Instruction GoalsAssessment For Each Student For All Students Overview of Advanced DIBELS Applications Institute on Beginning Reading II

Instruction

GoalsAssessment

For Each

Student

For All Students

Overview of Advanced DIBELS Overview of Advanced DIBELS

ApplicationsApplications

Institute on Beginning Reading IIInstitute on Beginning Reading II

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AcknowledgmentsAcknowledgments

Oregon Department of Education

Institute for the Development of Educational

Achievement, College of Education, University

of Oregon

U.S. Department of Education,

Office of Special Education Programs

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Content DevelopmentContent Development

Content developed by:Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of

EducationUniversity of Oregon University of Oregon

Beth Harn, Ph.D. Michael D. Coyne, Ph. D. University of Oregon University of Connecticut

David Chard, Ph. D.University of Oregon

Additional support:

Patrick Kennedy-PaineKatie Tate Nicole Sherman-Brewer University of Oregon Oregon Reading First

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CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Edward J.

Kame’enui or Dr. Deborah C. Simmons.

Selected slides were reproduced from

other sources and original references cited.

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Schoolwide:

Each & All

Prevention Oriented Scientifically

Based

Results Focused

IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice

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Ongoing Progress Monitoring and Differentiated and

Individualized Instruction for Each Student

A Schoolwide Beginning Reading A Schoolwide Beginning Reading ModelModel

For Each Student

Instruction

GoalsAssessment

For All Students

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Today’s Focus

1. Goals: What outcomes do we want for our students in our state, district, and schools?

2. Knowledge: What do we know and what guidance can we gain from scientifically based reading research?

3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?

5. Core Instruction: What are the critical components that need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

IBR Guiding QuestionsIBR Guiding Questions

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The goals and objectives of today’s session:

1. Identify the types DIBELS reports that show the

relationship between skills and cross-year student

and school level performance.

2. Interpret reports to improve instructional decision

making.

3. Demonstrate how to use the individual progress

monitoring function on DIBELS Web.

Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do

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Schoolwide Quarterly Benchmark Assessment Enables Regular Opportunities to Evaluate Progress:

School & class level How is our reading program meeting the

needs of all students? Individual student level

How is our reading program meeting the needs of each student?

DIBELS Web Progress monitoring capability

On Going Progress MonitoringOn Going Progress Monitoring

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On Going Progress MonitoringOn Going Progress Monitoring

School & Class level

How is our reading program meeting the needs of all students?

Cross-year progress on the same skill (e.g., phonological awareness)

Cross-year progress on different skills (e.g. alphabetic principle and fluency with connected text reading)

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All reports can be accessed or generated at http://dibels.uoregon.edu/

Advanced DIBELS Reports

Scatterplots

Cross-Year Box Plot

Summary Report

Class Progress Summary

Summary of Effectiveness

Types of Reports Available for Types of Reports Available for Interpreting DIBELS DataInterpreting DIBELS Data

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Enter/Edit Data

View/Create Reports

InterpretReports

Administrative Menu

MigrateStudents

System Status

FAQ

ManualContact

Information

DIBELS WebDIBELS Web

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The DIBELS reports used to evaluate progress on a specific skill across a school year are:

Box Plots (within and across years)

Summary of Effectiveness

Cross Year Progress on the Same Skill Cross Year Progress on the Same Skill

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Cross Year Progress on the Same SkillCross Year Progress on the Same Skill

Box Plot for a School’s Initial Sounds Fluency Performance for the Year

This school’s kindergarten reading program is not meeting the needs of the lower 50% of their students

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Box Plot for 1st Grade Nonsense Word Fluency Performance

The majority of 1st graders established skills by the end of the year.

To end grade one as a reader, students need to meet the goal on NWF by

mid year.

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Same School’s Box Plot for 1st Grade Oral Reading Fluency Performance

This School’s Mid-Year Performance on NWF Predicted that the Majority of Students Would Not

Be Reading.

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Box Plot for 2nd Grade Oral Reading Fluency Performance

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So Are We Doing Better than Last Year?Cross Year Box Plot for 2nd Grade Oral Reading Fluency Performance

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Summary of Effectiveness Reports: Provides

results of how students with different instructional

needs (e.g., benchmark, strategic, and intensive)

performed on the same measure at two points in

time.

Reports can be generated for the school or by

classroom.

Can be used to evaluate the effectiveness of

additional support/intervention services.

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Beginning Middle Beginning Middle Beginning Middle

ISF ISF ISF ISF ISF ISF

Score Score Score Score Score Score Justice 42 40 X Daniel 7 44 X Jo 0 9 David 13 24 Mary 23 22 Ross 5 5

Anastasia 25 47 X Damon 14 21Jaycob 8 21 Eboni 18 37 XGregory 19 29 X Laura 14 23Lucas 23 25 X Jakeb 6 15Candy 17 22 Rachel 5 26 XTorry 15 26 X Melissa 8 19

Rachel 19 30 X Abbi 32 44 X

Count: 6 / 9 Count: 4 / 9 Count: 0 / 2Percent: 67% Percent: 44% Percent: 0%

Check if Reached

Benchmark of 25

Check if Reached

Benchmark of 25

Effectiveness of Core Curriculum Effectiveness of Strategic Support Program Effectiveness of Intensive Support ProgramStudents In Benchmark

Range

Students in Strategic

Range

Students in Intensive

Range

Check if Reached

Benchmark of 25

Summary of Effectiveness Report for Beginning of Kindergarten

In this classroom, the current program is enabling half of the students to reach mid-year benchmark goals.

