DIBELS Data: From Dabbling to Digging

1. DIBELS Data: From Dabbling to Digging Interpreting data for instructional decision-making

2. Literacy Coach’s Focus In Data Analysis First Priority Second Priority Regrouping Program Evaluation To what extent is my program keeping Benchmark children at benchmark? Form needs-based groups for classroom instruction To what extent is small-group work moving strategic children to benchmark? Choose instructional emphasis To what extent is my program moving Intensive children to benchmark? Assign children to interventions To what extent are classroom effects apparent?

3. Literacy Coach’s Focus In Data Analysis First Priority Regrouping Form needs-based groups for classroom instruction Which DIBELS reports should I use? Choose instructional emphasis Do you have curriculum materials to accomplish this? Assign children to interventions

4. Regrouping Classroom-level reports that show benchmark, strategic, intensive categories Class List Reports • Combined, weighted analyses of all subtests • Generic, categorical “instructional recommendations” help you to form three basic groups in each classroom

5. Choices for Differentiation Can I differentiate the pacing (by reviewing or previewing)? Can I differentiate the scaffolding (by providing more or different types of practice and feedback)? Can I differentiate the task (by using a supplemental or intensive curriculum)? Can I differentiate the support (by providing more adult-directed time)?

6. Kindergarten Example • 11 children at benchmark • 10 children strategic • 3 children intensive

7. Choosing instructional emphasis Move forward in complexity To what extent is ISF established? To what extent is LNF established? To what extent is PSF established? To what extent is NWF established? What is the most complex area that is mostly emerging or low risk? Are there any outliers? Should you move them to the next group?

8. Instructional Emphasis

9. Considerations for Centers • Strategic and intensive children are struggling with LNF • Computer station? • Letters for distributed practice at home? • Only half the children are established with ISF; Only 5 children are low risk for PSF • Picture sorts • Pictures to say and spell

11. Plan for one current kindergarten group How many groups are indicated in the data? How will they rotate through small groups? How many adults are available to provide instruction? What instructional materials are most appropriate?

12. First Grade Example 4 children at Benchmark 6 children strategic 10 children intensive

13. Choosing instructional emphasis Move forward in complexity To what extent is PSF established? To what extent is NWF established? To what extent is ORF established? What is the most complex area that is mostly emerging or low risk? Are there any outliers? Should you move them to the next group?

14. Instructional Emphasis

15. Considerations for Centers • Fluency: • Paired rereading of old stories • Paired reading of additional texts (benchmark) • Phonics: • Picture sorts, word sorts • Spelling for sounds • Vocab/Comprehension: • Listening station

17. Second Grade Example 10 children at Benchmark 4 children strategic 10 children intensive

18. Choosing instructional emphasis If at benchmark, move forward in complexity Can you use small group and centers time to develop language comprehension or strategic knowledge? If below benchmark, move backward Does the child have adequate sight word knowledge? Does the child have adequate decoding knowledge?

19. Instructional Emphasis

20. Considerations for Centers • Fluency: • Assisted fluency work for intensive • Paired rereading of old stories for strategic • Paired reading of additional texts for benchmark • Phonics: • First grade materials? • Intervention materials? • Practice with core vocabulary • Vocab/Comprehension: • Listening station with retelling sheet (intensive) • Leveled books and expository texts with retelling sheets (strategic and benchmark)

22. Third Grade Example 13 children at Benchmark 7 children strategic 5 children intensive

23. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Vocabulary Background Knowledge Language Comprehension Reading Comprehension Knowledge of Structure Strategic Knowledge General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Print Concepts

24. Instructional Emphasis

25. Considerations for Centers • Fluency: • Assisted fluency work for intensive • Paired rereading of old stories for strategic • Paired reading of additional texts for benchmark • Phonics: • First grade materials? • Intervention materials? • Practice with core vocabulary • Vocab/Comprehension: • Listening station with retelling sheet (intensive) • Leveled books and expository texts with retelling sheets (strategic and benchmark)

27. Literacy Coach’s Focus In Data Analysis First Priority Regrouping Form needs-based groups for classroom instruction Which DIBELS reports should I use? Choose instructional emphasis Do you have curriculum materials to accomplish this? Assign children to interventions

28. Literacy Coach’s Focus In Data Analysis First Priority Second Priority Regrouping Program Evaluation To what extent is my program keeping Benchmark children at benchmark? Form needs-based groups for classroom instruction To what extent is small-group work moving strategic children to benchmark? Choose instructional emphasis To what extent is my program moving Intensive children to benchmark? Assign children to interventions To what extent are classroom effects apparent?

29. Literacy Coach’s Focus In Data Analysis Second Priority Program Evaluation To what extent is my program keeping Benchmark children at benchmark? To what extent is small-group work moving strategic children to benchmark? To what extent is my program moving Intensive children to benchmark? To what extent are classroom effects apparent?

30. Cross-Sectional Analysis How well are the kindergarten children this year doing compared to last year? • Did they start out stronger or weaker? • Did they make more or less progress between fall and winter? And yes, these are different children, but the teachers are the same and the program is the same

31. For Kindergarten Beginning of kindergarten status includes weighted combinations of measures Middle kindergarten directs attention to initial sound fluency End of kindergarten directs attention to phoneme segmentation fluency *You have to look at your own data, considering all measures, to really evaluate your program

32. State K Cross-Section

33. Your K Cross-Section

34. For first grade Beginning of first grade status includes weighted combinations of measures Middle first grade directs attention to nonsense word fluency End of first grade directs attention to oral reading fluency *You have to look at your own data, considering all measures, to really evaluate your program

35. State 1 Cross-Section

36. Your 1 Cross-Section

37. For Second Grade Beginning of second grade status includes weighted combinations of measures Middle second grade directs attention to oral reading fluency End of second grade directs attention to oral reading fluency *You have to use the cognitive model of assessment to interpret these data

38. State 2 Cross-Section

39. Your 2 Cross-Section

40. For Third Grade Third grade data include only oral reading fluency *You have to use the cognitive model of assessment to interpret these data

41. State 3 Cross-Section

42. Your 3 Cross-Section

43. Cohort Analysis Given children’s experience at your school over time, to what extend is your instructional program actually accelerating literacy growth over time? (and you are right when you say it’s not EXACTLY the same children if your population is highly transient)

44. State Cohort K-1

45. Your Cohort K-1

46. State Cohort 1-2

47. Your Cohort 1-2

48. State Cohort 2-3

49. Your Cohort 2-3

50. Interpretation • To what extent have you set and communicated the plan? • To what extent are teachers understanding and implementing the curriculum? • How are they using time? • How are they monitoring progress and adjusting their instruction and groupings? • How well are they using intervention options?