Personalized Instruction: What’s DIBELS Got to Do With It? Presentation for DIBELS Literacy Summit 2013

Your Presenter: Dori Klar, M.Ed. Senior Education Consultant on assignment to DCPS Wireless Generation, part of Amplify Education, Inc.

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“So much data, so many students, so little time.”

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At the end of this session, participants will be able to:

• Use DIBELS data to drive instructional decision making.

• Flexibly group students for differentiated learning.

• Understand ways that technology can personalize instruction.

• Evaluate trends, identify needs, determine instructional effectiveness for groups and schools.

Objectives

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How can DIBELS data drive instructional decision making?

How can frequent monitoring towards a goal enhance differentiation?

Guiding Questions

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DIBELS Supports Differentiated Instruction

“Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.”

-Carol Ann Tomlinson

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Why Isn’t Gathering Data Alone Enough?

What?

So What?

Now What?

The data

How is the data relevant to my

teaching? Now that I understand the data, how do I use it to personalize and differentiate?

How can DIBELS guide personalized instruction?

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Professional Services District

Jimmy, Grade 1

Benchmark Probe Details

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Early Progress Monitoring

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Progress Monitoring Probe Details

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NWF PM Form 1 6 CLS 0 WWR NWF PM Form 2 7 CLS 0 WWR NWF PM Form 3 18 CLS 3 WWR

Progress in NWF-CLS (Letter-Sound Knowledge)

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September 6 – October 25

Progress in NWF-WWR (Blending)

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September 6 – October 25

BOY to MOY Progress in NWF-CLS

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September 6 – January 20

BOY to MOY Progress in NWF-WWR

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September 6 – January 20

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DIBELS shows us what to teach, to whom, and when. To reach all learners, we must use the data we have to create better outcomes for our students.

Frequent monitoring indicates how the options we’ve chosen for differentiating instruction are working.

Guiding Principles

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How can teachers group students for differentiated learning?

In what ways can technology personalize instruction?

Guiding Questions

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Use data to flexibly group to ease differentiation.

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image of teacher with small group of students

Grade 3 students can have a wide range of reading abilities. Form small groups using DIBELS data.

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Cortez Nunez Olayanju Calderon Padilla Cordon Lebron

Mansaray

Dickerson Daniels

Gotay Dordor Ferrazzano

Flori

Darosa

Rosales Sao

Echevarria Velasquez Robinson Garcia

Garcia

Disla De Los Santos

Professional Services District

Group by Two Key Skills

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Now What? Tool: Small Group Advisor

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Professional Services District Professional Services District

Students are now placed in groups according to Accuracy (horizontally) and Fluency (vertically). Students’ skills are closely aligned. Lesson planning is streamlined.

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Click on the Activities icon to get instructional activities tailored to the students’ needs.

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M C J D V P S L

A R

Flexible Grouping

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Student History

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Student: M C

Probe Details Now What? Tool: Item-Level Advisor

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How can schools evaluate trends, identify needs, and determine instructional effectiveness for groups and schools?

Guiding Questions

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Where do our students stand at BOY?

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Professional Services District Oakview School

Oakview School

Let’s dig deeper into Kindergarten

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Professional Services District Oakview School

Oakview School

Let’s look teacher by teacher in Kindergarten

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Professional Services District Oakview School 3 Teachers

Oakview School

Ms. Apple

Ms. Brady

Ms. Carrera

Start with Composite Scores

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Shackleford

Sessman

Foster

Ford

Ordonez

Fernandez

Ascencio

Mendez

Castro

Lopez

Mejia

Laroche

Jackson

Fernandes

Ramos

Calicio

Bautista Ms. Apple’s Kindergarten, BOY

Sort by measure to find areas where additional instruction and support is required.

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Cosme

Sierra

Ramos

Price

Ordonez

Fernandez

Ascencio

Mendez

Castro

Hernandez

Mejia

Laroche

Jackson

Fernandes

Ford

Calicio

Bautista

Benefits of grouping by individual skill

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Grouping by skill allows teacher to

address that these students are challenged

by first sound isolation.

Ordonez

Fernandez

Mendez

Mejia

Fernandes

Bautista

Review Individual Probes to form small groups

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Group Score criteria Instructional focus

Intensive 0 FSF Intensive phonemic awareness

Strategic A 1 < FSF > 9 mostly 1 point answers

Strategic phonemic awareness to isolate first phoneme away from subsequent groups of sounds.

Strategic B 1 < FSF > 9 mostly 2 point answers

Strategic phonemic awareness to isolate first phoneme faster and more frequently

Core FSF > 10 Phonemic awareness to segment all sounds (in preparation for PSF)

Probe Details for FSF

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This student was placed in the Core Group

Student K F

Teacher A

This student was placed in the Intensive Group

Student JH

Teacher A

Student KQ

This student was placed in the Strategic Group A

Teacher A

This student was placed in the Strategic Group B

Student J M L

Teacher A

Small groups meet in rotations for skills-based work

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Intensive Goal: identify phonemes in

spoken words (6 students)

Strategic A Goal: isolate first phoneme

(5 students)

Strategic B Goal: identify first phoneme

with speed (4 students)

Core Goal: segment all

phonemes (6 students)

Phonemic Awareness

Benefits of Progress Monitoring – Intensive

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BOY

MOY

Student in Intensive Group

Benefits of Progress Monitoring – Strategic

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BOY

MOY

Student in Strategic, Group A

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Kindergarteners gained in every classroom

Oakview School

Professional Services District Oakview School 3 Teachers

Ms. Apple

Ms. Brady

Ms. Carrera

Students in each status level showed gains

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Professional Services District Oakview School 3 Teachers

Oakview School

Apple, June

Brady, August

Carrera, April

Oakview Elementary

Ms. Apple Ms. Brady

Ms. Carrera

Wrapping up: What’s DIBELS got to do with it?

To differentiate instruction for many students with little time, use DIBELS data to:

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• Frequently evaluate progress

• Set goals

• Make instructional decisions

• Flexibly group

• Select appropriate learning activities

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Questions?

Contact me! Dori Klar dklar@wgen.net Call us: 800-823-1969, option 1 Visit us: www.wirelessgeneration.com Email us: info@wgen.net