Total Items
Subtotal

aimswebPlus Early Literacy - Canadian Edition

2020

aimswebPlus Canadian screens and monitors the early literacy and reading skills of Canadian PreK–grade 2 students. With its robust set of standards-aligned measures, this popular platform is proven to uncover learning gaps quickly, identify at-risk students, and assess individual and classroom growth. aimswebPlus Canadian also has an add-on screener for dyslexia for a comprehensive evaluation of early literacy.

Ages / Grades:

Measures for grades K-2

Administration Format:

Online administration and scoring (with some exceptions).

Administration Time:

Measures are brief and vary from 1 – 7 minutes.

Scoring Options:

Web-based scoring with some manual scoring exceptions.

Qualification Level:

content_dam_ani_clinicalassessments_ca_programs_symbols_en-CAnew.gif
content_dam_ani_clinicalassessments_ca_programs_symbols_en-CAavailableonline.gif

aimsweb^®Plus Canadian Edition provides the framework, the data, and the guidance that Canadian educators need to efficiently allocate and evaluate core instruction and interventions—helping them improve outcomes for students based on accurate, continuous, and direct student assessment.

Designed specifically to universally screen, progress monitor, and report data, aimswebPlus Canadian Edition includes assessments for fundamental early literacy and reading skills for grades K-2.

aimswebPlus Canadian Edition utilizes web-based scoring on a computer/laptop or tablet, and is also ideal for virtual learning environments.

Overview

Early intervention is the key to success.
Research has found that early identification of at-risk students leads to increased success—both in and out of the classroom. With aimswebPlus Canadian Edition, you can measure what matters—when it matters:

Meet accountability requirements
Uncover learning gaps faster and more accurately
Screen and monitor students in one seamless system
Track student progress for more effective instruction and interventions
Collect literacy data on your student population

Benefits:

Brief: Monitoring measures take 1-4 minutes to complete, more comprehensive screening batteries completed in approximately 30 minutes.

Predictive: Provides accurate predictions of reading achievement by the end of the year.

Sensitive to improvement: an increase in ability will be reflected in rising scores on the measure—ideal for showing growth, as frequently as weekly!

Intuitive: Easy to administer and score by a wide range of education personnel

Accurate: measures reading and language arts skills with precision

Features:

Proven technology

aimswebPlus was designed by educational experts and has undergone a stringent development and standardization process. The system uses proven, standards-based assessments to screen and monitor student performance with real-time data collection and on-demand reporting. Its secure, web-based system can be integrated with student information systems for ease of access. 

These assessments are built upon brief, valid, and reliable skill measures.

aimswebPlus Canadian Edition resides on Canadian servers.

Teacher-friendly

We value our teachers’ dedication to students. Large Canadian class sizes often mean scarce resources and little time to monitor student achievement. To assist with the demands of accommodations in learning, aimswebPlus Canadian Edition is teacher-driven for flexibility in assessment practices, and can be used to quickly screen and monitor student progress at any point in the assessment cycle. The regular use of this platform encourages quick and easy administration, accurate results and personalized learning.

Universal Screening

Universal screening—benchmarking for student reading & literacy abilities—makes it possible to accurately measure student and classroom performance and identify students at risk for literacy gaps or reading difficulties—including dyslexia—all within a single class period. For most students, a battery of multiple brief measures is used for universal screening. These standards-based measures are designed to measure essential knowledge and skills as efficiently as possible. The multi-measure battery provides student and classroom profiles of strengths and weaknesses to tailor instruction to the needs of all students.

Progress monitoring

Because aimswebPlus Canadian Edition measures are designed with sensitivity to detect change, the scores reflect progress that can occur over relatively short intervals. Progress monitoring enables more frequent assessment to track individualized rate of improvement, and documents each student’s response to instructional changes. Curriculum-based measures that are used for progress monitoring are quick to administer, simple to score, and are regularly delivered to provide continuous student progress data.

Reporting

aimswebPlus provides comprehensive reporting for each screening and monitoring component. Each report highlights both performance and progress—enabling educators to make informed decisions about students and instruction. Reports include data for students, classrooms, grades, schools, and districts, as well as student norms at the local and district level. Reports include data for students, classrooms, grades, schools, and districts, as well as student norms and at the school/district level. Student reports can be generated in either HTML or PDF format, and can be filtered to display the precise data needed. The level of information available on each report is based on the user’s role and access level. Parent-friendly screening and progress monitoring results are also available.