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NWF NWF NWF NWF NWF NWF

Score Score

Check if Reached

Benchmark of 50 Score Score

Check if Reached


Check if Reached

Benchmark of 50

Nick 58 105 X Mollie 30 70 X Joey 9 22Brooke 31 75 X Brett 25 83 X Ethan 6 59 XSuzy 65 148 X Eboni 19 59 X Marlee 0 60 XAlex 40 71 X Joshua 18 55 X Tom 6 19Kyle 76 111 X Ashley 23 42 Neftali 10 41Antonio 33 65 X Kyle 18 56 X Frank 5 22Rachel 27 61 X Melissa 29 22 Justin 3 67 X

Missy 12 34


Effectiveness of Core Curriculum Effectiveness of Strategic Support Program Effectiveness of Intensive Support Program

Students in Strategic Range

Students in

Strategic Range

Students in

Intensive Range

Summary of Effectiveness Report for Beginning of First Grade

In this classroom, the current program is enabling the majority of students to reach mid-year benchmark goals.

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ORF ORF ORF ORF ORF ORF

Score Score

Check if Reached


Check if Reached


Check if Reached

Benchmark of 68

Conor 54 86 X Ken 26 28 Frank 22 40 Alex 85 118 X Jeri 34 67 Kirsten 19 57Terry 51 81 X Dan 35 61 Tim 6 18Alex 72 130 X Jaclyn 31 55 Josh 7 16

Stephani 59 96 X Tom 40 79 X Mike 9 23Van 85 98 X Chelsea 36 67 Alex 17 25

Julina 77 94 X Hali 35 58 Aron 24 43Jamie 59 92 X

Liz 80 117 XEmily 59 98 XBlair 49 83 X


Effectiveness of Core Curriculum Effectiveness of Strategic Support Program Effectiveness of Intensive Support Program

Students in Benchmark

Range

Students in Strategic

Range

Students in Intensive

Range

Summary of Effectiveness Report for Beginning of 2nd Grade

This classroom is meeting the needs of the students requiring benchmark instruction.

How would you characterize the school’s instructional support services for students needing strategic or intensive support?

Strong Medium Weak

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Cross Year Progress on Across SkillsCross Year Progress on Across Skills

The DIBELS measures assess the “stepping stones to literacy” to determine if students are on-track to becoming proficient readers. The reports displaying the relationship across measures include: Scatterplots

Summary Reports

Class Progress Summary

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Cross Year Progress on Different SkillsCross Year Progress on Different Skills

Scatterplots provide school level information between measures: The relation of PSF to NWF in 1st Grade.

Students who met beginning and mid-year goals on

DIBELS: 67%

Students who were intensive at the beginning that met mid-year goal: 25%

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Relation between NWF and ORF in 1st Grade: At this school 89% of students on-track at mid-year ended the year as readers.

Circle the 4 students who had established skills on NWF but did not meet ORF goal.

Circle the 1 student who had deficient skills on NWF but reached the

ORF goal.

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Summary Reports provide school level performance for the year across all measures. Example of

a First Grade Summary Report

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The Class Progress Summary report provides class level performance across all measures administered across a school year.

ISF LNF ISF LNF PSF NWF LNF PSF NWFRoth 0 0 0 0 0 0 1 8 4 Intensive - Needs Substantial InterventionBrock 7 1 14 5 4 0 16 17 18 Intensive - Needs Substantial InterventionHayden 0 2 35 25 66 20 33 42 26 Benchmark - At Grade LevelCaroline 15 2 20 9 17 3 35 42 28 Benchmark - At Grade Level Evan 28 3 33 36 54 23 33 48 36 Benchmark - At Grade Level Stephen 0 6 22 33 33 22 49 48 41 Benchmark - At Grade Level Emilie 45 24 64 50 54 39 57 52 58 Benchmark - At Grade Level Erin 16 18 60 39 65 24 62 52 46 Benchmark - At Grade LevelCourtney 30 25 32 43 52 28 53 58 36 Benchmark - At Grade LevelTatiana 28 29 38 22 55 19 38 60 42 Benchmark - At Grade LevelDajmek 12 26 56 49 73 29 59 60 37 Benchmark - At Grade LevelCaleb 11 3 20 18 26 14 43 61 43 Benchmark - At Grade Level

Instructional RecommendationsNameSeptember January May

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DIBELS Web is capable of monitoring progress of students receiving additional services/intervention as often as once a week.

Enables schools to be more responsive to student performance.

Monitoring the Effectiveness of Monitoring the Effectiveness of InterventionsInterventions

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Using DIBELS Web for Progress Using DIBELS Web for Progress MonitoringMonitoring

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Identify students receiving additional support and progress monitoring.


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Enter progress monitoring data


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Goal LineBenchmark Goal

Student Performance

How is this 1st grader responding to the intervention?

More than 3 points under goal line is predictive of not meeting the benchmark


Evaluating student’s response to intervention

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Evaluating student’s response to intervention What is the likelihood of this student meeting the end-of-

year goal if her response continues?High Medium Low

Consistent ORF scores above goal line

Maria’s ORF Progress


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Evaluating student’s response to intervention What is the likelihood of this student meeting the end-of-

year goal if his response continues?High Medium Low

Inconsistent ORF scores above goal line

Tom’s ORF Progress


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DIBELS data can be used to evaluate the effectiveness of our efforts at the:

School-level

Grade-level

Class-level

Student-level

To provide schools the timely information they need in their efforts to get all children to be readers by grade 3.

Using Data to Evaluate A School’s Using Data to Evaluate A School’s Reading ProgramReading Program

Documents

Instruction GoalsAssessment For Each Student For All Students Overview of Advanced DIBELS Applications Institute on Beginning Reading II