DIBELS Pathways of Progress TM - Utah Education Association · 2018-12-15 · DIBELS ® Composite Score. Students who are at or above benchmark on the DIBELS ® Composite Score are

Sara WiebkeK-3 Literacy Specialist

Utah State Board of Education

DIBELS® Pathways of ProgressTM

Workshop

Pathways of ProgressTM 1DIBELS®, DIBELS Next®, DIBELS ADTM, and Pathways of ProgressTM are trademarks of Dynamic Measurement Group, Inc.

©2015, Dynamic Measurement Group

What is Pathways of Progress?

Pathways of Progress is a tool for:

(a) setting student progress monitoring goals (BOY)(b) evaluating student progress (MOY & EOY)(c) evaluating system level progress (MOY & EOY)

Pathways of ProgressTM depend on the level of initial skills.Emphasizes the outcome or the end point of the Pathways of ProgressTM. Pathways of ProgressTM provide a normative framework for comparison in setting goals and evaluating individual student progress.

Pathways of ProgressTM Logic

3

©2016 Dynamic Measurement Group

For individual students:(a) setting an ambitious, meaningful, attainable student

learning goal and an aim line for individual progress monitoring, and

(b) evaluating the progress the student is displaying. A normative reference in addition to benchmark goalsClarifies what rate of progress is typical, above typical, or well above typical; also below typical or well-below typical rates of progress

4


Pathways of ProgressTM Logic

Pathways of Progress in an Outcomes-Driven Model

5Pathways of ProgressTM

Outcomes Driven Model Steps:Identify need for support.Validate need for support.Plan and implement support. Evaluate and modify support.Review outcomes.

The purpose of Pathways of ProgressTM

is to assist in setting goals and evaluating progress.


Three Guiding Principles in Establishing Individual Student Learning Goals

•Meaningful. – Goals should support students to achieve meaningful outcomes or

increase the likelihood of achieving meaningful and important outcomes.

• Ambitious.– Above typical or well above typical progress are ambitious goals.– Typical progress may be sufficient for students who are at or

above benchmark– Typical progress may not be adequate for students who are likely

to need additional support to achieve benchmark goals. – Below typical or well below typical progress are just not very

ambitious.•Attainable.

– High in the well above typical range is probably not attainable.– Typical and above typical progress is readily attainable.– Well below typical and below typical progress may be attainable, but

are not ambitious or meaningful.Pathways of ProgressTM 6©2015, Dynamic Measurement Group

Considerations in Establishing Student Learning Goals

DIBELS Next informed considerations: What rate of progress is above typical progress

compared to other students with similar initial skills? What rate of progress is necessary to narrow the

achievement gap with students making adequate progress?

What rate of progress is necessary to achieve important benchmark goals.

What rate of progress is necessary to reduce risk and increase the odds of achieving subsequent goals.

7Pathways of ProgressTM ©2015, Dynamic Measurement Group

Considerations in Establishing Student Learning Goals

Other considerations: What rate of progress is possible with a very effective,

research based intervention? What resources are available to support instruction and

intervention? What is the student attendance pattern?


Pathways of ProgressTM Analysis

Pathways of ProgressTM depend on the level of initial skills.Emphasizes the outcome or the end point of the Pathway of ProgressTM. Pathways of ProgressTM provide a normative framework for comparison in setting goals and evaluating individual student progress.

80th percentile and above: Well Above Typical60th to 79th percentile: Above Typical40th to 59th percentile: Typical20th to 39th percentile: Below TypicalBelow 20th percentile: Well Below Typical

Pathways of ProgressTM 9©2015, Dynamic Measurement Group

Pathways of ProgressTM Descriptors


Student Growth Percentile Spline Quantile Regressions


Third

Gra

de E

nd o

f Yea

r D

OR

F W

ords

Cor

rect

Third Grade Beginning of Year DIBELS Composite Score

Based on 283,673students with beginning of year DIBELS Composite scores and end of year DORF Words Correct.


Third

Gra

de E

nd o

f Yea

r D

OR

F W

ords

Cor

rect

12

Third Grade Beginning of Year DIBELS Composite Score

Based on 283,673students with beginning of year DIBELS Composite scores and end of year DORF Words Correct.