Areas of Assessment:

aimswebPlus Canaidan helps to evaluate a wide range of needs for students such as reading letters, alphabetic principle, phonics, listening comprehension, vocabulary, phonics skills, oral reading, and spelling. These tasks are categorized into benchmarking and progress monitoring measures within literacy, including:

The Shaywitz DyslexiaScreen™ —an optional add-on to aimswebPlus—puts the power of reliable and efficient dyslexia screenings directly into the hands of educators using aimswebPlus.

Created by Dr. Sally Shaywitz—a global leader in dyslexia—Shaywitz DyslexiaScreen emphasizes phonological, linguistic, and academic performance based on teacher observations providing an evidence-based, user-friendly observational rating scale for grades K–2. It is intended for mass screenings to sort students—those at risk and those not at risk for dyslexia—quickly. The data can be used to set direction for intervention and instructional planning for all students.

A NEW Canadian edition of this popular platform now available!

Pricing information:

aimswebPlus Canadian Early Literacy for grades K-2
ISBN: A103000242267
Price: $6.65/student/year

aimswebPlus Canadian Shaywitz DyslexiaScreen (add-on)
ISBN: 0150021860
Price: $1.05/student/year

For full pricing details, or to order, please download the 2021/2022 aimswebPlus Canadian Order Form

For information about aimswebPlus Canadian Edition, or a live demonstration of the system, please contact an Assessment & Technology Consultant for your region.

On-Demand, Recorded Webinar:

The NEW aimswebPlus Canadian: an Overview

Presenters: Michael Charron and Nadira Chand
Recorded: February 18, 2021

In this webinar, you'll see how Canadian educators can uncover learning gaps at the individual, classroom and system level to identify where your students need the most help—allowing much-needed time to intervene early.

Are you (or your teachers) supporting student reading development through virtual learning?
aimswebPlus Canadian is ideal for distance learning, too!
See how it can be employed to help uncover gaps in student reading via telepractice.

» View

A telepractice session includes an examiner in one geographical location and a student in a different location. Using a high-speed internet connection and a secure software platform designed for web-based meetings (i.e., teleconference platform), an examiner, a student, and a facilitator or proctor in the student location join a shared web-based meeting via computers with audio and video capability. The examiner and student can see and hear one another throughout the session. Text, pictures, and video can be shared through the teleconference platform.

The aimswebPlus^® Canadian measures can be administered in a telepractice context.

Measures that use Digital Record Forms (DRFs) follow one procedure, while the measures that use TestNav^® (Pearson’s secure online-testing platform) follow another. This page describes how to administer DRF-scored and TestNav-delivered measures via telepractice.

DRF Administration

Measures administered via DRFs include:

Early Literacy	Print Concepts (PC)	K
	Letter Naming Fluency (LNF)	K
	Initial Sounds (IS)	K
	Auditory Vocabulary (AV)	K-1
	Letter Word Sounds Fluency (LWSF)	K-1
	Phoneme Segmentation (PS)	K-1
	Nonsense Word Fluency (NWF)	K-1
	Word Reading Fluency (WRF)	K-1

Early Literacy/ Reading	Oral Reading Fluency (ORF)	1-2

Equipment and Materials Needed

Examiners will need a computer with a camera, audio (speaker and microphone), and stable, high-speed internet access. A second computer with stable internet access or a second screen, which will be used to score the DRF, is also required. The examiner will need to download the PowerPoint (Early Literacy Spring stimulus books) and/or PDF (Oral Reading Fluency forms) student stimulus materials needed. Finally, the examiner will need to select a teleconferencing platform that:

meets privacy requirements;
provides the student a clear, full screen image of shared stimulus materials;
provides clear audio for communicating directions, questions, and responses;
allows for mobile access;
and allows the student to see the examiner.

Students will need a computer or tablet (e.g., iPad) with a camera, audio (speaker and microphone), and stable, high-speed internet access. The computer/tablet screen should be no smaller than 8 inches (measured diagonally). When possible, a smartphone with an internet connection can be helpful during the test session (e.g., a facilitator connected to the teleconference platform can use their phone’s camera to share the student’s pointing and other test behaviours with the examiner).

Test Environment

As with any testing session, make sure the student’s environment is free from audio and visual distractions. Ask the facilitator to conduct testing in a quiet area of their home where the student can sit comfortably and see the computer/tablet directly and clearly (e.g., no glare on the screen). In addition, ask the facilitator to close all other applications and silence any alerts/notification on the device(s) being used.

