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For users already using an m. CLASS assessment product, the cost per student to add m. CLASS: DIBELS Next is $6 per student. Sopris: There are three purchasing options for implementing Progress Monitoring materials in Year 1: 1) Progress Monitoring via Online Test Administration and Scoring. Progress Monitoring materials as part of the purchase of Classroom Sets, which also include Benchmark materials and DIBELS Next Survey. Individual Progress Monitoring materials. DIBELS Next Classroom Sets contain everything needed for one person to conduct the Benchmark Assessment for 2. Progress Monitoring Assessment for up to five students. These easy- to- implement kits simplify the distribution and organization of DIBELS Next materials. DMG: Materials may be downloaded at no cost from DMG at http: //dibels. Missouri Reading First Annual Performance Report 2007 Prepared by. DIBELS Student Performance Outcomes 46. Review of Supplemental and Intervention Programs; Effective, Research-based Reading. Office of Special Education Programs. Repeated reading is effective as an intervention to build student reading fluency because it gives. Minimal reproduction costs associated with printing. Testers will require 4- 8 hours of training. Examiners must at a minimum be a paraprofessional. Training manuals and materials are field tested and are included in the cost of the tool. Amplify’s Customer Care Center offers complete user- level support from 7: 0. Tier 3 Interventions; Fluency Activities. Tier 3 provides research-based intensive instruction through specially designed programs for individual students. Research Basis for Programs. Read Naturally's research-based reading interventions have helped millions of students become fluent readers and make solid gains in comprehension and vocabulary. Check out our transformative. Evidence-based Reading Instruction: Fluency: Research and Teaching Strategies. What Is Evidence-Based Reading Instruction and How. EST, Monday through Friday. Customers may contact a customer support representative via telephone, e- mail, or electronically through the m. CLASS website. Additionally, customers have self- service access to instructions, documents, and frequently asked questions on our Website. For students receiving special education, it may be necessary to adjust goals and timelines. Approved accommodations are available in the administration manual. Where to obtain: Amplify Education, Inc. Washington Street, Suite 9. Brooklyn, NY 1. 12. Sopris Learning. 1. Dallas Parkway, Suite 4. Research-Based and Research-Validated Reading Curriculum. The only university-based non. The DIBELS ORF passages and procedures are based on Stan Deno and colleagues' program of research and development of Curriculum-Based. DIBELS Oral Reading Fluency. DIBELS were developed based on measurement procedures for Curriculum-Based. Research on DIBELS continues at DMG and at numerous universities and research. History of DIBELS DIBELS were developed based on measurement procedures for Curriculum-Based Measurement. Research on DIBELS continues at the Dynamic Measurement Group. Dallas, TX 7. 52. DMG8. 59 Willamette Street, Suite 3. Eugene, OR 9. 74. DIBELS Next measures are brief, powerful indicators of foundational early literacy skills that: are quick to administer and score; serve as universal screening (or benchmark assessment) and progress monitoring; identify students in need of intervention support; evaluate the effectiveness of interventions; and support the Rt. I/Multi- tiered model. DIBELS Next comprises six measures: First Sound Fluency (FSF), Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), DIBELS Oral Reading Fluency (DORF), and Daze. Nonsense Word Fluency (NWF) is a brief, direct measure of the alphabetic principle and basic phonics. It assesses knowledge of basic letter- sound correspondences and the ability to blend letter sounds into consonant- vowel- consonant (CVC) and vowel- consonant (VC) words. The test items used for NWF are phonetically regular make- believe (nonsense or pseudo) words. Administration of the test takes 1 minute and should be administered in an individual setting. There are 2. 0 alternate forms per measure. Raw scores and developmental benchmarks are available. Raw scores, cut points, and benchmark goals are all grade- specific but are not strictly based on grade norms. Reliability of the Performance Level Score. Type of Reliability. Age or Graden (range)Coefficient Median. SEMAlternate- form. K1. 09. 30. 8. 45. Alternate- form. 12. Alternate- form. 27. Inter- rater. K2. NAInter- rater. 12. NAInter- rater. 22. NAInformation (including normative data) / Subjects: Alternate- form: Participants included students in kindergarten through second grade from 6. This data was from a sample that was approximately 4. White, 2. 