Pathways of Progress:Spline Quantile Regressions

Pathways of ProgressTM

Well Below Typical Progress 0 – 78 at EOY

Above Typical Progress 98 – 108 at EOYWell Above Typical Progress 109 – max at EOY

Below Typical Progress 79 – 87 at EOYTypical Progress 88 – 97 at EOY

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Presentation Notes

2012-2013 DIBELSnet data for 2013-2015 Pathways of Progress files: 2013 PCRC 3rd DORF Pathways graph.pdf 2013 PCRC 3rd DORF Variance graph.pdf 2013 PCRC 3rd DORF Spline graph.pdf

mCLASS® Pathways of ProgressTM

Goal Setting Utility

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TabithaProgress Monitoring Goal


Highly Skilled Learners

Students who met the HSL criteria at the end of the year:• 69% earned scores at or above the 80th percentile the following year,• 70% met the Highly Skilled Learner criteria the following year,• 91% earned scores in the Above Benchmark range (60th percentile or higher) the following year, and• 99% earned scores in the At or Above Benchmark range the following year.Even if actual growth was below or well below typicalAssigned to Pathway 3 or higher for reporting

HSL and Goal Setting

Read the Graph Activity for Michelle

Review Michelle’s progress monitoring graph and answer the following questions:

1. At the beginning of the year, Michelle obtained how many Words Correct on DORF?_______

2. Each horizontal line on the graph corresponds approximately to how many Words Correct?__________

3. From the graph, the end of year benchmark goal for Words Correct is about ________

4. If Michelle makes typical progress her end of year skills will be__________________

5. Michelle's teacher would like to set a goal for Michelle to achieve the end of year benchmark goal for Words Correct by the second week of May. Which Pathway of Progress would Michelle need to follow to attain that goal?____________________

6. In Week 1 of February, Michelle obtained 60 Words Correct. Put her score in the Scores section and plot her score on the graph.

7. In Week 1 of February, what Pathway of Progress is Michelle following? __________


Pathways of ProgressTM 18

Sep Oct Nov Dec Jan Feb Mar Apr May

Michelle

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Plot your words correct goal and draw the aimline. What path does this put the student on? How would you check up on the student’s progress?



Michelle

43

1. At the beginning of the year, Michelle obtained how many Words Correct on DORF?_______43


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Michelle

43

2. Each line on the graph corresponds approximately to how many Words Correct?__________4


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Michelle

43

3. From the graph, the end of year benchmark goal for Words Correct is about ________87


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Michelle

43

4. If Michelle makes typical progress her end of year skills will be_______________________Below Benchmark


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Michelle

43

5. Michelle's teacher would like to set a goal for Michelle to achieve the end of year benchmark goal for Words Correct by the second week of May. Which Pathway of Progress would Michelle need to follow to attain that goal?________________________________________

Above Typical


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Michelle

43

6. In Week 1 of February, Michelle obtained 60 Words Correct. Put her score in the Scores section and plot her score on the graph.


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Michelle

43 60

7. In Week 1 of February, what Pathway of Progress is Michelle following? _______________Below Typical


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DIBELSnet® Pathways of ProgressTM

Goal Setting Utility


Tabitha


Establishing Goals for Students who are Likely to Need Support


Ambitious and Attainable Goals include:Well above typical progressAbove typical progressTypical progress, Below typical progress, Well below typical progress

Note: Consider the student’s BOY need for support.

Typical, below typical, and well below typical progress are

not very ambitious for students who are likely to need support. ©2015, Dynamic Measurement Group




Note: Consider the student’s BOY need for support.

Well above typical progress may not be attainable for students who are likely to

need support. This is an individual

professional judgment.





Note: Consider the student’s BOY need for support.• Above typical progress

Above typical progress is generally both attainable and

ambitious for students who are likely to need support.


Pathways of ProgressTM Based on DIBELS® Composite Score

Students who are at or above benchmark on the DIBELS® Composite Score are reading for meaning at an adequate rate and with a high degree of accuracy. DIBELS® Composite Score is the best single predictor of reading proficiency outcomes.Our goal is overall reading proficiency across the reading components.

Sometime just reading faster is not reading better.

Using the DIBELS Composite Score, we can use Pathways of Progress to establish an end of first grade goal in DORF Words Correct, for example.


