1 Module 2 Using DIBELS Next Data: Identifying and Validating Need for Support

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Module 2

Using DIBELS Next Data: Identifying and Validating

Need for Support

Objectives

Understand how to interpret and use DIBELS data to identify and validate need for support

Systems level

School or District Overview Report

Student level

Classroom Reports

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Outcomes-Driven Model

Steps 1 & 2: Identify and Validate

Need for Support

ODM Step 1. Identify Need for Support

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ODM StepODM Step Question(s)Question(s) DataData

1. Identify Need for Support

System: Are there students who may need support? How many students may need support?

Student: Which students may need support?

School or District Overview, Box Plot, Histogram, District Norms

Classroom, Group or Grade-Level Report, Student Benchmark Assessment History

2. Validate Need for Support

System: Are we confident in the accuracy of our data overall?

Student: Are we confident that the identified students need support?

School or District Overview, Box Plot, Histogram


3. Plan and Implement Support

System: What is our system-wide plan for support? What changes are needed in the plan to address the identified system needs? What are our system goals?

Student: What is the plan of support for each student, including goals and progress monitoring plan?


Student booklets, additional diagnostic assessment, Initial Grouping Suggestions

4. Evaluate and Modify Support

System: Are the majority of students making adequate progress? Are we making progress toward system goals?

Student: Is the support effective for individual students?

School or District Overview, Box Plot, Histogram, Status Report, Effectiveness of Instructional Support Levels

Student Progress Monitoring Report

5. Review Outcomes

System: What proportion of students have met benchmark goals? Have we met our system-wide goal?

Student: Have individual students met their goals?


Effectiveness of Instructional Support Levels, Multi-Year Percent at Benchmark, Status Report


Step 1: Identify Need for Support: Overview

Systems Level

Is the system of support generally effective tosupport most students to reach reading outcomes?

Determined by percent of students who reach benchmark goals

If a large proportion of students score below the benchmark, system-level support may be necessary

Student Level

Is the student likely to need more or different instruction to reach reading outcomes?

Determined by each student’s score relative to benchmark goals

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Are There Students Who Need Instructional Support?

School or District Overview Report

Summarizes percent of students whose scores fall at/above, below, or well below the benchmark goal

Includes all of the measures used in that grade at that time of the year

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Sample School Overview Report

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Sample School Overview ReportFall of 1st Grade – Happy Valley School

Sample School Overview Report

Start with the Composite Score; it is the best overall predictor of outcomes.

In terms of overall early literacy skills, are most students on track to achieve literacy outcomes?

Approximately how many students may need additional instructional support?

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Are There 1st Graders Who Need Support at Happy Valley School?

In terms of overall early literacy skills, 56% of students have scores at/above the benchmark on the composite score at the beginning of first grade.

Approximately 44% of students may need additional instructional support.

Of these, 15% may need strategic support; 29% may need intensive support.

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On Which Basic Early Literacy Skill(s) Might Students Need Support?


40% of students may need support in acquiring phonemic awareness skills (% below and well below benchmark on PSF).

Of these, 8% of students have scores below the cut point and may need intensive support.

42% of students may need support in learning/becoming fluent in applying knowledge of letter sounds (% below and well below benchmark on NWF-CLS).

Of these, 14% of students have scores below the cut point and may need intensive support.

35% of students may need support in applying knowledge of letter sounds in fluently blending/decoding unknown words (% below and well below benchmark on NWF-WWR).

No cut point for risk at this benchmark period. 12

Are There Students Who Need Instructional Support?

Is the next step to analyze and improve core reading instruction at Tier 1 or to plan Tier 2?

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Overall, too many 1st graders are not on track

35-42% of students are not on track, which is not a reasonable percent for which to plan Tier 2 supports

On which skills will students need support in Tier 1?

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Sample School Overview ReportFall of 4th Grade – Happy Valley School

Sample School Overview ReportFall of 4th Grade

Composite Score is the best overall predictor of outcomes.

In terms of overall reading skills, are most students on track to achieve reading outcomes? Approximately how many students may need additional instructional support?

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*Percents rounded to nearest whole number

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Are There 4th Graders Who Need Support at Happy Valley School?

In terms of overall early literacy skills, 66% of students have scores at/above the benchmark on the composite score at the beginning of first grade.

Approximately 34% of students may need additional instructional support.

Of these, 13% may need strategic support; 21% may need intensive support.

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Accurate, fluent, reading for meaning

36% of students may need additional instructional support in accurate reading of connected text (% below and well below benchmark on Accuracy).*

44% of students may need additional instructional support in fluent reading of connected text (% below and well below benchmark on WC).*

34-44% of students may need additional instructional support in reading comprehension (% below and well below benchmark on Composite Score, WC, Retell and/or Daze).*

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* Note: These may not be the same students; it is important to use each student’s specific scores and pattern of scores across measures to make individual instructional decisions.

Small Group Activity: Identify Need for Support at the System Level

Divide into groups of 2-3

Use your school’s data to respond to the following questions. If you do not have your own data, select either First Grade or Fourth Grade at Sunset School.

Summarize what the data indicate about need for support at the systems level. On which basic early literacy skills might students need support?

What are the implications for curriculum and instruction for students in first and fourth grade at the beginning of the school year?

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Small Group Activity: School OverviewSunset School – First Grade BOY

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Small Group ActivitySunset School – First Grade BOY

In terms of overall early literacy skills, are most students at the beginning of first grade on track to achieve literacy outcomes? Approximately how many students may need additional instructional support?

