Transcript Document

Using DIBELS Data to Inform
Instruction and Change Reading
Outcomes for Students
A Guide for Analysis and Goal Setting
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HELPFUL BACKGROUND
INFORMATION
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What are DIBELS?
Dynamic: measures change over time
 Indicators: indicate a child’s
performance and/or progress in
acquiring a larger literacy skill
 Basic: involve critical skills to reading
 Early: apply to early reading*
 Literacy: does not address other
subjects
 Skills: target key competencies for
learning to read
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Why use DIBELS?
DIBELS’ measures…
 identify students who are on track to
learn to read and students who are at
risk for reading difficulty
 monitor the progress of students
toward grade level benchmarks
 document the effectiveness of
classroom instruction and interventions
 document the overall effectiveness of
the reading program
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What are the key concepts behind
DIBELS?
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Based on the five big ideas of early literacy:
Phonemic awareness, Alphabetic principle,
Accuracy and Fluency, Vocabulary and
Comprehension
Assesses critical milestones along the way
to proficient reading
Performance on one measure is predictive
of performance on the next measure
Teachers can change reading outcomes by
increasing the odds that a child will read
proficiently by the end of grade three
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What do DIBELS assess?
BIG IDEA OF LITERACY
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Phonemic Awareness
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DIBELS MEASURE
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Initial Sound Fluency
Phoneme Segmentation
Fluency
Alphabetic Principle
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Nonsense Word Fluency
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Accuracy and Fluency with
Connected Text
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Oral Reading Fluency
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Vocabulary*
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Word Use Fluency*
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Comprehension*
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Retell Fluency*
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How do we use DIBELS data?
Identify which students need additional
support to “get on track”
 Match instructional resources to
student needs
 Learn which big ideas need more
instructional emphasis
 Group students for targeted instruction
 Identify pacing or curriculum
deficiencies
 Measure student progress toward the
next benchmark goal
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What do DIBELS reports provide?
(http://dibels.uoregon.edu)
Data and recommendations
that help teachers match
students with the instructional
support necessary to achieve
each step to reading
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•Class list reports show individual scores, DIBELS
percentiles, risk status for each measure and
instructional recommendations
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Summary of Effectiveness reports show which students
achieved or maintained the benchmark since the fall or
winter testing period
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Individual Student Performance Profiles –
each measure graphed over time
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SOME QUESTIONS TO CONSIDER
WHEN ANALYZING DIBELS DATA
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1. Is the individual student data
consistent with other assessment
findings (formal and informal)? If not,
why?
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2. Are my guided reading groups laser
focused on applying a newly learned
skill or strategy that leads to greater
independence for readers?
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3. Are my guided reading groups
equally rigorous?
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4. Am I implementing Open Court and
supplemental programs with fidelity
(the way they are intended)?
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5. Am I matching instructional
resources with student needs (for all
achievement levels)?
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6. Am I both challenging and
supporting all students to become
proficient readers?
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CHANGING READING OUTCOMES
MEANS PUTTING THE ODDS IN
EVERY CHILD’S FAVOR
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What do DIBELS risk categories
mean?
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Low risk (needs good teaching):
Student has met progressive benchmark
and is on track
80%-100% probability of reaching next
benchmark if no supplemental support is
given
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Some Risk (needs strategic support):
Student has low emerging skills,
making progress
50% probability of achieving next
benchmark goal if no supplemental
support is given
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At Risk (needs intensive support):
Seriously below progressive
benchmark
0% - 20% probability of reaching next
benchmark goal if no supplemental
support is given
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How do I support all my students?
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Benchmark Instruction – at grade level:
Provide Core Curriculum focused on Big
Ideas (Open Court Reading green and red
sections with fidelity)
Monitor progress three times per year with
DIBELS, ongoing within classroom
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Strategic Instructional Support – additional
intervention:
Provide extra practice, adaptations of core
curriculum; small group instruction with
supplementary program (“double dose” of
Open Court with more opportunities for
students to respond, Intervention lessons
from Open Court)
Monitor progress toward benchmark every
four weeks. Chart progress.
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Intensive Instructional Support – substantial
intervention:
Provide focused, explicit instruction with
supplementary intensive curriculum; small
group/individual instruction (“triple dose”of
Open Court skills OR approved
supplemental program for intervention such
as E.R.I., Read Naturally, SRA Decoding).
Monitor progress toward benchmark every
two weeks. Chart progress.
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How can support be structured?
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Increase TIME for instruction in identified
areas
Decrease SIZE OF GROUP to allow more
opportunities for students to respond and
more feedback from the teacher
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Change MATERIALS and/or TEACHING
STRATEGIES to meet specific needs
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Change GROUP ASSIGNMENTS whenever
indicated by student need
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DIBELS DATA RECAP
Identifies students at risk
 Indicates which critical skills of
beginning reading are below the
benchmark
 Helps guide efficient and effective
grouping structures
 Informs differentiated instruction
for individuals and groups
 Allows us to monitor student
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When we focus reading
instruction on the bulls eye, we
can change reading outcomes for
students. DIBELS measures
sharpen our view so everyone
can win!
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Where can you learn more about
assessment and early literacy?
http://dibels.uoregon.edu
 http://www.dynamicmeasurement.org
 http://reading.uoregon.edu
 I’ve DIBEL’d, Now What? Designing
Interventions with DIBELS Data by
Susan L. Hall, published by Sopris
West
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