DIBELS Data: From Dabbling to Digging Interpreting data for instructional decision-making

DIBELS Data: From Dabbling to Digging

Interpreting data for instructional decision-making

Literacy Coach’s FocusIn Data Analysis

ProgramEvaluation

Regrouping

Form needs-basedgroups for classroom

instruction

Assign children to interventions

To what extent is my program keepingBenchmark children at benchmark?

Choose instructional emphasis

To what extent is small-group workmoving strategic children to benchmark?

To what extent is my program movingIntensive children to benchmark?

To what extent are classroom effectsapparent?


Regrouping


instruction



Which DIBELS reportsshould I use?

Do you have curriculum materials to accomplish this?

Regrouping

Classroom-level reports that show benchmark, strategic, intensive categories

Class List Reports– Combined, weighted analyses of all subtests – Generic, categorical “instructional

recommendations” help you to form three basic groups in each classroom

Choices for Differentiation

Can I differentiate the pacing (by reviewing or previewing)?

Can I differentiate the scaffolding (by providing more or different types of practice and feedback)?

Can I differentiate the task (by using a supplemental or intensive curriculum)?

Can I differentiate the support (by providing more adult-directed time)?

Kindergarten Example

• 11 children at benchmark

• 10 children strategic

• 3 children intensive

Choosing instructional emphasis

Move forward in complexity

To what extent is ISF established?

To what extent is LNF established?

To what extent is PSF established?

To what extent is NWF established?

What is the most complex area that is mostly emerging or low risk?

Are there any outliers? Should you move them to the next group?

Instructional EmphasisBenchmark Strategic Intensive

Number (11) Number (10) Number (3)

Needs

PSF for some

Elkonin boxes with core vocab?

Spelling for sounds with core vocab?

Needs

LNF, PSF

LN review

Elkonin boxes with core vocab?

Needs

LNF, PSF

LN review

Segmentation exercises?

Supplemental program?

Considerations for Centers

• Strategic and intensive children are struggling with LNF– Computer station?– Letters for distributed practice at home?

• Only half the children are established with ISF; Only 5 children are low risk for PSF– Picture sorts– Pictures to say and spell

Whole Group

B1/B2 Comp Para Teacher

S1/S2 Teacher Phonics Para

I Para Teacher Comp

Whole Group

Plan for one current kindergarten group

How many groups are indicated in the data?

How will they rotate through small groups?

How many adults are available to provide instruction?

What instructional materials are most appropriate?

First Grade Example

4 children at Benchmark

6 children strategic

10 children intensive


Move forward in complexity

To what extent is PSF established?

To what extent is NWF established?

To what extent is ORF established?

What is the most complex area that is mostly emerging or low risk?

Are there any outliers? Should you move them to the next group?



Needs

None indicated on DIBELS!

Maintain pace with core; consider additional reading

Needs

ORF

Maintain pace with core;

Daily rereading of previously-taught text

Needs

NWF, ORF

Daily rereading of previously taught text

2 groups in BR intervention


• Fluency:– Paired rereading of old stories– Paired reading of additional texts (benchmark)

• Phonics:– Picture sorts, word sorts– Spelling for sounds

• Vocab/Comprehension:– Listening station

Whole Group Basal Shared Reading

B Phonics Fluency Comp Teacher

S Fluency Comp Teacher Phonics

I-1 Teacher Interv. Phonics Fluency

1-2 Interv. Teacher Fluency Comp

Whole Group Read Aloud

Second Grade Example





If at benchmark, move forward in complexityCan you use small group and centers time to develop language comprehension or strategic knowledge?

If below benchmark, move backwardDoes the child have adequate sight word

knowledge?Does the child have adequate decoding

knowledge?



Needs


Maintain pace with core; consider additional reading

Needs ORF


Daily rereading of previously-taught text; practice with HF words

Needs both word knowledge and fluency

Consider intervention?


• Fluency:– Assisted fluency work for intensive– Paired rereading of old stories for strategic– Paired reading of additional texts for benchmark

• Phonics:– First grade materials?– Intervention materials?– Practice with core vocabulary

• Vocab/Comprehension:– Listening station with retelling sheet (intensive)– Leveled books and expository texts with retelling

sheets (strategic and benchmark)


B1 Paired reading

Summary Listen Teacher

(alt)B2 Comp

S Phonics Fluency Teacher Comp

1-1 Teacher Interv Fluency Comp

1-2 Interv Teacher Comp Fluency


Third Grade Example




PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge



Needs



focus on comprehension

Needs ORF


Daily rereading of previously-taught text; practice with HF words

Needs both word knowledge and fluency

Consider intervention?


