DIBELS Next MeasureBig 5 Idea in Reading First Sound Fluency & Phoneme Segmentation Fluency Phonemic Awareness Nonsense Word Fluency -Correct Letter Sounds

DIBELS Next Measure Big 5 Idea in Reading

First Sound Fluency & Phoneme Segmentation Fluency

Phonemic Awareness

Nonsense Word Fluency -Correct Letter Sounds -Whole Words Read

Basic Phonics Skills

Oral Reading Fluency -Accuracy

Advanced Phonics

Oral Reading Fluency -Accuracy -Correct Words/Minute

Fluency

Oral Reading Fluency -Correct Words/Minute -Retell -Retell QualityDAZE

Comprehension

Essential Questions

How do we use DIBELS with an outcomes-driven model?How are the data results different?How do we read the new reports?How can we use the information to plan instruction and change reading outcomes?How can we use the results to evaluate progress?How can we use the results to evaluate the effectiveness of our programs?

Composite Score

Replaces old instructional recommendation

Composite Score Benchmarks

Composite Score Formula Worksheets

Red Partner: Figuring 1st & 4th Grade

New Benchmarks

Look at new benchmarks. What’s different?

Benchmarks for each measure but only certain measures factor into the overall composite score – see formula worksheets

For example, retell quality doesn’t figure into formula

How do we use DIBELS with an outcomes-

driven model?Identify the

Need for Support

Validate the Need for Support

Plan Support

Evaluate Effectiveness of Support

Review Outcomes

Implement

Support

Benchmark Assessment

Progress Monitoring

Benchmark Assessment

Outcomes-Driven ModelODM Step

Questions Data

Identify Need

Are there students who may need support? How many? Which students?

Benchmark data: Histograms, Box Plots, Class List Report, Class Progress Summary, Distribution Report

Validate Need

Are we confident that the indentified students need support?

Benchmark data and additional information: Repeat assessment, use additional data, knowledge of/information about student

Plan Support

What level of support for which students? How to group students? What goals, specific skills, curriculum/program, instructional strategies?

Benchmark data and additional information: Individual student booklets, additional diagnostic information, knowledge of/information about student

Evaluate Support

Is the support effective for individual students?

Progress monitoring data: Individual student progress graphs, class progress graphs, student history report

Evaluate Outcomes

As a school/district: How effectives is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?

Benchmark data: Summary Report, Histograms, Cross-Year Box Plots, Summary of Effectiveness Reports, Distribution Report

Step 1: Identify Need for Support

What do you know?Are there students who may need additional instructional support to achieve benchmark goals?

How many students may need additional instructional support?

Which students may need additional instructional support?

What data to use?Histograms

Box Plots

Class Lists

Histograms

Summarizes the distribution of scores of all children in a grade within a school or district relative to the progressive benchmark goal for the time.

Student performance is depicted in 3 categories according to students who have met benchmarks, making progress toward benchmarks, or are seriously below benchmarks

Yearly Box Plot

Summarize the distribution of performance in a class at a single point in time. The box depicts the range of scores for a school or district relative to the benchmark.

Practice Activity

Blue Partner: Review Histograms and Box Plot Samples for 1st grade. Be prepared to report out the following:

What do you know from the data?

What are the implications for curriculum and instruction, professional development and teacher support?

Class List & Grade List Reports

Provide information on individual students at a given assessment period.

3 types of reports

Need for Support

District Percentile

National DIBELS Data System Percentile

How do we get to them on the website?

Class List: Need for Support

Need for Support recommendations are provided for individual measures and the DIBELS Next Composite Score.

Class List: District Percentile

Calculated based on the scores of students in your district's DIBELS Data System account during the selected year.

Class List: National DIBELS Data System

PercentileCalculated based on student scores from the Sentinel Schools Project conducted by the Center on Teaching and Learning at the University of Oregon during 2010-2011 school year.

Highlight Reports?

Class Progress Summary

Student scores for one class over an academic year

Practice Activity

5 min. to analyze your own class list reports

What do we know from the data?

Which students may need additional support?

What current instructional recommendations do you have for students that are struggling?

Distribution Report

Disaggregated results by school, class, or demographics

Would need to add demographic information for each student through “edit class demographics” function.


Questions Data

Identify Need



Validate Need



Plan Support



Evaluate Support



Evaluate Outcomes



Step 2: Validate the Need for Support

What do you need to know?Are we reasonably confident the student needs instructional support?