Grade and Time of Year

DORF Words Correct

Predicting GRADE

Total

DIBELS Composite

Score Predicting GRADE

Total

Additional Variance Explained by DIBELS Composite

ScoreGrade 1 Middle of Year 0.64 0.70 8%Grade 1 End of Year 0.75 0.77 4%Grade 2 Beginning of Year 0.69 0.75 8%Grade 2 Middle of Year 0.76 0.80 5%Grade 2 End of Year 0.73 0.75 3%Grade 3 Beginning of Year 0.66 0.73 10%Grade 3 Middle of Year 0.67 0.78 15%Grade 3 End of Year 0.66 0.75 13%Grade 4 Beginning of Year 0.76 0.80 5%Grade 4 Middle of Year 0.76 0.80 6%Grade 4 End of Year 0.75 0.80 8%Grade 5 Beginning of Year 0.69 0.76 11%Grade 5 Middle of Year 0.64 0.76 17%Grade 5 End of Year 0.66 0.77 17%Grade 6 Beginning of Year 0.64 0.71 9%Grade 6 Middle of Year 0.59 0.68 12%Grade 6 End of Year 0.61 0.73 16%

Group Reading Assessment and

Diagnostic Evaluation

DIBELS Composite Score explains more variance in reading outcomes than DORF Words Correct alone. Median 9% more, range 3% to 17%.DORF Words Correct alone is good, DIBELS Composite Score is better.


Comparing Pathways of Progress Activity: Camilla and Flo

Camilla and Flo are in fourth grade. Both students obtained DORF Words Correct scores of 80. Review Camilla's and Flo’s beginning of year skills and a proposed end of year student goal.1. Identify the primary area of difficulty (i.e., meaning, rate, or

accuracy) that is the barrier to overall reading proficiency for Camilla. (3. Flo)

2. Specify an appropriate end of year goal for Camilla that will entail reading for meaning at an adequate rate with a high degree of accuracy and be meaningful, ambitious, and attainable. (4. Flo)

5. What would be our primary instructional focus for each student?

6. With a partner, explain why the DORF Words Correct pathways and our goal are much steeper for Flo than for Camilla.


Comparing Pathways of Progress for Camilla and Flo

Camilla:Initial Skills at Beginning of Year in Fourth Grade

205 DIBELS Composite Score80 DORF Words Correct96% DORF Accuracy10 DORF Retell1 Retell Quality of Response6 Daze Adjusted Score

Flo:Initial Skills at Beginning of Year in Fourth Grade

350 DIBELS Composite Score80 DORF Words Correct98% DORF Accuracy35 DORF Retell3 Retell Quality of Response24 Daze Adjusted Score


Comparing Pathways of Progress Activity

Our goal for both Camilla and Flo is to be a proficient reader meeting Common Core State Standards by reading for meaning at an adequate rate with a high degree of accuracy. 1 & 3 Identify the primary area of difficulty (i.e., meaning, rate, or accuracy) that is the barrier to overall reading proficiency for Camilla and Flo.


Component of proficient reading

Primary needfor Camilla

Primary needfor Flo

Reading for meaning

Reading at an adequate rateReading with a high degree of accuracy

Primary Need

Primary Need


Camilla:Above Typical Progress Goal


Camilla


Possible Fourth Grade Goal for Camilla

2. Specify an appropriate end of year goal for Camilla that will be meaningful, ambitious, and attainable:


By the end of the year, Camilla will read grade-level text orally at a rate of _____ or more words correct per minute, with at least ______ accuracy, and be able to talk about what she has read with at least _____ words relevant to the passage. She will read grade-level text silently for meaning with at least _______ Daze adjusted score.

11598%

40

24


FloTypical Progress Goal


Flo


Possible Fourth Grade Goal for Flo

4. Specify an appropriate end of year goal for Flo that will be meaningful, ambitious, and attainable:


By the end of the year, Flo will read grade-level text orally at a rate of _____ or more words correct per minute, with at least ______ accuracy, and be able to talk about what she has read with at least ____ words relevant to the passage. She will read grade-level text silently for meaning with at least _______ Daze adjusted score.

13999%

46

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5. Considering the primary difficulty experienced by Camilla and Flo, what would be our primary instructional focus for Camilla and Flo?


