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DIBELS: Doing it Right
–
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
2
DynamicIndicators ofBasicEarlyLiteracySkills
3
Foundational Literacy Skills
• Phonemic Awareness• Alphabetic Principle and Phonics• Accurate and Fluent Reading• Comprehension• Vocabulary
4
5
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.
6
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/.
8
Foundational Skills and DIBELS Indicators
9
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
17
Using DIBELS and RTI Process
Critical Elements of RTI
18
• 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
19
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
20
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
21
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
22
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
23
24
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
26
Questions?Questions?