• Fluency:– Assisted fluency work for intensive– Paired rereading of old stories for strategic– Paired reading of additional texts for benchmark

• Phonics:– First grade materials?– Intervention materials?– Practice with core vocabulary

• Vocab/Comprehension:– Listening station with retelling sheet (intensive)– Leveled books and expository texts with retelling

sheets (strategic and benchmark)


B Paired Reading

Retelling Teacher

S Teacher Paired Reading Retelling

I Assisted

Fluency

Teacher

(Longer block)

Comp



Regrouping


instruction



Which DIBELS reportsshould I use?

Do you have curriculum materials to accomplish this?


ProgramEvaluation

Regrouping


instruction








ProgramEvaluation





Cross-Sectional Analysis

How well are the kindergarten children this year doing compared to last year?– Did they start out stronger or weaker?– Did they make more or less progress between

fall and winter?

And yes, these are different children, but the teachers are the same and the program is the same

For Kindergarten

Beginning of kindergarten status includes weighted combinations of measures

Middle kindergarten directs attention to initial sound fluency

End of kindergarten directs attention to phoneme segmentation fluency

*You have to look at your own data, considering all measures, to really evaluate your program

State K Cross-Section

Fall 2003 Winter 2004 Spring 2004

I

31%

S

43%

B

26%

I

30%

S

40%

B

30%

I

24%

S

34%

B

42%

Fall 2004 Winter 2005

(ISF)

Spring 2005

I

30%

S

42%

B

27%

I

15%

S

46%

B

38%

I S B

Your K Cross-Section


I S B I S B I S B


I S B I S B I S B

For first grade

Beginning of first grade status includes weighted combinations of measures

Middle first grade directs attention to nonsense word fluency

End of first grade directs attention to oral reading fluency

*You have to look at your own data, considering all measures, to really evaluate your program

State 1 Cross-Section


I

33%

S

32%

B

36%

I

32%

S

30%

B

39%

I

25%

S

30%

B

45%


(NWF)

Spring 2005

I

19%

S

29%

B

53%

I

13%

S

40%

B

48%

I S B

Your 1 Cross-Section


I S B I S B I S B


I S B I S B I S B

For Second Grade

Beginning of second grade status includes weighted combinations of measures

Middle second grade directs attention to oral reading fluency

End of second grade directs attention to oral reading fluency

*You have to use the cognitive model of assessment to interpret these data



I

27%

S

32%

B

42%

I

32%

S

18%

B

50%

I

38%

S

22%

B

40%


I

21%

S

32%

B

47%

I

22%

S

19%

B

59%

I S B



I S B I S B I S B


I S B I S B I S B

For Third Grade

Third grade data include only oral reading fluency

*You have to use the cognitive model of assessment to interpret these data



I

25%

S

31%

B

44%

I

33%

S

34%

B

33%

I

28%

S

40%

B

33%


I

26%

S

35%

B

40%

I

27%

S

31%

B

42%

I S B



I S B I S B I S B


I S B I S B I S B

Cohort Analysis

Given children’s experience at your school over time, to what extend is your instructional program actually accelerating literacy growth over time?

(and you are right when you say it’s not EXACTLY the same children if your population is highly transient)

State Cohort K-1


I

31%

S

43%

B

26%

I

30%

S

40%

B

30%

I

24%

S

34%

B

42%


(NWF)

Spring 2005

I

19%

S

29%

B

53%

I

13%

S

40%

B

48%

I S B

Your Cohort K-1


I S B I S B I S B


(NWF)

Spring 2005

I S B I S B I S B

State Cohort 1-2


I

33%

S

32%

B

36%

I

32%

S

30%

B

39%

I

25%

S

30%

B

45%


(ORF)

Spring 2005

I

21%

S

32%

B

47%

I

22%

S

19%

B

59%

I S B

Your Cohort 1-2


I

33%

S

32%

B

36%

I

32%

S

30%

B

39%

I

25%

S

30%

B

45%


(ORF)

Spring 2005

I S B I S B I S B

State Cohort 2-3


I

27%

S

32%

B

42%

I

32%

S

18%

B

50%

I

38%

S

22%

B

40%


I

26%

S

35%

B

39%

I

27%

S

31%

B

42%

I S B

Your Cohort 2-3


I

27%

S

32%

B

42%

I

32%

S

18%

B

50%

I

38%

S

22%

B

40%


I S B I S B I S B

Interpretation

• To what extent have you set and communicated the plan?

• To what extent are teachers understanding and implementing the curriculum?

• How are they using time?• How are they monitoring progress and adjusting

their instruction and groupings?• How well are they using intervention options?

If you’re not getting the results you want, you have to do something different.

Start with yourself

Work more closely with administration.

Spend more time in classrooms.

Focus your pd time on differentiation.

Next Steps

• Reflect on your one data; check on individual indicators in K and 1 to see if there are particular areas that are troublesome

• Find your most and least successful classrooms and observe so that you can learn about the curriculum and you can evaluate the effectiveness of your own professional support system

• Try something different

Documents

DIBELS Data: From Dabbling to Digging Interpreting data for instructional decision-making