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DIBELS

DIBELS . Part I SEDL 368. To access the materials, you will need to go to https:// www.dibels.org/next/index.php Download the booklet for the grade level of the student you will be tutoring (after placements have been finalized) . The Basics of CBM . Purpose – ___________________

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DIBELS

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  1. DIBELS Part I SEDL 368

  2. To access the materials, you will need to go to https://www.dibels.org/next/index.php • Download the booklet for the grade level of the student you will be tutoring (after placements have been finalized)

  3. The Basics of CBM • Purpose – ___________________ • Benchmark Assessment : Universal screening of ____ students • ____times / year • Progress Monitoring: Formative assessment of the effectiveness of _______________ • More frequent – _____________benchmarks • Not all students

  4. The Basics of CBM • CBM monitors student progress throughout the school year • Students are given reading ________ at regular intervals • _________, _________, _________ • Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals

  5. The Basics of CBM • CBM tests are brief and easy to administer • All tests are different, but assess the ____________and the same _______level • CBM is tracking progress toward the ___________ • CBM scores are _________ for teachers to use to make decisions about instructional programs and teaching methods for each student

  6. CBM Research • CBM research has been conducted over the past __________ • Research has demonstrated that when teachers use CBM for instructional decision making: • Students learn more • _________________improves • Students are more aware of their __________

  7. Steps to Conducting CBM • Step 1: How to Place Students in aReading CBM Task for Progress Monitoring • Step 2: How to Identify the Level for Material for Monitoring Progress • Step 3: How to Administer and Score Reading CBM • Step 4: How to Graph Scores

  8. Steps to Conducting CBM • Step 5: How to Set Ambitious Goals • Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals • Step 7: How to Use the CBM Database to Qualitatively to Describe Students’ Strengths and Weaknesses

  9. Step 1: How to Place Students in a Reading CBM Task – Benchmark • Benchmarks – Complete 3 times/year (Fall – Sept., Winter – Jan., Spring – May) • Help track progress toward end goal • ________________may need only benchmarks • Always benchmark _______________of the student

  10. Step 1: How to Place Students in a Reading CBM Task – Progress Monitoring • Progress Monitoring probes – may be administered weekly, bi-weekly, or monthly • Frequency of administration determined by __________ of the student • Help track progress toward end goal • May progress monitor on a ________grade level (e.g., 6th grader reading on a 3rd grade level)

  11. Step 1: How to Place Students in a Reading CBM Task • At Kindergarten • ______________ (Benchmark) • _______________(Benchmark & Progress Monitor)

  12. Kindergarten Benchmark Booklet

  13. Kindergarten Progress Monitoring Booklet

  14. DIBELS Timeline

  15. Step 1: How to Place Students in a Reading CBM Task • At Grade 1 • ______________(Benchmark) • Phoneme Segmentation Fluency(Benchmark & Progress Monitor) • ________________ (Benchmark & Progress Monitor) • Oral Reading Fluency (Benchmark & Progress Monitoring)

  16. First Grade Benchmark Booklet

  17. Step 1: How to Place Students in a Reading CBM Task • At Grade 2 • Nonsense Word Fluency (Benchmark & Progress Monitor) • __________________ (Benchmark & Progress Monitoring)

  18. Second Grade Benchmark Booklet

  19. Step 1: How to Place Students in a Reading CBM Task • At Grades 3- 6 • Oral Reading Fluency (Benchmark & Progress Monitor) • __________________(Benchmark & Progress Monitor)

  20. Third Grade Benchmark Booklet

  21. Third Grade ORF

  22. Third Grade DAZE

  23. Step 2: How to Identify the Level of Material for Monitoring Progress • Generally, students use the CBM materials prepared for their grade level • However, some students may need to read from a different grade level if they are ______________ grade-level expectations • Benchmark on grade level – ALWAYS! • May progress monitor at lower level (ORF measures ONLY)

  24. Step 2: How to Identify the Level of Material for Monitoring Progress • Begin with the student’s actual grade level • Test “___________”to determine appropriate level • Monitor the skills areas targeted for instruction (i.e., where the student shows weakness)

  25. Step 2: How to Identify the Level of Material for Monitoring Progress

  26. Oral Reading Fluency Growth Rates (Fuchs et al. 1993)

  27. Example • Fourth Grade: End of the year – 115/WCPM at the minimum to be at benchmark • Student is tested (3 probes) and reads 50 WCPM (median score) • 36 weeks in a school year • Student should gain ______WCPM/week • _________= gain of _____words correct • ______ + _____= ____WCPM • Is this the correct grade level?

  28. Off-grade Level Progress Monitoring • When progress monitoring off grade level, the benchmark goal should try to be reached in ____________________ • For example, a 4th grader who is progress monitored on 3rd grade level DORF should be targeted for benchmark (100 WCPM) in the _____________ of the school year rather than the end

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