0% African American, and 2. Hispanic. See DIBELS Next Technical Adequacy Brief for more information. Inter- rater: A total of 3,6. Of these, 2. 64 students across all grades were randomly selected in five schools for shadow- scoring practices. All DIBELS Next measures were included in this portion of the study. Reliability of the Slope. Type of Reliability. Age or Graden (range)Coefficient Median. SEMHLMK7. 79. 0. 8. HLM1. 15,2. 14. 0. HLM2. 1,5. 55. 0. Information (including normative data) / Subjects: Data was collected during the 2. The sample was approximately 4. White, 2. 0% African American, and 2. Hispanic. For further information on this study, see the DIBELS Next Technical Adequacy Brief. Validity of the Performance Level Score. Type of Validity. Age or Grade. Test or Criterionn (range)Coefficient Median. Predictive. KGRADE Total. Concurrent. KGRADE Total. Predictive. 1GRADE Total. Concurrent. 1GRADE Total. Predictive. 2GRADE Total. Information (including normative data) / Subjects: Validity with GRADE Total Test: Participants included students from thirteen schools base across five states. For further information on this study, see the DIBELS Next Technical Adequacy Brief and the DIBELS Next Technical Manual. Predictive Validity of the Slope of Improvement. Bias Analysis. Disaggregated Reliability and Validity Data. Disaggregated Reliability of Slope. Type of Reliability. Subgroup. Age or Graden (range)Coefficient Median. HLMCaucasian. K1,0. HLMAfrican American. K2. 25. 0. 7. 4HLMHispanic. K2. 52. 0. 6. 6HLMCaucasian. HLMAfrican American. HLMHispanic. 11,0. Information (including normative data) / Subjects: Reliability of slope was computed using data from the 2. Kindergarten sample demographics: 9% subsidized lunch, 7% SPED, and 7% ELL. First grade sample demographics: 2. SPED, and 7% ELL. Weekly assessments over 1. Kindergarten: 6 - 2. Evidence that alternate forms are of equal and controlled difficulty or, if IRT based, evidence of item or ability invariance: The word pool for Nonsense Word Fluency consists of CVC (consonant- vowel- consonant) and VC (vowel- consonant) nonsense words. The letters “q” and “x” were not used, since they typically represent more than one phoneme. The letters “h”, “w”, “y”, and “r” were used only in the initial position, and the letters “c” and “g” were used only in the final position. Real words and words that sounded like inappropriate words were excluded, but words that sounded like real words were not excluded. The words were generated automatically in Microsoft Excel, and the excluded words were identified manually. The final word pool included a total of 1,0. The words were then divided into six difficulty categories based on the pattern (CVC and VC) and on the relative difficulty of the consonants. The consonants judged to be easier were b, c, d, f, g, h, k, l, m, n, p, r, s, and t. Letters were judged to be easier if they appear more often in words, since students will see them more often and many curricula teach higher frequency letters first. The categories were: VC, Easy Consonant. VC, Hard Consonant. CVC, First Consonant Easy. CVC, Last Consonant Easy. CVC, Both Consonants Easy. CVC, Both Consonants Hard. Each form consists of 5. Before creating the individual forms, a stratified sequence of the different difficulty categories was developed. For categories with 1. For the category with 2. The other categories were randomly distributed across the rows. Within a row, the order of the difficulty categories was random, except the first two items on a form were selected from two of the easier categories (CVC with both consonants easy, and CVC with the first consonant easy). Once the sequence was determined, that same stratification was applied to all forms, so that the same difficulty categories appear in the same locations on every form. In addition to the stratification of the difficulty categories, each row of five items includes one nonsense word with each of the five vowels, in random order. The order of the vowels was re- randomized for each row and each form. Each word on a form was then randomly selected from the words that matched both the specified difficulty category and the specified vowel. The progress monitoring forms and benchmark assessment forms for Nonsense Word Fluency are equivalent parallel forms constructed under the strict guidelines outlined above and are interchangeable. During the DIBELS Next benchmark goals study, a randomly selected progress monitoring form was administered to 2. Three- form alternate- form reliability coefficients ranged from 0. DIBELS Next Technical Manual). Number of alternate forms of equal and controlled difficulty. Rates of Improvement