INTERPRETING AND USING DIBELS NEXT DATA PRESENTED BY APRIL KELLEY
Feb 14, 2016
INTERPRETING AND USING DIBELS NEXT DATAPRESENTED BY APRIL KELLEY
INTRODUCTIONS – THAT’S MEI’ve used DIBELS for
• 1-3 years• 3-5 years• 5+ years
I know how to give the assessmentI know how to read the reports I know how to use the results to change my instruction
SEASONAL PARTNERS
ESSENTIAL QUESTIONS•What questions do we have about giving the assessment?
•How do we use DIBELS with an outcomes-driven model?
• Identify Need• Validate Support• Plan Support• Evaluate Support• Evaluate Outcomes
WHAT DO YOU LIKE ABOUT MCLASS?
WHAT LOGISTICAL QUESTIONS DO YOU HAVE ABOUT ADMINISTERING DIBELS NEXT?
DIBELS NEXT & THE BIG 5PUZZLE ACTIVITY
DIBELS Next Measure Big 5 Idea in Reading
First Sound Fluency & Phoneme Segmentation Fluency
Phonemic Awareness
Nonsense Word Fluency -Correct Letter Sounds -Whole Words Read
Basic Phonics Skills
Oral Reading Fluency -Accuracy
Advanced Phonics
Oral Reading Fluency -Accuracy -Correct Words/Minute
Fluency
Oral Reading Fluency -Correct Words/Minute -Retell -Retell QualityDAZE
Comprehension
GENERAL REPORTING FEATURESVIDEO
EXPLORE SCAVENGER HUNTASK APRIL IF YOU GET STUMPED
HOW DO WE USE DIBELS WITH AN OUTCOMES-DRIVEN MODEL?
Identify the Need for Support
Validate the Need for Support
Plan Support
Evaluate Effectiveness of Support
Review Outcomes
Implement Support
Benchmark Assessment
Progress Monitoring
Benchmark Assessment
OUTCOMES-DRIVEN MODELStep Questions DataIdentify Need
Are there students who may need support? How many? Which students?
Benchmark data: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Growth this Year, Finding Students in Need, Seeing Achievement Gaps
Validate Need
Are we confident that the indentified students need support?
Benchmark data and additional information: Repeat assessment, use additional data, knowledge of/information about student
Plan Support
What level of support for which students? How to group students? What goals, specific skills, curriculum/program, instructional strategies?
Benchmark data and additional information: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Finding Students in Need, Seeing Achievement Gaps
Evaluate Support
Is the support effective for individual students?
Progress monitoring data: DIBELS Effectiveness Formula, Your Students’ Instructional Recommendations
Evaluate Outcomes
As a school/district: How effectives is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?
Benchmark data: Your students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Growth this Year, DIBELS Effectiveness Formula, Seeing Achievement Gaps
REPORTS(TO HELP IDENTIFY STUDENT NEEDS)…• Your Students’ Instructional
Recommendations• DIBELS Next Measure Breakdown• Growth this Year• Finding Students in Need• Seeing Achievement Gaps
PROCESSING TIMELook at some of these reports and take 10 min. to analyze your data• What do we know from the
data?• Which students may need
additional support?
OUTCOMES-DRIVEN MODELStep Questions DataIdentify Need
Are there students who may need support? How many? Which students?
Benchmark data: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Growth this Year, Finding Students in Need, Seeing Achievement Gaps
Validate Need
Are we confident that the indentified students need support?
Benchmark data and additional information: Repeat assessment, use additional data, knowledge of/information about student
Plan Support
What level of support for which students? How to group students? What goals, specific skills, curriculum/program, instructional strategies?
Benchmark data and additional information: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, , Finding Students in Need, Seeing Achievement Gaps
Evaluate Support
Is the support effective for individual students?
Progress monitoring data: DIBELS Effectiveness Formula, Your Students’ Instructional Recommendations
Evaluate Outcomes
As a school/district: How effectives is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?
Benchmark data: Your students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Growth this Year, DIBELS Effectiveness Formula, Seeing Achievement Gaps
VALIDATE THE NEED FOR SUPPORTAre we reasonably confident the student needs instructional support?
• Rule out any reasons for poor performance such as bad day, confused on directions, ill, shy, etc.
What data can you use?• Repeat assessments using progress monitoring
probes• At least 2 more times, not on same day but
within 1 week
OUTCOMES-DRIVEN MODELStep Questions DataIdentify Need
Are there students who may need support? How many? Which students?
Benchmark data: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Growth this Year, Finding Students in Need, Seeing Achievement Gaps
Validate Need
Are we confident that the indentified students need support?
