We use a universal screener in my school called "STEEP".  Is this similar to 
AIMS web?  From the descriptions you are giving, it must be!  We give reading 
fluency, reading comprehension, math fluency, and math focal points three times 
a year.  We also get beautiful graphs.
Cathy





-----Original Message-----
From: beverleep...@gmail.com
To: Mosaic: A Reading Comprehension Strategies Email Group 
<mosaic@literacyworkshop.org>
Sent: Mon, Feb 8, 2010 12:02 am
Subject: Re: [MOSAIC] RTI - Any info on AIMS Web?


All the portions are timed.
Sent from my BlackBerry Smartphone provided by Alltel

-----Original Message-----
From: "Jeanne Crider" <jeann...@charter.net>
Date: Sun, 7 Feb 2010 20:39:16 
To: Mosaic: A Reading Comprehension Strategies Email 
Group<mosaic@literacyworkshop.org>
Subject: Re: [MOSAIC] RTI - Any info on AIMS Web?

I'm not a classroom teacher, I'm a reading specialist.  We use Everyday Math 
and I know the 1st grade teachers I work with don't like the math portion of 
the AIMS Web.

Generating reports is very easy but as others mentioned earlier, we already 
have information about who needs help and who is doing okay.  It's just 3 
days per year I don't get to teach because I'm testing.  Between 
benchmarking 3 times per year and all the progress monitoring the teachers 
have to do, there is less time for them to teach too.  The poor students are 
yet again tested.  The poor things, in my opinion are already over tested.

After giving the AIMS Web, in my school anyway, we then pick interventions 
that are "researched based" one size fits all programs.  They may be 
implemented by a teacher, a 5th grader, a HS student, a computer program or 
just about anyone or anything they can get their hands on.  Isn't that 
grand!

Another thing that someone else mentioned, I'm noticing too.  It seems like 
the students who we see as doing well in the classroom don't necessarily do 
well on the test and vice versa.  Students who self-correct while reading or 
think about meaning don't do as well because the timed reading portion is 
all based on speed.  Isn't that what we want students to do when they are 
reading, read really fast and not think about what they are reading? (JK!) 
Argh!
----- Original Message ----- 
From: "Lisa McGilloway" <lisamcgill...@yahoo.com>
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<mosaic@literacyworkshop.org>
Sent: Sunday, February 07, 2010 2:29 PM
Subject: Re: [MOSAIC] RTI - Any info on AIMS Web?


Thanks so much for the response about AIMS web. If you have a minute I have 
a few other questions: Do you find it easy to use and generate reports? What 
do you think of the comprehension piece (not sure what a comprehension 
'maze' is?)? What about the Math portion? We use Everyday Math and I am 
curious as to how it may correlate with that.

Thanks so much for any information you can share! Lisa

--- On Sun, 2/7/10, Yingling <yingli...@frontiernet.net> wrote:


From: Yingling <yingli...@frontiernet.net>
Subject: Re: [MOSAIC] RTI - Any info on AIMS Web?
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<mosaic@literacyworkshop.org>
Date: Sunday, February 7, 2010, 1:35 PM


We've been using AIMSWeb for 3 years now for at least K-5 (I think maybe 
higher also). The fluency CBMs are just like DIBELS. Aimsweb also has a 
comprehension maze test and a couple of math tests. It gives a lot of 
reports as to how a student is doing based on class, school, etc... It's an 
okay start as to identifying students for RTI services. I don't think you 
should use it solely to place students into RTI intervention groups.

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