Rule out any reasons for poor performance such as bad day, confused on directions, ill, shy, etc.

What data can you use?Repeat assessments using progress monitoring booklets

At least 2 more times, not on same day but within 1 week


Questions Data

Identify Need



Validate Need



Plan Support



Evaluate Support



Evaluate Outcomes



Step 3: Plan for Support

Decisions/Questions

What are the goals of instruction?

How much instruction support is needed?

How will children be grouped for support?

What specific skills should we teach?

What instructional curriculum/program to use?

What specific instructional strategies to use?

Big Ideas & Instructional Goals

Instructional goals should be guided by the five Big Ideas:

Phonemic Awareness

Alphabetic Principal (Phonics)

Accuracy and Fluency with Connected Text (Fluency)

Vocabulary

Reading Comprehension

Considerations in Planning Instruction

Think about what DIBELS results indicate…

Are my students on track? What do I need to target for my instruction?

Look at student booklets/patterns of errors for additional direction.

Example 1: Are students not reaching benchmark on NWF because they don’t know letter-sound correspondences or because they are not blending sounds together?

Example 2: Are students not reaching benchmark on ORF because they are accurate but not fluent OR because they have low fluency?

Try it out… (green partner)

Kindergarten Classroom

Spring

50% at benchmark on PSF and NWF

Goal???


First-Grade Classroom

80% at benchmark on ORF, 40% on NWF

Goal???


Second Grade Classroom

Fall

90% benchmark on NWF, 40% benchmark on ORF

Goal???


Third Grade Classroom

95% benchmark on ORF, 45% benchmark on DAZE

Goal???

How much instructional support?

What level of support is needed to change your student’s reading trajectory?

Double dose of reading instruction?

Before/after school tutoring?

Preteach/reteach?

Different materials?

What factors can YOU alter to meet your students needs?

RtI FrameworkAcademic System

1-5% Intensive Individualized Interventions

5-10% Targeted Interventions

5-10% Targeted Interventions

1-5% Intensive Individualized Interventions

80-90% School-Wide Instruction

80-90% School-Wide Instruction

Behavioral System

How will students be groups for instruction?

Students with same composite score or overall instructional recommendation DO NOT necessarily have the same instructional needs.

Students who have scores within the same range on a measure DO NOT necessarily have the same instructional needs.

Grouping Students

Analyze student performance across all measures

Group students with similar instructional needs

Its important to consider how each DIBELS Measure relates to the BIG Ideas of reading instruction and to each other

Considerations for Groupings

You MUST look at the scoring protocol – a number is NOT enough information for grouping purposes

Ask yourselfIs the student accurate but slow?

How accurate?

Are there any error patterns?

Is a problem fluency-based?

Is the student making multiple errors and performing at a slow pace?

Considerations for Groupings

Are additional diagnostic assessments, placement tests, and/or work samples needed?

What student factors do I need to consider? (behavioral needs, attendance, etc)

What personnel resources do I have an what does my schedule/time allotment for instruction look like?

Grouping Worksheets

Sample 1st grade

http://esu6-readingnews.wikispaces.com/

Practice Activity

Choose one of your class list reports (or Class Progress Summary) and look for students that will have similar skills needs.

See if you can think through some students that may be in the same groups.

Planning Support

DIBELS may be used to identify general area(s) in need of instruction (e.g., alphabetic principle)

Additional data may be needed for making decisions about which particular skills within a big idea that you should target (e.g., short u and e)

Diagnostics?

For specific skill level use:Error analysis of DIBELS

Knowledge of student performance in class

Program assessments

Supplementary assessments

The primary questions are:What can the child do?

What specific skills does the child need?

What skills should we teach?

Scenarios (Yellow Partner)

1. What if a student is low on First Sound Fluency and Phoneme Segmentation Fluency?• Target Phonemic awareness

2. What if a students is low on Nonsense Word Fluency?• If NWF accuracy is below 97%, target accuracy w/

beginning phonics• If NWF accuracy is at/above 97%, but low recoding,

target blending with phonemic awareness blending skills

• If NWF accuracy is at/above 97%, target building automaticity (fluency)

What skills should we teach?

Scenarios (Yellow Partner)

1. What if a student is low on oral reading fluency?• Target fluency with connected text if accuracy is

greater than 95%• Target alphabetic principle if accuracy is less than

95%• Target comprehension and/or vocabulary if

student is making meaning distortion errors

2. What if a student is low on ORF + DAZE• Teach fluency & comprehension

Practice Activity

Identify 2 students on your class list

Determine what they need for instructional support

Share out with shoulder partner


Questions Data

Identify Need



Validate Need



Plan Support



Evaluate Support



Evaluate Outcomes



Step 4: Evaluate & Modify Support

What do you need to know?