Benchmark data and additional information: Repeat assessment, use additional data, knowledge of/information about student
Plan Support
What level of support for which students? How to group students? What goals, specific skills, curriculum/program, instructional strategies?
Benchmark data and additional information: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Finding Students in Need, Seeing Achievement Gaps
Evaluate Support
Is the support effective for individual students?
Progress monitoring data: DIBELS Effectiveness Formula, Your Students’ Instructional Recommendations
Evaluate Outcomes
As a school/district: How effectives is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?
Benchmark data: Your students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Growth this Year, DIBELS Effectiveness Formula, Seeing Achievement Gaps
BIG IDEAS & INSTRUCTIONAL GOALSInstructional goals should be guided by the 5 Big Ideas:
• Phonemic Awareness• Alphabetic Principal (Phonics)• Accuracy and Fluency with Connected Text (Fluency)
• Vocabulary• Reading Comprehension
CONSIDERATIONS IN PLANNING INSTRUCTION
Whole Group Instruction• Are my students on track? • What do I need to target for my instruction?
TRY IT OUT…
Kindergarten Classroom• Spring• 50% at benchmark on PSF and NWF• Goal???
(winter partner)
TRY IT OUT…
First Grade Classroom• 80% at benchmark on ORF• 40% on NWF• Goal???
(winter partner)
TRY IT OUT…
Second Grade Classroom• Fall• 90% benchmark on NWF• 40% benchmark on ORF• Goal???
(spring partner)
TRY IT OUT…
Fourth Grade Classroom• 65% benchmark on Composite
Score• 90% benchmark on DORF Fluency• 60% benchmark on DORF Accuracy• 55% benchmark on DAZE• Goal???
(spring partner)
TRY IT OUT…
Sixth Grade Classroom• 80% benchmark on Composite
Score• 60% benchmark on DORF Fluency• 95% benchmark on DORF Accuracy• 90% benchmark on DAZE• Goal???
(spring partner)
REPORTS(TO HELP PLAN WHOLE GROUP INSTRUCTION)…• DIBELS Next Measure Breakdown
CONSIDERATIONS IN PLANNING INSTRUCTION
Small Group Instruction• Which students have similar skill strengths
and weaknesses?• How can I group students for the instruction
they need?
HOW WILL STUDENTS BE GROUPED FOR INSTRUCTION?
Students with same composite score or overall instructional recommendation DO NOT necessarily have the same instructional needs.Students who have scores within the same range on a measure DO NOT necessarily have the same instructional needs.
GROUPING STUDENTSAnalyze student performance across all measuresGroup students with similar instructional needsIts important to consider how each DIBELS Measure relates to the BIG Ideas of reading instruction and to each other
CONSIDERATIONS FOR GROUPINGSYou MUST look at the scoring protocol – a number is NOT enough information for grouping purposesAsk yourself
• Is the student accurate but slow?• How accurate?• Are there any error patterns?• Is a problem fluency-based?• Is the student making multiple errors and
performing at a slow pace?
CONSIDERATIONS FOR GROUPINGSAre additional diagnostic assessments, placement tests, and/or work samples needed?What student factors do I need to consider? (behavioral needs, attendance, etc)What personnel resources do I have and what does my schedule/time allotment for instruction look like?
GROUPING WORKSHEETS
SAMPLEESU6-READINGNEWS.WIKISPACES.COM/
REPORTS(TO HELP PLAN FOR SMALL GROUP INSTRUCTION)…• DIBELS Next Measure Breakdown• Finding Students in Need• Seeing Achievement Gaps
CONSIDERATIONS IN PLANNING INSTRUCTION
Individual Instruction• Which students might be ask risk for reading
failure without intense interventions?• How do we prioritize the skills they need?
INDIVIDUAL STUDENT PROBLEM SOLVING AGENDAAPRIL’S SAMPLE AGENDASTEPS #1-4
DIGGING DEEPERLook at student error patterns o for additional direction.
• Example 1: Are students not reaching benchmark on NWF because they don’t know letter-sound correspondences or because they are not blending sounds together?
• Example 2: Are students not reaching benchmark on ORF because they are accurate but not fluent OR because they have low fluency?
WHAT SKILLS SHOULDWE TEACH?
Scenario Review 1. What if a student is low on First Sound Fluency and
Phoneme Segmentation Fluency?• Target Phonemic awareness
2. What if a students is low on Nonsense Word Fluency?
• If NWF accuracy is below 97%, target accuracy w/ beginning phonics
• If NWF accuracy is at/above 97%, but low recoding, target blending with phonemic awareness blending skills
• If NWF accuracy is at/above 97%, target building automaticity (fluency)
(summer partner)
WHAT SKILLS SHOULDWE TEACH?
