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Exciting Changes in Math and Early Reading Measures:
FastBridge Learning 

Math Measures

Districts have chosen to move to the general outcome math measures offered through FastBridge Learning for elementary grades during School Year 2016-17. These measures will replace both benchmarking and progress monitoring measures that were from Aimsweb for grades K-5. In addition to universal screening and monitoring for growth, these measures give us more diagnostic options than we’ve ever had before.

Benchmarking measures consist of 3 types: EarlyMath, CBMmath Automaticity, and CBMmath Process. EarlyMath includes subtests that combine for a composite score in general mathematics. The subtests include: numeral identification, number sequence, matching quantity, decomposing numbers into parts, and place value. These EarlyMath measures will be used for Kindergarten (Fall Winter Spring: FWS) and in 1st Grade (F).

CBMmath Automaticity is the second type of measure, it evaluates students ability to do mental math and knowledge of math facts. CBMmath Automaticity is taken on a web device. The assessment lasts 90 seconds. Whole classes can complete the assessment quickly and easily. CBMmath Automaticity will be taken by 1st graders (WS) and 2nd graders (F). This measure is optional for additional grades and benchmarking seasons if teachers are wanting this information for instruction.

CBMmath Process is the 3rd and final benchmarking type of general outcome measure used at the elementary level. CBMmath Process evaluates students’ ability to accurately and efficiently solve multi-step computations. This is similar to Aimsweb’s Math Computations, not Math Concepts and Applications (MCAP). Students take this assessment using paper and pencil. For benchmarking purposes, we will be scoring this measure as correct or incorrect. FastBridge has an option to score by error analysis which may be used by some teachers looking for diagnostic information. CBMmath Process will be used in 2nd through 5th grades (or 6th depending on the building) in Fall, Winter, and Spring.

For progress monitoring, FastBridge offers many options as well. First, CBMmath Concepts and Applications (CAP) can be used to monitor students progress in overall math skills. CAP is a web device test that is very similar to the aMath students also take for benchmarking. The questions cover multiple strands of mathematics and are similar to MCA style questions. Teachers have the option of making CAP a timed or untimed test. The timed version asks students to complete as many problems correctly as they can in 10 minutes. The untimed version asks the students to complete all 20 questions. Teachers may want to consider how often they will want students to take this measure and how much time for instruction are they willing to use for collecting progress data. CAP can be used to monitor student progress in K through 6th grades.

Other options for progress monitoring include specific skills measures that are part of CBMmath Automaticity and Process. For example, CBMmath Automaticity evaluates students math facts and mental math ability. After completing the benchmarking test, FastBridge provides a breakdown of the student’s performance by individual skills. So the teacher may get a report that the student had high accuracy on addition facts up to 20. High accuracy with subtraction from 10, but low accuracy with subtraction from 20.

CBMmath process evaluates students multi-step computation ability. Teachers will get information about specific skills such as: subtraction with 2 and 3 digit numbers with regrouping; multiplication with 3 digit numbers by 1 digit numbers; or division of 3 digit numbers by 2 digit numbers with remainders. Probes are available for these specific skills that may be used to monitor a student’s growth and mastery of that skill.  

For Kindergarten and 1st Grade, some of the EarlyMath subtests are available for monitoring student progress in specific skills. These specific skills include: numeral identification, matching quantity, quantity discrimination, decomposing, and place value.

You may be able to see how the above subtests can provide teachers with diagnostic information about specific skills students need instruction. Through the use of these measures, teachers could identify reasoning (CAP), math facts and mental math strategies (CBMmath Automaticity), and computation skills (CBMmath Process) that a student needs instruction in order to improve their overall math skills.

Please contact Barb Scierka ( for support on these measures.

Early Reading Measures

Districts have also chosen to move to the general outcome early literacy measures offered through FastBridge Learning for during School Year 2016-17.

Why move to earlyReading instead of CES/edSpring early literacy measures?
The best estimate of students’ early literacy skills is the earlyReading composite score. The earlyReading composite scores were developed as optimal predictors of spring broad reading achievement in kindergarten and first grade.  

As a result of increasing concern over SCRED’s high early literacy targets (e.g., LSF), this change gives us a variety of measures to use during each benchmark period that are specific to the developmental progression of reading.  The composite scores, as well as the subtest scores would be based on the FastBridge benchmarks/targets.  The FastBridge benchmarks/ targets are lower because they are not predictive of the ORF targets, which are predictive of the MCA. earlyReading benchmarks are predictive of broad reading achievement (prediction performance at the 40th and 15th percentiles on the Group Reading Assessment and Diagnostic Evaluation which is a nationally normed reading assessment of early reading skills).  Performance above the benchmark indicates the student is at low risk for long-term reading difficulties.  

What is an earlyReading Composite Score? (4 subtests per benchmark period)
The composite score consists of multiple subtest scores administered during a universal screening period.  A selected set of individual subtest scores were weighted to optimize the predictive relationship between earlyReading and broad reading achievement scores (See Table 1).  The weighting is specific to each season.  It is important to emphasize that the weighting is influenced by the possible score range, as well as the season.  The composite score should be interpreted in conjunction with specific subtest scores.  

