPhoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF)FluencyOral Reading Fluency (ORF)ComprehensionOral Reading Fluency (ORF) Maze Grade Level End of the Year DIBELS/ AIMS Web Targets Grade:Kindergarten12345678Letter Naming Fluency49Letter Sound Fluency3750Phoneme Segmentation Fluency4654Nonsense Word Fluency3563Oral Reading Fluency4090110132148160158158Maze (Comprehension)14161925262726** 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:Kindergarten12345678Oral Counting7083Number Identification5661Quantity Discrimination1932Missing Number 1520Math 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:Kindergarten12345678Correct Letter Sequence4561100108121129128123** 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:Kindergarten12345678Words Spelled Correctly51424334148565763Correct Writing Sequence11919283745495256Total Words Written111828374450576064 Assessment Recommendations Benchmark/ Established: Student assessments scores indicate that the childs 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 childs 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 childs 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 childs 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 childs 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. 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