Student Primary instructional focus

Camilla Reading for meaning

Flo Reading at an adequate rate


Compare the DORF Words Correct Pathways of Progress and Goals



6. With a partner, explain why the DORF Words Correct pathways and our goal are much steeper for Flo than for Camilla.


The Pathways of Progress for Words Correct are much steeper for Flo than Camilla. The pathways are based upon the student’s beginning of year composite score. Camilla is likely to need intensive support, especially in reading for meaning on DORF Retell and Daze Adjusted Score. Flo is likely to need differentiated core support building reading at an adequate rate.


Third Grade Case Example: AlistairLikely to Need Intensive Support

Initial Skills at Beginning of Year in Third Grade

12 DIBELS Composite Score12 DORF Words Correct60% DORF Accuracy0 DORF Retell0 Daze

Establish a goal that ismeaningful: at or above benchmark or reduce riskattainable: typical or above typical progress is attainableambitious: Because Alistair is Well Below Benchmark at BOY, above typical progress or greater is appropriate




Well Below Typical

Below Typical

Typical

Well Above Typical

Alistair

Above Typical

12


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Presentation Notes

Case Study 3 - goal

Out of Level Progress Monitoring for Alistair

We recommend Benchmark assessment with grade-level text for Alistair. However, frequent progress monitoring in grade-level text is not recommended for Alistair.

Likely to be discouraging and unpleasant for Alistair and his interventionist.Likely to be insensitive to progress in essential skills that Alistair needs Unlikely to help the interventionist make instructional decisions.

DIBELS Survey will identify appropriate instructional level text, and appropriate out of level progress monitoring material.


Survey Level Assessment

Test each probe until you find the area the student is proficient/benchmark at

Target Skill and Progress Monitoring

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Presentation Notes

Handout: Survey Level Assessment Sheet Talk them through how you conduct a survey level assessment

DIBELS Survey® for Alistair


Testing began at

Level 3

Alistair – 3rd grade24212

Ms. HarveyBright Elementary

232027

88

10

352

111

74%

353741

632

253335

233

80%

101518

89

10

003

111

63% Well Below Benchmark on DORF Level 3Well Below Benchmark on DORF Level 2Below and Well Below Benchmark on DORF Level 1


DIBELS Survey® for Alistair


Testing began at

Level 3

Alistair – 3rd grade24212

Ms. HarveyBright Elementary

Suggested DIBELS Deep Starting Point: WRD Form 1

Well Below Benchmark on NWF CLS and WWR

232027

88

10

352

111

74%

353741

632

253335

233

80%

38 2

42 At or Above Benchmark on PSF

101518

89

10

003

111

63%

Suggested Out of Level Progress Monitoring using NWF CLS and WWR


Data-Based Decision Making

Follow up appointment Physician asks, “How are things going? Are you feeling

better?” Answers the question: is the intervention working Effect size of 0.90 (Hattie) Informs instruction, using the moving median of 3 Used in conjunction with Pathways of Progress The frequency of progress monitoring should match the

level of concern about the student’s skill development and need for support Recommended frequency:

well below benchmark – 1-2 weeks below benchmark - 2-4 weeks benchmark - 4-6 weeks

Note: Three passages are given for DORF during benchmark testing, but only ONE passage is used for progress monitoring. There are 20 PM forms for each measure. Be sure to use a different form each week.

Progress Monitoring

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Presentation Notes

First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) DIBELS Oral Reading Fluency (DORF) levels 1-6 DAZE levels 3-6 DAZE – once a month 3rd largest effect size out of 138 influences on student achievement Perspective – 1.0 is equivalent of 2-3 years progress


12/2


Alistair

NWF Out of Level Progress Monitoring for frequent assessment

with instructional level material




Well Below Typical

Below Typical

Typical

Well Above Typical

Alistair

Above Typical

12

Periodic checkups on progress using grade level material.


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Presentation Notes

Case Study 3 - goal

Balancing Timeliness, Confidence, Resources

Single progress monitoring pointMoving median of 3 most recent progress monitoring points.Benchmark assessment median of 3, mid yearMultiple passages within a few days.