Is the additional instructional support effective in getting the students on track to achieve the next benchmark goal?

What data can you use?

Progress Monitoring Booklets or Graphs

Individual Student Performance Profiles (not ready yet)

Class Progress Graph

DIBELS PM Graphs

Review a Sample Graph

What advantage do you have for using their aimline?

What disadvantage do you have for using their aimline?

Expected ORF Growth Rates

Grade Realistic Goal Ambitious Goal

1st 2.0 words/week 3.0 words/week

2nd 1.5 words/week 2.0 words/week

3rd 1.0 words/week 1.5 words/week

4th .85 words/week 1.1 words/week

5th .50 words/week .80 words/week

6th .30 words/week .65 words/week

Fuchs, Fuchs, Hamlett, Walz, & Germann (1993)

Growth Rates for NWF & PSF

No scientific guidelines on ambitious growth rates for NWF or PSF at this time

Tentative Guidelines:PSF – 2-3 segments/week

NWF – 2-3 letter sounds/week

Individual Student Problem Solving AgendaApril’s Sample Agenda

Class Progress Graph

Student scores for one class and measure, graphed over time.

Look at the class progress graph you brought.

How would this report provide you with information about individual students?

Student History Report

Brown Partner: Look at Student History Report

What does this report tell you?

How might it be helpful in evaluating support provided?


Questions Data

Identify Need



Validate Need



Plan Support



Evaluate Support



Evaluate Outcomes



Review Systems Level Outcomes

What do we need to know?

How is the curriculum/program working?

Who is the curriculum/program working for?

Are we doing better this year than last year?

What data can you use?

Summary Report

Histograms

Cross-Year Box Plots

Summary of Effectiveness Reports

Summary Report

Means and progress over time by school or district

5 min. to analyze your own report. Ask yourself:

What does the data tell you?

Why might this be happening?

What do we need to do about it?

Histograms

Summarizes the distribution of scores of all children in a grade within a school or district relative to the progressive benchmark goal for the time.

Student performance is depicted in 3 categories according to students who have met benchmarks, making progress toward benchmarks, or are seriously below benchmarks

Compare Histograms during beginning, middle, and end of the year.

Cross-Year Box Plots

Distribution of benchmark scores by measure across multiple assessment periods and years.

Orange Partner: Look at the sample cross-year box plot.

What does the data tell us?

What do we need to do about it?

Summary of Effectiveness Reports

Progress of students by Composite Score or Instructional Recommendation over time.

Helps us determine 3 things:1. How effective is our core instruction?

2. How effective is our strategic instruction?

3. How effective is our intervention instruction?

How effective is our core instruction?

Core Program is effective if it:Meets the needs of 80% of all students in the school.

Supports 95-100% of benchmark students to make adequate progress and achieve the benchmark.

How effective is our supplemental support?

Supplemental Program is effective if it:Meets the need of 5-10% of students that need supplemental instruction.

Supports 80-100% of strategic students to achieve the benchmark goal.

How effective is ourintervention support?

Core Program is effective if it:Meets the needs of 5% of students in the school that need intensive instruction.

Supports 80%-100% of intensive students to reduce the risk of reading difficulty to strategic or achieve the benchmark goal.

What is adequate progress?

Benchmark StudentsEffective core instruction should:

Support 95% of benchmark students to maintain benchmark.

Strategic StudentsEffective supplemental support should:

Support 80% of strategic students to achieve benchmark

Intensive StudentsEffective interventions should:

Support 80% of intensive students to achieve strategic or benchmark benchmark

Partner Activity

Purple PartnerLook at Summary of effectiveness sample report

Determine the effectiveness of:Core Instruction

Supplemental Instruction

Intervention Instruction

What else did you notice?


Questions Data

Identify Need



Validate Need



Plan Support



Evaluate Support



Evaluate Outcomes



What information do you plan to share with your district?

Thank you!Evaluation at www.esu6pdsurveys.wikispaces.com

Documents

DIBELS Next MeasureBig 5 Idea in Reading First Sound Fluency & Phoneme Segmentation Fluency Phonemic Awareness Nonsense Word Fluency -Correct Letter Sounds