Facilitator Preparation

For a DRF test session, a facilitator will be with the student to ensure the student is engaged with the test material and the environment remains conducive to test taking activities. A facilitator is an adult at the remote location (i.e., with the student taking the test) who assists the examiner with the testing process. The role of the examiner is to prepare the facilitator for the testing session and to ensure the facilitator understands their responsibilities.

Prior to the test session, the examiner will send the Guidelines for Remote Testing Facilitators document to the facilitator or talk through the document with the facilitator over the phone or teleconference app. The document explains what equipment is required, how to set up the necessary equipment in a space suited to testing, and how to prepare the student for the test event. In addition, this document provides information about how to help during the test session, including a list of dos and don’ts and other considerations for the facilitator.

Finally, ask the facilitator to help prepare the student by making sure the student is well rested, has eaten, and has used the bathroom prior to the testing session. The facilitator should explain to the student that they will be assisting the examiner with testing and encourage the student to do their best work during the test session.

For more information on Facilitator and Examiner Preparation, refer to Help using the following path: How can we help > Other Resources > Remote Assessment

Test Sessions

Schedule a test session for each student and provide the teleconference login information, meeting time, and Facilitator Guidelines document to each facilitator. Arrive approximately 10 minutes early for a test session, and go over the following pre-assessment checklist items with the facilitator when they log in to the teleconference session:

Has the facilitator reviewed the general guidelines?
Is the sound clear and the volume loud enough?
Is the internet connection good or is there a lag?
Is the computer fully charged or plugged in?
Does the lighting reflect on the screen?
Are notifications turned off on both the examiner and student’s computers/tablets?
Share a screen. Can it be seen on the student computer?
Test the examiner’s mouse. Can it be clearly seen on the student computer?
Share video camera through the computers. Can you see each other?
Join a smartphone, if available, to the teleconference platform to use as a second camera. Practice taking a view of the student and of the screen with the smartphone.
Is the content displayed correctly on the screen (e.g., full screen)?
Can the student sit directly in front of the screen?
Is the student’s testing area free from major distractions?

Troubleshoot any issues that arise during the checklist review and before the test session begins. Use the DRF to read measure directions and administer test items, just as you would during a typical face-to-face administration.

During testing, ask the facilitator or use the smartphone to verify that the stimulus content is displayed correctly on the student’s screen before administering each new measure.

Post-Test Considerations

Within 24 hours of the test session, the examiner should reflect on how the testing session went. Consider the following questions when reflecting:

Was the student on task and motivated for the duration of the test session?
Did the student rush through any parts of the test?
Did the student listen to directions?
Did the student only use scratch paper for the CA test?
Were there any disruptions (e.g., noises or other distractions) or technical issues (e.g., lagging connection, disrupted audio) during the test?
How did the student respond to the telepractice testing session?

After reflecting on the above questions, determine if the test results can be deemed valid. To do so, the examiner should consider the following:

Did the test session capture an accurate representation of what the student can do?
Did the facilitator follow the guidelines to foster a standardized testing environment?

TestNav Administration

Measures administered via TestNav include:

Measure

Vocabulary (VO)

Reading Comprehension (RC)

Silent Reading Fluency (SRF)

Reading Comprehension-Progress Monitor (RC-PM)

Equipment and Materials Needed

Students will need a computer or tablet (e.g., iPad) with stable, high-speed internet access. The computer/tablet screen should be no smaller than 8 inches (measured diagonally) and must have the TestNav app installed. If the student is using a personal computer, the student or proctor will need to download and install the TestNav app.

Step-by-step instructions for TestNav installation on:

Test Environment

As with any testing session, make sure the student’s environment is free from audio and visual distractions. Ask the student and proctor to conduct testing in a quiet area of their home where the student can sit comfortably and see the computer/tablet directly and clearly (e.g., no glare on the screen). In addition, ask the student and the proctor to close all other applications and silence any alerts/notification on the device(s) being used.

Proctor Preparation

For a TestNav testing session, a proctor will be with the student to ensure the student is engaged with the test material and the environment remains conducive to test taking activities. A proctor is an adult at the remote location (i.e., with the student taking the test) who assists the examiner with the testing process. The role of the examiner is to prepare the proctor for the testing session and to ensure the proctor understands their responsibilities.

