I as a Learner (IAAL) Page 1

I as a Learner (IAAL) Goal and

Reflections
Shelley Lubritz

CIL 621
Assessment in Literacy
Dr. Chyllis Scott

University of Nevada, Las Vegas

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I am a first-grade math and science teacher at Dr. Clause G. Perkins, ES in

North Las Vegas. For the 2017 – 2018 school year, I served as the grade level case

manage on the Response to Intervention (“RTI”) team. As a part of my obligation to the

RTI team, I worked with the school strategist to collect data on our students who fell

below the 10% percentile on schoolwide assessments for iReady and MAPS. It was

determined by the team that these students required weekly monitoring to track their

progress.

The assessment used to benchmark and track progress in math was the

AIMSweb Math Computation (M-COMP). The M-COMP benchmark assessment is

administered in the fall, winter and spring. These scores provide data points that allow

for the tracking of student progress. Those students who are identified as struggling

may benefit from multi-tiered instructional.

Before I began research for my IAAL, I did not see the benefit of the M-COMP

beyond its face value which was measuring a student’s ability to add and subtract. I

simply did not know enough to understand the intrinsic value of this tool. Through

weekly progress monitoring using this eight-minute timed assessment, valuable data

can be collected, including, without limitation a student’s Rate of Improvement or ROI.

This data can then be used as a part of the evidence compiled to justify, or not, the

need for additional screening would assist the Special Education team in making

determinations as to the presence, or not, of a learning disability.

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(AIMSweb, 2010, p. 5).

“AIMSweb’s CBM tests are complementary with the assessment requirements to

attain the CCSS. The tests have consequential validity for making screening decisions

to facilitate early intervention and critically, for frequent progress monitoring, one of the

most powerful tools to increase achievement” (Shinn, Mark R., 2010, p. 1). Adding and

subtracting within 20 is an end of the year standard for first grade (NVACS 1.OA.C.6).

This course focuses on literacy assessment. As a part of my IAAL goal, I wanted

to utilize the strategies from this course. The challenge was how to get there. As a
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first-grade math and science teacher, I speak of literacy, fluency, and comprehension;

terms which are typically associated with reading. In general conversation, the simple

definition ascribed to the word “literacy” involves the ability to read and write. So, what

does “literacy” mean?

“Literacy is traditionally understood as the ability to read, write, and use

arithmetic. The modern term's meaning has been expanded to include the ability to use

language, numbers, images, computers, and other basic means to understand,

communicate, gain useful knowledge and use the dominant symbol systems of a

culture.” (The Audiopedia, 2016). Literacy provides us with the ability to communicate

in varied forms.

The M-COMP is a formative assessment. I appreciated, even more, Roskos and

Neuman’s reference that passengers are warned to be mindful of the gap between the

platform and the train upon entering or exiting the car. (p. 535). They reinforced in my

mind, the importance of formative assessments. Such data, when used thoughtfully,

makes clear the student’s mastery of the strategy being learned and how wide the gap

may be between where a student is and where he or she needs to be. Data from

formative assessments helps us narrow the gap and summative assessments quantify

what a student has learned.

In order to reach the point of mathematics literacy where higher level thinking is

required, students must be able to add and subtract within 20 fluently. The M-COMP is

another tool for teachers and support teams to track whether or not a student in on track

to fluency.
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With the foregoing in mind, I created two lesson plans that focus on mathematics

literacy and fluency. Beginning strategies, such as “counting on” and “move and count,”

will be implemented through the lessons. I rely, heavily, on manipulatives as a part of

my instruction. Depending upon the complexity of the concepts being taught and the

ability of individual students, it is not unusual for me to teach and reinforce through the

use of counters, base-10 blocks, connecting cubes, dominoes, dice, and cards. I have

found that the more ways I can demonstrate the concept and strategies being taught,

the more likely it is that at least one will click.

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References

AIMSWeb® (2010). Administration and Technical Manual, Mathematics Computation.

Pearson Education, Inc.

Nevada Academic Content Standards: NVACS.ADD AND SUBTRACT WITHIN

20.Mathematics.1.OA.C.6.

Roskos, K. & Newman, S. (2012). Formative assessment simply, no additives. The

Reading Teacher, 65(8), 534-538. doi: 10.1002/TRTR.01079.

Shinn, Mark R., Ph.D. (2010). The Relation of AIMSweb, Curriculum-Based

Measurement, and the Common Core Standards: All Parts of Meaningful School

Improvement. Pearson Education, Inc.

The Audiopedia. (2016, August 13). What is literacy? What does literacy mean?

Literacy meaning, definition & explanation [Video File]. Retrieved from

https://www.youtube.com/watch?v=K1E5LTa3K8s.