Will we be giving more tests and/or will more testing time be required with the earlyReading measures?
We currently give 11 subtests in kindergarten and 14 subtests in 1st grade (fall ORF is optional) with four benchmark periods (September, November, January, and May).  earlyReading will require 12 subtests for kindergarten and 1st grade but with only three benchmark periods (September, January, May).

Click here to view a table summarizing the early literacy measurement plan for 2016-17 versus the plan from previous years.

Math Curriculum Group

The math curriculum review kickoff will be on October 10, 2016 at SCRED from 8:30 to 3:00. This is an opportunity to gather key people in math education from our districts for conversation and action planning around quality math instruction. At the kickoff, district teams will create an action plan, including follow up activities to occur within individual districts to support action steps. We will have MDE Math Specialist, Susan Wygant, at the kickoff to present.

New SCRED Staff Bios

Becca Aadalen, Social Behavior Collaborative Planner (Pine City, Hinckley-Finlayson, East Central)
  • Education/Training: Bachelor of Science in Elementary Education and Master of Science in Special Education from Winona State University
  • Professional Experience: 19 years of special education (EBD/LD) teaching experience in Minnesota at both the elementary and secondary levels
  • Goals for the Year: Get to know and build relationships with the staff in my districts. Establish myself as a helpful resource
  • Fun Fact: I like riding my motorcycle and four wheeler.

Jessica Dale, Teacher of the Blind/Visually Impaired
and OHD Consultant

  • Education/Training: Bachelors in Math: teaching license, math 5-12; Masters in Special Education: teaching license, E/BD and LD
  • Professional Experience: 3 years teaching middle/high school math; 2 years teaching middle/high school special education, EBD
  • Goals for the Year: Become knowledgeable in the area of Vision. Create relationships with students, case managers, other staff I will be collaborating with. To have open communication with all staff and parents I will be working with.
  • Fun Fact:  I lived in Seattle for 3 years. Amazing place to live and visit!

Tanya Holm, Audiologist

  • Education/Training:UW-River Falls, graduated 05/2012 with a B.S. in Communicative Disorders, Minored in Psychology; UW-Stevens Point, graduated 05/2016 with Doctorate in Audiology.
  • Professional Experience:  This is my first position as an Audiologist following graduation! While at UW-Stevens Point, I trained at the UW-Stevens Point Audiology Clinic, a VA clinic, an ENT clinic, and in various public school systems in Wisconsin.  I spent the last year completing a required yearlong Audiology clinical externship in La Crosse at Mayo Clinic.
  • Goals for the Year:  Attempt to get/stay organized and get to know/visit the students on my caseload as much as possible.
  • Fun Fact:  I have lived in Wisconsin my entire life until a few months ago when I became a Minnesota Resident. Coming from WI, I am a huge Packers fan so living in MN during the football season will be a whole new experience for me!

Hanna Rodenbaugh, Social Behavior Collaborative Planner (Chisago Lakes and Rush City)

  • Education/Training:  Youngstown State University for Elemementary and Special Education, Oakland University for MS in Special Ed (ASD) and ED Specialist in Ed Leadership
  • Professional Experience: 17 years in districts in Michigan, Minnesota, and New Mexico working with students with EBD, ASD, and TBI
  • Goals for this year:  Learning my new role and supporting as many teachers as possible with behavior strategies.
  • Fun fact: I enjoy quilting and fishing!
This year’s AT spotlight is renamed to Breaking Down Instructional Barriers which focuses on Universal Design for Learning (UDL) to help you incorporate Accessible Instructional Materials (AIM) and Assistive Technology (AT) into every lesson to benefit every learner:

To learn more about UDL, click here to see an article from Reading Rockets.

Another UDL Resource is the website by CAST: A research and application leader in UDL and Accessible Materials for all learners also has an interactive website to walk you through UDL lesson planning.  

Resource available for Checkout through SCRED’s Destiny Library:

"Your UDL Lesson Planner"                                                                                  
Brookes Publishing:  Many teacher resources explore the fundamentals of Universal Design for Learning (UDL). This one takes UDL to the next level for educators who understand the basics—and can't wait to start using UDL in their lesson plans and classrooms.

  • Review and understand the big ideas of UDL—what it is, what it's not
  • Create effective learning goals based on content and performance standards
  • Make sure learning goals are S.M.A.R.T.: Specific, Measurable, Attainable, Results-oriented, and Time-bound
  • Design lesson plans that address learner variability—even when teachers don't yet know the specific needs of every student
  • Measure what matters by applying UDL principles to assessment of student progress
  • Infuse UDL features into traditional instructional methods (with examples of how 10 other educators did it!)
  • Enhance UDL lessons with materials, tools, and media that add real value
  • Use self-reflection strategies and professional learning communities to continuously strengthen everyday practice
PRACTICAL MATERIALS: To guide teachers through each phase of the lesson planning process, the book includes scenarios, models, charts, application exercises, reflection questions, check-ins, and 7 classroom videos (available online) that bring key UDL concepts to life. Educators will also follow the lesson planning process of three teachers as they apply UDL for the first time.

The Destiny Library at SCRED currently has one copy of Your UDL Lesson Planner available for checkout.  Contact Brenda Collins ( at SCRED to get on the list to trial for a two week period. 

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