Specified. Is minimum acceptable growth (slope of improvement or average weekly increase in score by grade level) specified in manual or published materials? Specify the growth standards: Using DIBELS Pathways of Progress. Student scores above the 8. Well Above Typical progress. Student scores between the 6. Above Typical progress. Student scores between the 4. Typical progress. And student scores between the 2. Below Typical progress. Student scores below the 2. Well Below Typical progress. Basis for specifying minimum acceptable growth: DIBELS Pathways of Progress, DIBELS Next Survey, and best practice procedures based on widely accepted research are suggested for setting attainable, ambitious, and meaningful progress monitoring goals. The methods are described in greater detail below, and documentation is attached. The basis for specifying minimum acceptable growth is based on DIBELS Pathways of Progress, a research- based tool for (a) establishing individual student progress monitoring goals, (b) evaluating individual student progress, and (c) evaluating the effectiveness of support at the classroom, school, or district level. DIBELS Pathways of Progress are based on student progress percentiles. By observing a student’s current skills and later benchmark goals, we are able to set meaningful goals for the student that will either achieve or increase the odds of achieving subsequent goals. Pathways of Progress emphasizes the end point of the pathway and provides a normative framework for comparison in setting goals and evaluating individual student progress. Student progress is evaluated relative to the student’s peers, that is, growth is compared to students with similar initial skills at the same grade level on the same material. 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Negative hook angles are sometimes used for tough cutting jobs. Some circular saw blades designed to cut used lumber have a negative hook angle. This allows them to cut nails or other metal in the wood. Top clearance is the downward slope of the back of the tooth. Without top clearance, the blade cannot cut. Common Blade Types. Rip Blades. Rip blades have deep gullets and a large hook angle. The tooth’s cutting edge looks like a chisel. It has a straight cutting edge designed to cut with the grain. Rip teeth are usually quite large. Crosscut Blades Crosscut blades have smaller teeth than rip blades. The teeth on a crosscut blade come to a point, not an edge. This allows them to cut the stringy fibers in the wood. Combination Blades Combination blades are designed for both ripping and crosscutting. They work very well for cutting wood fibers at an angle (miter joints). Some combination blades have teeth that come to a point, but have a rip- tooth profile. Others have a chisel edge and a smaller hook angle. These blades do not produce smooth cuts, but they are well suited to general carpentry on rough construction. These blades have both rip and crosscut teeth. Novelty combination blades are preferred for cabinet and furniture work. This is because they cut smoothly with little tear- out. Hollow- Ground Blades Hollow- ground blades are blades with no set. The sides of the blade are recessed for clearance in the kerf. Some hollow- ground blades have sides that are recessed all the way to the hub. Others are recessed only part of the way. Blades with partially recessed sides cannot cut thick stock, but are more rigid. The sides of the blade may burn and accumulate pitch (wood residue) if they are used for heavy cutting instead of finish cutting. Hollow- ground blades work best with very true stock. Most hollow- ground blades have novelty combination teeth. Hollow- ground blades are sometimes called planer blades. 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Carbide- Tipped Blades Carbide- tipped blades have teeth made from small pieces of carbide. The carbide is brazed onto the circular blade. Usually, there is a little set cut in the blade. This is where the carbide is brazed. Most carbide tips are wider than the metal blade, so no set is required. Carbide is much harder than the steel used for conventional blades. Carbide- tipped blades stay sharp five to ten times longer than conventional blades. Because of its hardness, carbide is also quite brittle. Carbide will fracture easily if struck against a hard object. Carbide- tipped blades must be handled with care. Carbide- tipped blades are preferred for tough materials such as hardboard, plastic laminates, and particleboard. They do not always resemble their steel counterparts. Usually, the type of teeth, the number of teeth, and the hook angle determine the blade’s function. The teeth may be alternate top bevel, triple chip, rip, cut- off, or combination. Blade Deflection. A