Scenario Review 1. What if a student is low on oral reading fluency?
• Target fluency with connected text if accuracy is greater than 95%
• Target alphabetic principle if accuracy is less than 95%
• Target comprehension and/or vocabulary if student is making meaning distortion errors
2. What if a student is low on ORF + DAZE• Teach fluency & comprehension
(fall partner)
REPORTS(TO HELP PLAN INDIVIDUAL STUDENT INSTRUCTION)…• Finding Students in Need
APPLICATION TIME
• Using one of the suggested reports, look for students that have similar skills needs.
• See if you can think through some students that may be in the same groups.
• Determine what they need for skill instruction.
OUTCOMES-DRIVEN MODELStep Questions DataIdentify Need
Are there students who may need support? How many? Which students?
Benchmark data: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Growth this Year, Finding Students in Need, Seeing Achievement Gaps
Validate Need
Are we confident that the indentified students need support?
Benchmark data and additional information: Repeat assessment, use additional data, knowledge of/information about student
Plan Support
What level of support for which students? How to group students? What goals, specific skills, curriculum/program, instructional strategies?
Benchmark data and additional information: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, , Finding Students in Need, Seeing Achievement Gaps
Evaluate Support
Is the support effective for individual students?
Progress monitoring data: DIBELS Effectiveness Formula, Your Students’ Instructional Recommendations
Evaluate Outcomes
As a school/district: How effectives is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?
Benchmark data: Your students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Growth this Year, DIBELS Effectiveness Formula, Seeing Achievement Gaps
HOW WILL WE KNOW IF THE INTERVENTIONS ARE EFFECTIVE FOR INDIVIDUAL STUDENTS?
PROGRESS MONITORING DECISION RULES
• Which students will we monitor?• How often will they be monitored?• Who will monitor them?• What will we do with data?
SAMPLE GRAPH #1W
hat do we need to do
with this student?
SAMPLE GRAPH #2W
hat do we need to do
with this student?
SAMPLE GRAPH #3W
hat do we need to do
with this student?
SAMPLE GRAPH #4W
hat do we need to do
with this student?
INDIVIDUAL STUDENT PROBLEM SOLVING AGENDAAPRIL’S SAMPLE AGENDASTEP #5
REPORTS(TO HELP EVALUATE INDIVIDUAL STUDENT SUPPORT EFFECTIVENESS)…
• DIBELS Effectiveness Formula• Your Students’ Instructional
Recommendations
OUTCOMES-DRIVEN MODELStep Questions DataIdentify Need
Are there students who may need support? How many? Which students?
Benchmark data: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Growth this Year, Finding Students in Need, Seeing Achievement Gaps
Validate Need
Are we confident that the indentified students need support?
Benchmark data and additional information: Repeat assessment, use additional data, knowledge of/information about student
Plan Support
What level of support for which students? How to group students? What goals, specific skills, curriculum/program, instructional strategies?
Benchmark data and additional information: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, , Finding Students in Need, Seeing Achievement Gaps
Evaluate Support
Is the support effective for individual students?
Progress monitoring data: DIBELS Effectiveness Formula, Your Students’ Instructional Recommendations
Evaluate Outcomes
As a school/district: How effectives is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?
Benchmark data: Your students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Growth this Year, DIBELS Effectiveness Formula, Seeing Achievement Gaps
REPORTS(TO HELP EVALUATE EFFECTIVENESS OF OUR PROGRAMS)…
• DIBELS Effectiveness Formula• Growth this Year
REFLECTION TIME
Review Notes and Find 2 New Learnings from Today
REFLECTION TIME• With partner, take turns sharing
what you learned. (1 talks, 1 listens)
• After each new learning shared, have the listener draw a chip to paraphrase the new learning.
• Switch roles
I hope you are no longer feeling like this…
Instead, I hope you’re feeling like this…
CONTACT INFORMATION
THANK YOU!
ESU6PDSURVEYS.WIKISPACES.COM
EXPECTED ORF GROWTH RATESGrade Realistic Goal Ambitious Goal
1st 2.0 words/week 3.0 words/week
2nd 1.5 words/week 2.0 words/week
3rd 1.0 words/week 1.5 words/week
4th .85 words/week 1.1 words/week
5th .50 words/week .80 words/week
6th .30 words/week .65 words/week
Fuchs, Fuchs, Hamlett, Walz, & Germann (1993)
GROWTH RATES FOR NWF & PSFNo scientific guidelines on ambitious growth rates for NWF or PSF at this timeTentative Guidelines:
• PSF – 2-3 segments/week• NWF – 2-3 letter sounds/week