Prior to the test session, the examiner will send the Guidelines for TestNav Proctors document to the proctor or talk through the document with the proctor over the phone or teleconference app. The document explains what equipment is required, how to set up the necessary equipment in a space suited to testing, how to prepare the student for the test event, how to login to TestNav, and how to introduce the test to the student. In addition, this document provides information about how to supervise the test session, including a list of dos and don’ts and other considerations for the proctor.

Finally, ask the proctor to help prepare the student by making sure the student is well rested, has eaten, and has used the bathroom prior to the testing session. The proctor should explain to the student that they will be supervising the test session and encourage the student to do their best work during the test session.

For more information on Proctor Preparation, refer to Help using the following path: How can we help > Other Resources > Remote Assessment

Test Sessions

After logging the student in to TestNav and reading the short script introducing the test to the student, the proctor will supervise the test session to ensure the student stays on task and is doing their best work. Because TestNav locks down the computer during test sessions, the examiner will not be able to maintain a connection with the student via the teleconferencing app. If desired, the examiner may request to connect to a teleconference app via a second computer, such as a smartphone, to monitor the test session. However, this is not required.

Post-Test Considerations

Within 24 hours of the test session, the examiner should discuss with the proctor how the testing session went. In particular, the examiner should ask:

Was the student on task and motivated for the duration of the test session?
Did the student rush through any parts of the test?
Did the student listen to directions?
Did the student only use scratch paper for the CA test?
Were there any disruptions (e.g., noises or other distractions) or technical issues (e.g., lagging connection) during the test?
How did the student respond to the remote testing session?

This discussion can take place via phone, teleconferencing app, or email. However, the examiner should receive the responses within 24 hours of the test session to best ensure the proctor accurately recalls the experience. To determine if the test results can be deemed valid, the examiner should consider the proctors responses to the above questions and consider the following:

Did the test session capture an accurate representation of what the student can do?
Did the proctor follow the guidelines to foster a standardized testing environment?

Summary

The DRF and TestNav aimswebPlus Canadian measures can all be administered in a telepractice context. This guide serves as a framework to support the administration of both types of measures in this new context. In addition, educators should be sure to adhere to their national/state organization’s and local education agency’s recommendations regarding telepractice.

The calibration and norming of the aimswebPlus Canadian measures were not done within a telepractice context. As such, the educator administering these measures should use their professional judgement to determine if the telepractice assessment experience for a given student was comparable to a typical assessment experience at school.

Speak to a Pearson Assessment Consultant

To provide you with the best possible service and to support your assessment strategy, we have aligned our qualified and knowledgeable Assessment Consultants to meet your needs in your professional area of practice.

»Contact a member of our Assessment Consultant Team

Order Help

Get instructions and help on ordering from our product catalogue.

Ordering FAQs

P: 1-866-335-8418

F: 1-800-665-7307

E: cs.canada@pearson.com

You May Also Like:
	Review360 - an integrated web-based behavior system designed to help your school(s) with all kids
	Shaywitz DyslexiaScreen™ - a quick research-based Dyslexia screening tool

	Developmental Reading Assessment®, 3rd Edition (DRA3)

Ideal for Distance Learning!
Please see the Telepractice tab for more information on how to use aimswebPlus Canadian in a virtual learning environment

Clinical Assessment Canada

English

aimswebPlus Early Literacy - Canadian Edition

Overview

Benefits:

Features:

Proven technology

Teacher-friendly

Universal Screening

Progress monitoring

Reporting

Areas of Assessment:

A NEW Canadian edition of this popular platform now available!

Pricing information:

On-Demand, Recorded Webinar:

The NEW aimswebPlus Canadian: an Overview

The aimswebPlus^® Canadian measures can be administered in a telepractice context.

DRF Administration

Measures administered via DRFs include:

Equipment and Materials Needed

Test Environment

Facilitator Preparation

Test Sessions

Post-Test Considerations

TestNav Administration

Measures administered via TestNav include:

Equipment and Materials Needed

Test Environment

Proctor Preparation

Test Sessions

Post-Test Considerations

Summary

Speak to a Pearson Assessment Consultant

Order Help

You May Also Like:

Ideal for Distance Learning!

parentTitle

Clinical Assessment Canada

English

aimswebPlus Early Literacy - Canadian Edition

A NEW Canadian edition of this popular platform now available!

Pricing information:

The aimswebPlus® Canadian measures can be administered in a telepractice context.

DRF Administration

TestNav Administration

Summary

Speak to a Pearson Assessment Consultant

Order Help

You May Also Like:

Ideal for Distance Learning!

The aimswebPlus^® Canadian measures can be administered in a telepractice context.