condition in which the circular- saw blade bounces away from the workpiece. Carbide- Tipped Blade. A blade with teeth made from small pieces of carbide. Carbide- tipped blades are much harder and more brittle than the steel used for conventional blades. They are also more expensive, but require much less maintenance. Carbide- tipped blades come in the following classifications: rip, crosscut, hollow- ground, and plywood. Coarse Blade A blade with large teeth, designed for heavy, fast, or less delicate work. Fine Blade A blade with small teeth, designed for more delicate work. Crosscut Blade. A blade that cuts across the grain. Crosscut blades have smaller teeth than rip blades. These teeth come to a point, not an edge. Footprint (blade) Amount of blade engaged with the workpiece. Friction The amount of resistance caused by contact between the sides of the blade and the saw kerf. Hollow- Ground Blade (also called Planer Blade)A blade with no set. The sides of the blade are recessed for clearance in the kerf hollow- ground blades should be used to cut mitres and compound mitres, but not used for heavy ripping. Kerf The cut made by a circular- saw”, blade. The kerf must be larger than the saw- blade thickness. Particleboard Sheet material made from wood chips or wood particles. Resins Material within the wood which can build up on sides of the blade. Runout The amount that one surface is not true with another surface, or any deviation from a true orbit. Rip Blade A blade with a straight- cutting edge that is designed to cut with the grain. Rip blades have deep gullets and large hook angles. Tear- out (grain) When the blade rips or tears out the grain of a workpiece. Tear- out can occur on the back, top, or bottom of a workpiece. Tooth Set The bend in the blade’s teeth that allows the blade to cut a kerf that is larger than the blade’s thickness. BLADESA dull blade will cause slow, inefficient cutting and an overload on the saw motor. It is a good practice to keep extra blades on hand so that sharp blades are available while the dull ones are being sharpened. Hardened gum on the blade will slow down the cutting. This gum can best be removed with trichlorethylene, kerosene or turpentine. The following types pes of blade can be used with your saw: COMBINATION BLADE—This is the latest- type fast- cutting blade for general service ripping and crosscutting. Each blade carries the correct number of teeth to cut chips rather than scrape sawdust. CHISEL- TOOTH COMBINATION—Chisel- tooth blade edge is specially designed for general- purpose ripping and crosscutting. Use of maximum speed in most cutting applications. FRAMING/RIP COMBINATION—A 4. Rips, crosscuts, mitres, etc. Gives fast, smooth finishes when cutting with the grain of both soft and hard woods. Popular with users of worm- drive saws. CROSSCUT BLADE—Designed specifically for fast, smooth crosscutting. Makes a smoother cut than the Combination Blade listed above. RIP BLADE—Fast for rip cuts. Minimum binding and better chip clearance given by large teeth. PLYWOOD BLADE—A hollow- ground, hard- chromed surface blade especially de. Ideal for interior wood. Hollow ground to produce the finest- possible saw- cut finish. FLOORING BLADE—This is the correct blade to use on jobs when occasional nails may be encountered. Especially useful in cutting through flooring, sawing reclaimed lumber and opening boxes. METAL- CUTTING BLADE—Has teeth shaped and set for cutting aluminum, copper, lead, and other soft metals. FRICTION BLADE—Ideal for cutting corrugated, galvanized sheets and sheet metal up to 1. Cuts faster, with less dirt, than abrasive disc. Blade is taper- ground for clearance. Four Popular Saw Blade Tooth Designs. Flat Top Grind (FT). Generally, or cutting material with grain. Larger gullets on this type blade accept greater chip loads; permit higher feed rates. Excellent for going on either single or multi- rip machines where speed of cut are more important than quality of cut. Teeth with square or flat top shape act as chisels, cutting aerial with chisel- like action. Recommended for cutting brittle and/or hard, abrasive- type materials. Two shapes of teeth—alternate triple- edge and flat top design for dual action Cutting. Triple- edge teeth chip down center of kerf; flat top raker teeth follow to clean out material from both sides. TC& F blades with negative hook angle are also recommended for cutting non- ferrous metals. Negative hook angle prevents climbing: gives you total control over the feed rate. Alternate Top Bevel Grind (ATB). For across- the- grain cut. Top bevel shaped teeth sever the material with shearing action alternately left and right. |
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December 2016
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