DIBELS: Doing it Right –. Big Ideas of Today’s Presentation Reading success is built upon a...

DIBELS: Doing it Right

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Big Ideas of Today’s Presentation

• Reading success is built upon a foundation of skills

• DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a tool that indicates a student’s likelihood of success on state assessments

• Educators can use this information to support the decision-making process and Response to Intervention in Literacy

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DynamicIndicators ofBasicEarlyLiteracySkills

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Foundational Literacy Skills

• Phonemic Awareness• Alphabetic Principle and Phonics• Accurate and Fluent Reading• Comprehension• Vocabulary

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Description of DIBELS

Early Identification of Needs

DIBELS identifies:• Children whose skills are not on track for

reading success; and• Specific skills that teachers can target to

plan instruction for preventing difficulties OR improve reading development.

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DIBELS MEASURES

• FSF = first sound fluency

• LNF = letter naming fluency

• PSF = phoneme segmentation fluency

• NWF = Nonsense word fluency

• DORF = DIBELS oral reading fluency

• Daze• WUF = Word Use

Fluency

The WUF measure is no longer part of the core DIBELS materials, but a revised version of WUF is available as an experimental measure from: http://dibels.org/.

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Foundational Skills and DIBELS Indicators

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Data about DIBELS

3rd Grade Spring DIBELS and 3rd Grade i-LEAP

225-342-3730

2007-2008 2008-2009 2009-20100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

88% 90% 90%

62%66% 66%

23% 25% 24%

Benchmark

Strategic

Intensive

SCHOOL YEAR

% B

asi

c an

d A

bove o

n E

LA

iLEA

P

3rd Grade Spring DIBELS and 4th Grade LEAP

2007-2008 2008-2009 2009-20100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

91% 89%92%

73%70%

75%

38%34%

40%

Benchmark

Strategic

Intensive

School Year

% B

asi

c an

d A

bove o

n E

LA

iL

EA

P

3rd Grade Spring DIBELS and 6th Grade i-LEAP

2007-2008 2008-2009 2009-20100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

88% 89% 89%

67%71%

66%

37%42% 41%

BenchmarkStrategicIntensive

School Year

% B

asi

c an

d A

bove o

n E

LA

iL

EA

P

2009-2010 End of 1st to End of 2nd Growth on DIBELS

2009-2010 INTENSIVE

End of 1st Grade

INTENSIVE STRATEGIC BENCHMARK

INTENSIVE

90% 8% 3%

2009-2010 STRATEGIC

End of 1st Grade

INTENSIVE STRATEGIC BENCHMARK

STRATEGIC

48% 34% 17%

2009-2010 BENCHMARK

End of 1st Grade

INTENSIVE STRATEGIC BENCHMARK

BENCHMARK

5% 20% 75%

KEYNO CHANGE

MOVED TO INTENSIVE

MOVED TO STRATEGIC

MOVED TO BENCHMARK

2009-2010 End of 1st to End of 3rd Growth on DIBELS

2009-2010 INTENSIVE

End of 1st Grade

INTENSIVE STRATEGIC BENCHMARK

INTENSIVE

74% 21% 5%

2009-2010 STRATEGIC

End of 1st Grade

INTENSIVE STRATEGIC BENCHMARK

STRATEGIC

31% 51% 18%

2009-2010 BENCHMARK

End of 1st Grade

INTENSIVE STRATEGIC BENCHMARK

BENCHMARK

4% 30% 67%

KEYNO CHANGE

MOVED TO INTENSIVE

MOVED TO STRATEGIC

MOVED TO BENCHMARK

Statewide End of Second Grade DIBELS Performance 2010-2011

LEVELNUMBER OF STUDENTS PERCENT

Intensive 13,521 27%

Strategic 10,505 21%

Benchmark 26,146 52%

What We Know…

• Students who perform benchmark are likely to pass and WE need to ensure students who perform at benchmark read every day to maintain skills

• If students are scoring strategic and intensive they are less likely to pass

• We have 48% or 24,000 students who entered 3rd grade this year that were performing strategic or intensive at the end of 2nd grade

• An effective RTI process needs to be in place this year for improving reading outcomes for these students

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Using DIBELS and RTI Process

Critical Elements of RTI

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• Effective instruction by the classroom teacher

• Universal screening of all students • Identification of students not making

progress• Intervention for students who need more

than general education instruction• Frequent progress monitoring of students receiving intervention• Use of data to adjust instruction

Data-Driven Model for RTI Decisions

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DM Step Decisions/Questions

Data

1. Identify Need Are there students who may need support? How many? Which students?

Screening (DIBELS Benchmark Data)

2. Plan & Implement Support

What level of support for which students?

Additional information as needed

3. Evaluate & Modify Support

Is the support effective for individual students?

Progress Monitoring data (DIBELS)

4. Evaluate Outcomes

As a school/district: How effective is our core (benchmark) support? Supplemental (strategic) support? Intervention (intensive) support?

Outcome Assessment information (DIBELS Benchmark Assessment)

Data-Driven Step

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DIBELS Data System

DIBELS Data System

The DIBELS Data System website includes helpful information on entering data and using reports, including:

• Data System Manual •Quick Start Guide

• Videos and Slides• Descriptions of reports and how to use them

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DIBELS Data System

• Go to the DIBELS website at

http://dibels.uoregon.edu

• Click Data System on the menu at the left of the

page

• Log in using the password given by the district

coordinator

• Follow instructions given in the DIBELS Data

System Manual

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Tips

Data entry:• Must include the identification number used to

report enrollment information as the primary or secondary identification number

• Usually is the child’s Social Security Number• Must include the child’s birth data• Must be checked for accuracy

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DIBELS Assessment

Schedule

Benchmark Assessment Schedule 2011-12

Fall 2011 Assessment• Begins 1 week after school’s start date • Continues for up to 15 school days• Data must be entered into the DIBELS Data System no later than

October 1, 2011

Winter 2011 Assessment• Begins 1 week after students return from holiday break• Continues for up to 15 school days• Data must be entered into the DIBELS Data system no later than

February 15, 2012

Spring 2012 Assessment• Begins 4 weeks before the students’ last day of school • Continues for up to 15 school days.• Data must be entered into the DIBELS Data System no later than June 8, 2012

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Questions?Questions?