Less Confidence

Greater Confidence

Greater Timeliness, Less Resources

Less Timeliness & More Resources

6/27/2015 ©2015, Dynamic Measurement Group, Inc.Pathways of ProgressTM 51

Pathways of ProgressTM52


Well Below Typical

Below Typical

Typical

Well Above Typical

Tabitha

Above Typical

65

Moving Median of the 3 most recent Progress Monitoring Points:

(1) DORF = 74, Pathway of Progress = 3,(2) DORF = 71, Pathway of Progress = 2,(3) DORF =68, Pathway of Progress = 1.

Median Pathway of Progress = 2.

74

7168


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Case Study 2



Well Below Typical

Below Typical

Typical

Well Above Typical

Tabitha

Above Typical

65

74

716872


(2) DORF = 71, Pathway of Progress = 2,(3) DORF = 68, Pathway of Progress = 1,(4) DORF = 72, Pathway of Progress = 2.



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Presentation Notes

Case Study 2

Changes in Intervention

If the student is not responding, ask questions:

Was intervention implemented with fidelity?Was intervention evidence-based?Does intervention match the student’s academic skill deficit?Does intensity of instruction match student needs?Duration/frequency?Group size?Motivation?Attendance of interventionist/student?Interventionist?



Well Below Typical

Below Typical

Typical

Well Above Typical

Tabitha

Above Typical

65

74

716872


(3) DORF = 68, Pathway of Progress = 1,(4) DORF = 72, Pathway of Progress = 2, (5) DORF = 81, Pathway of Progress = 4.


81©2015, Dynamic Measurement Group

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Presentation Notes

Case Study 2



Well Below Typical

Below Typical

Typical

Well Above Typical

Tabitha

Above Typical

65

74

716872


(4) DORF = 72, Pathway of Progress = 2, (5) DORF = 81, Pathway of Progress = 4.(6) DORF = 88, Pathway of Progress = 5.


81

88


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Presentation Notes

Case Study 2



Well Below Typical

Below Typical

Typical

Well Above Typical

Tabitha

Above Typical

65

74

716872


(5) DORF = 81, Pathway of Progress = 4.(6) DORF = 88, Pathway of Progress = 5.(7) DORF = 84, Pathway of Progress = 4.


81

8884

Moving Median of the 3 most recent Progress Monitoring Points provides a

good balance of timeliness, confidence, and resources for instructional decisions.

It also enable decisions about progress based on how the student is doing now.


Presenter

Presentation Notes

Case Study 2



Well Below Typical

Below Typical

Typical

Well Above Typical

Tabitha

Above Typical

65

Middle of Year Benchmark Assessmentbased on the median of 3 passages at one time. For example, middle of year median

DORF Words Correct on the Benchmark Assessment = 86.

Pathway of Progress = 4

(79, 92, 86)

The Middle of Year Benchmark Assessment provides a good

check-up on the progress of all students in the class.


Presenter

Presentation Notes

Case Study 2

Jaclyn Progress Monitoring Activity

Jaclyn has been receiving intervention support building word reading and decoding. Her word reading accuracy is now above 95%, and her interventionist is emphasizing building fluency while maintaining her accuracy and reading for meaning.

1. As of the 2nd week in January, what is Jaclyn’s current Pathway of Progress? ____________________

2. In the 3rd week in January, Jaclyn obtained a DORF Words Correct of 84. Plot the point on Jaclyn’s progress monitoring graph.

3. What is the Pathway of Progress for a score of 84 in the 3rd week of January?___________________

4. As of the 3rd week in January, what is Jaclyn’s current Pathway of Progress? ____________________







3. What is the Pathway of Progress for a score of 84 in the 3rd week of January?___________________



Pathway 4, Above Typical



84(4)

4. As of the 3rd week in January, what is Jaclyn’s current Pathway of Progress? ____________________Pathway 4, Above Typical






3. What is the Pathway of Progress for a score of 84 in the 3rd week of January?__________________






Pathway 5, Well Above Typical



Well Below Typical

Below Typical

Typical

Well Above Typical

Jeremy

Above Typical

65

Sometimes it’s not about reading skills; it’s about conditions or some other factor. If

student performance is all over the map, it is probably not appropriate to make any

statement about reading progress.

