Essential Questions

Essential Questions • How do we use DIBELS with an outcomes-driven model? • How are the data results different? • How do we read the new reports? • How can we use the information to plan instruction and change reading outcomes? • How can we use the results to evaluate progress? • How can we use the results to evaluate the effectiveness of our programs?

Composite Score • Replaces old instructional recommendation • Composite Score Benchmarks • Composite Score Formula Worksheets • Red Partner: Figuring 1st & 4th Grade

New Benchmarks • Look at new benchmarks. What’s different? • Benchmarks for each measure but only certain measures factor into the overall composite score – see formula worksheets • For example, retell quality doesn’t figure into formula

How do we use DIBELS with an outcomes-driven model? Identify the Need for Support Benchmark Assessment Validate the Need for Support Plan Support Evaluate Effectiveness of Support Implement Support Progress Monitoring Benchmark Assessment Review Outcomes

Outcomes-Driven Model

Step 1: Identify Need for Support • What do you know? • Are there students who may need additional instructional support to achieve benchmark goals? • How many students may need additional instructional support? • Which students may need additional instructional support? • What data to use? • Histograms • Box Plots • Class Lists

Histograms • Summarizes the distribution of scores of all children in a grade within a school or district relative to the progressive benchmark goal for the time. • Student performance is depicted in 3 categories according to students who have met benchmarks, making progress toward benchmarks, or are seriously below benchmarks

Yearly Box Plot • Summarize the distribution of performance in a class at a single point in time. The box depicts the range of scores for a school or district relative to the benchmark.

Practice Activity • Blue Partner: Review Histograms and Box Plot Samples for 1st grade. Be prepared to report out the following: • What do you know from the data? • What are the implications for curriculum and instruction, professional development and teacher support?

Class List & Grade List Reports • Provide information on individual students at a given assessment period. • 3 types of reports • Need for Support • District Percentile • National DIBELS Data System Percentile • How do we get to them on the website?

Class List: Need for Support • Need for Support recommendations are provided for individual measures and the DIBELS Next Composite Score.

Class List: District Percentile • Calculated based on the scores of students in your district's DIBELS Data System account during the selected year.

Class List: National DIBELS Data System Percentile • Calculated based on student scores from the Sentinel Schools Project conducted by the Center on Teaching and Learning at the University of Oregon during 2010-2011 school year.

Highlight Reports?

Class Progress Summary • Student scores for one class over an academic year

Practice Activity 5 min. to analyze your own class list reports • What do we know from the data? • Which students may need additional support? • What current instructional recommendations do you have for students that are struggling?

Distribution Report Disaggregated results by school, class, or demographics Would need to add demographic information for each student through “edit class demographics” function.

Step 2: Validate the Need for Support What do you need to know? • Are 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 booklets • At least 2 more times, not on same day but within 1 week

Step 3: Plan for Support Decisions/Questions • What are the goals of instruction? • How much instruction support is needed? • How will children be grouped for support? • What specific skills should we teach? • What instructional curriculum/program to use? • What specific instructional strategies to use?

Big Ideas & Instructional Goals Instructional goals should be guided by the five Big Ideas: • Phonemic Awareness • Alphabetic Principal (Phonics) • Accuracy and Fluency with Connected Text (Fluency) • Vocabulary • Reading Comprehension

Considerations in Planning Instruction Think about what DIBELS results indicate… • Are my students on track? What do I need to target for my instruction? • Look at student booklets/patterns of errors 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?

Try it out… (green partner) Kindergarten Classroom • Spring • 50% at benchmark on PSF and NWF • Goal???

Try it out… (green partner) First-Grade Classroom • 80% at benchmark on ORF, 40% on NWF • Goal???

Try it out… (green partner) Second Grade Classroom • Fall • 90% benchmark on NWF, 40% benchmark on ORF • Goal???

Try it out… (green partner) Third Grade Classroom • 95% benchmark on ORF, 45% benchmark on DAZE • Goal???

How much instructional support? • What level of support is needed to change your student’s reading trajectory? • Double dose of reading instruction? • Before/after school tutoring? • Preteach/reteach? • Different materials? • What factors can YOU alter to meet your students needs?

1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Instruction 80-90% School-Wide Instruction RtI Framework Academic System Behavioral System

How will students be groups 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 Students • Analyze student performance across all measures • Group students with similar instructional needs • Its important to consider how each DIBELS Measure relates to the BIG Ideas of reading instruction and to each other

Considerations for Groupings • You MUST look at the scoring protocol – a number is NOT enough information for grouping purposes • Ask 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 Groupings • Are 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 an what does my schedule/time allotment for instruction look like?

Grouping Worksheets Sample 1st grade http://esu6-readingnews.wikispaces.com/

Practice Activity • Choose one of your class list reports (or Class Progress Summary) and look for students that will have similar skills needs. • See if you can think through some students that may be in the same groups.

Planning Support • DIBELS may be used to identify general area(s) in need of instruction (e.g., alphabetic principle) • Additional data may be needed for making decisions about which particular skills within a big idea that you should target (e.g., short u and e)

Diagnostics? • For specific skill level use: • Error analysis of DIBELS • Knowledge of student performance in class • Program assessments • Supplementary assessments • The primary questions are: • What can the child do? • What specific skills does the child need?

What skills should we teach? Scenarios (Yellow Partner) • 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)

What skills should we teach? Scenarios (Yellow Partner) • 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 • What if a student is low on ORF + DAZE • Teach fluency & comprehension

Practice Activity • Identify 2 students on your class list • Determine what they need for instructional support Share out with shoulder partner

Step 4: Evaluate & Modify Support What do you need to know? • Is the additional instructional support effective in getting the students on track to achieve the next benchmark goal? What data can you use? • Progress Monitoring Booklets or Graphs • Individual Student Performance Profiles (not ready yet) • Class Progress Graph

DIBELS PM Graphs • Review a Sample Graph • What advantage do you have for using their aimline? • What disadvantage do you have for using their aimline?

Expected ORF Growth Rates Fuchs, Fuchs, Hamlett, Walz, & Germann (1993)

Growth Rates for NWF & PSF • No scientific guidelines on ambitious growth rates for NWF or PSF at this time • Tentative Guidelines: • PSF – 2-3 segments/week • NWF – 2-3 letter sounds/week

Individual Student Problem Solving Agenda April’s Sample Agenda

Class Progress Graph • Student scores for one class and measure, graphed over time. • Look at the class progress graph you brought. • How would this report provide you with information about individual students?

Student History Report Brown Partner: • Look at Student History Report • What does this report tell you? • How might it be helpful in evaluating support provided?

Essential Questions