In terms of overall early literacy skills, % of students have scores at or above the benchmark for the Composite Score and are on track to achieve subsequent reading outcomes.

% of the first graders may need instructional support to achieve future reading outcomes.

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On which basic early literacy skills might students need support?

50% of students may need additional instructional support in acquiring phonemic awareness skills(% below and well below benchmark on PSF).

40% of students may need support in learning/becoming fluent in applying knowledge of letter sounds (% below and well below benchmark on NWF CLS).

52% of students may need support in applying knowledge of letter sounds in fluently blending/decoding unknown words (% below Benchmark on NWF WWR).


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What are the implications for curriculum and instruction?

Need for strong core program in phonemic awareness/basic phonics, differentiated instruction

Small Group Activity: School OverviewSunset School – Fourth Grade BOY

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Small Group Activity – Fourth Grade

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In terms of overall reading skill, are most students at the beginning of fourth grade on track to achieve reading outcomes? Approximately how many students may need additional instructional support?

In terms of overall reading skill, 65% of students have scores at or above the benchmark for the Composite Score and are on track to achieve subsequent reading outcomes.

36% of the fourth grade students may need instructional support to achieve future reading outcomes.


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On which basic early literacy skills might students need support?

37% of students may need additional instructional support in accurate reading of connected text (% below and well below benchmark on Accuracy).*

37% of students may need additional instructional support in fluent reading of connected text (% below and well below benchmark on WC).*

25-55% of students may need additional instructional support in reading comprehension (% below and well below benchmark on Composite Score, WC, Retell and/or Daze).*

* Note: These may not be the same students; it is important to use each student’s specific scores and pattern of scores across measures to make individual instructional decisions.


What are the implications for curriculum and instruction?

•Differentiated small group instruction in advanced phonics and reading comprehension

•Differentiation of text that students are asked to read for comprehension

•Daily fluency practice for all students in text that students can read accurately

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Identify Need for Support at the System Level: Summary

The system is the context. An effective system of support is critical to effective implementation of DIBELS®.

Percent of students who need support determines next steps

If more than 20% of students may need additional support to achieve goals, an important first step is to analyze core curriculum and instruction (Tier 1).

How could core instruction be more effective and better matched to the needs of the students in each grade?

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ODM Step 2: Validate Need for Support

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5. Review Outcomes






ODM Step 2: Validate Need for SupportSystem Level

Before moving forward to plan instruction, scan the system level data:

Are we reasonably confident that the data were collected accurately?

Did all assessors receive adequate training and practice?

Did we conduct accuracy checks and/or shadow scoring?

Are there inconsistencies in the pattern of data?

What data can you use?

• Assessment Accuracy Checklists

• Shadow Scoring Documentation30

Assessment Accuracy ChecklistsDIBELS Next Assessment Manual

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Look for Patterns in the Data

Data of one grade does not fit the pattern of other grades in the school.

Data of one classroom does not fit the pattern of other classrooms at that grade.

Data collected by one assessor does not fit the pattern of that collected by the rest of the team.

Data on a measure does not fit the pattern of data on other measures at the grade level at that time.

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ODM Step 1. Identify Need for Support

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5. Review Outcomes






Step 1: Identify Need for SupportStudent Level

Which Students May Need Support?

The Classroom or Instructional Group Report provides information on individual students at a given assessment period. The Classroom Report includes all the students from one class.

The Classroom Report shows:

The student’s score on each measure and on the DIBELS Next® composite.

The likely need for support category (i.e., Needs Core, Strategic, or Intensive Support) for the student’s score on each measure and on the composite.

Percentile ranks for the student’s score on each measure to show the student's performance in relation to all participating students in the district.

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Sample Classroom ReportBeginning of First Grade

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Which Students Need Support?

Which students are below or well below the benchmark goal for the DIBELS® Composite Score?

Which students are below or well below the benchmark goal on one or more of the DIBELS Next® measures given at this time of the year?

Are there any otherstudents you areconcerned about(e.g., childrenjust above thecutoff, childrenwho performinconsistentlyin class)?

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Sample Classroom ReportLakeside School – First Grade BOY

Which students score below or well below the benchmark on the Composite?

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Which students score below or well below the benchmark goal on one

or more of the DIBELS Next®

measures given at this time of the year?

Wireless Generation mCLASS:DIBELS Sample Classroom Report

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ODM Step 2: Validate Need for Support

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5. Review Outcomes






Validate Need for Support at theStudent Level

What do you need to know?

Are we reasonably confident the studentneeds instructional support?

Rule out easy reasons for unexpected performance: bad day, confused on directions or task, ill, shy, or error in assessment administration

What data can you use?

Any additional available assessment data

Repeat DIBELS Next®assessments using progress

monitoring booklets.

General guideline: At least 2 more times, not on the same day but within 1 week

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Are We Confident the Student Needs Additional Instructional Support?

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Validate Need for Support

Verify need for instructional support by retesting with alternate forms until we are reasonably confident.

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Luke

Davis

Happy Valley

24114

Sept66

108,105

BOY Cut Point

BOY Benchmark

Validate Need for Support

Verify need for instructional support by retesting with alternate forms until we are reasonably confident.

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Miriam

Davis

Happy Valley

24125

Sept68

65,60

BOY Cut Point

BOY Benchmark

What is the Next Step?

What decisions have we made?

Identified and validated need for support at a systems level

Identified and validated need for support for individual students

What do we do next?

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Documents

1 Module 2 Using DIBELS Next Data: Identifying and Validating Need for Support