interpreting and using dibels next data

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?




Validate Need



Plan Support


Benchmark data and additional information: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, , Finding Students in Need, Seeing Achievement Gaps

Evaluate Support



Evaluate Outcomes



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




Validate Need



Plan Support


Benchmark data and additional information: Your Students’ Instructional Recommendations, DIBELS Next Measure Breakdown, Finding Students in Need, Seeing Achievement Gaps

Evaluate Support



Evaluate Outcomes



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


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


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.




Validate Need



Plan Support



Evaluate Support



Evaluate Outcomes



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


with this student?

SAMPLE GRAPH #3W


with this student?

SAMPLE GRAPH #4W


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




Validate Need



Plan Support



Evaluate Support



Evaluate Outcomes



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

interpreting and using dibels next data

Documents

yearfinding students

individual students

indentified students

support plan support

benchmark data

additional support

dibels for1

support effective