109

40

66

100

75

57

83

48

92


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Case Study 2

Good Progress Monitoring Decisions

Good progress monitoring decisions are ones that enable educators to improve outcomes for students. 1. Good decisions about progress provide timely

information to inform instruction. 2. Good decisions about progress are reasonably stable

and reliable. 3. Good decisions about progress provide instructionally

relevant information for individual students. 4. Good decisions about progress provide instructionally

relevant information at a systems level to inform classroom instruction.


Pathways of ProgressTM Classroom Report– Student-Level Analysis


School: Pierce ElementaryGrade: Fourth GradeYear: 2014-2015Class: Sullivan, B.

Pathways of Progress™ Report

Ashley, Brandon, and Colette have above benchmark initial skills and are making

adequate progress.


Presenter

Presentation Notes

When using Pathways of Progress Reports to evaluate individual student progress within classrooms, the Pathways are evaluated relative to typical progress for students with the same initial skill. We can describe the progress the student has made across the school year in this context. Evaluation of progress can be done at the student level and the classroom level. In the same report in Figure 4, the left-hand column of the report lists the student names. The columns to the right of the student names list the beginning-of-year score, end-of-year score, and the Pathway number for each measure given at that grade level. Scores are coded relative to their benchmark status: When interpreting the Pathways of Progress Report follow these steps: Review the Composite Score Pathway for each student 2. Review the component measure scores for each student. Consider the following when reviewing the Pathways of Progress Report: --Accuracy of scores --Highly Skilled Reader Criteria (on the Next Slide) Interpretation for individual students: Ashley, Brandon & Colette are students who began at/above BM on DCS and made at least Typical Progress over the year ending the year at/above BM on DCS and component measures. This pattern indicates instructional support that met their needs. Dillon also began and ended the year at/above BM on DCS but made Typical progress overall. His EOY DORF WC and Daze scores were not above BM and he made below typical progress in these areas. This pattern is of concern and should be examined further. Erin began the year below BM on DCS, made below typical progress and ended the year below benchmark on the DCS. Her EOY DORF Words Correct, Retell and Daze Adj scores indicate need for instructional support. This pattern suggests that the instructional support was either ineffective for Erin, or other factors prevented her from benefitting from instruction (e.g., high rates of absences). How can we take these data and summarize it for use as PART of the growth component in teacher evaluation?



Pathways of ProgressTM Classroom Report – Student-Level Analysis


Dillon also has above benchmark initial skills and overall is making adequate progress, but caution is warranted for

skills and progress in Words Correct and Daze.


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Pathways of ProgressTM Classroom Report – Student-Level Analysis


Erin has good reading accuracy, but overall reading proficiency is a concern, and she is

not making adequate progress.


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Pathways of ProgressTM Classroom Report – Classroom-Level Analysis


In this classroom, strong progress in word reading and decoding accuracy for students

who are below benchmark (pathways 3 & 4).


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Pathways of ProgressTM Classroom Report: Classroom-Level Analysis


Comprehension, being able to talk about what they have read, is a target of opportunity for 75% of students who

were below benchmark at the beginning of the year.


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Presentation Notes


mCLASS EOY Class Summary

Pathways of Progress Classroom Report Activity – Grade 1

Consider the Pathways of Progress Classroom Report for Ms. Burgess.1. Are there individual students whose progress you are

concerned about?2. As a whole classroom, are there any general patterns

of progress that might have implications for the system of instruction?


Pathways of Progress™ ReportSchool: Hunters Creek ElementaryGrade: First GradeYear: 2014-2015Class: Burgess, A.






In this classroom, progress in basic phonics skills is generally adequate (Pathways 3 – 5).





But, word reading and decoding of real words in connected text is a target of

opportunity for 40% of the class.


Pathways of ProgressTM

Conclusions and Big Ideas

Pathways of Progress inform meaningful, ambitious, and attainable goals.

Pathways of Progress enable individual goals taking into account the student’s level of initial skills.

Pathways of Progress enable goals that integrate reading for meaning, at an adequate rate, with a high degree of accuracy.

Pathways of Progress provide a highly reliable basis for evaluating progress balancing timeliness and confidence.


Documents

DIBELS Pathways of Progress TM - Utah Education Association · 2018-12-15 · DIBELS ® Composite Score. Students who are at or above benchmark on the DIBELS ® Composite Score are