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Interpreting and Using DIBELS Next Data

Interpreting and Using DIBELS Next Data. Presented by April Kelley. Introductions – That’s Me. I’ve used DIBELS for 1-3 years 3-5 years 5+ years I know how to give the assessment I know how to read the reports I know how to use the results to change my instruction. Seasonal Partners.

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Interpreting and Using DIBELS Next Data

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  1. Interpreting and Using DIBELS Next Data Presented by April Kelley

  2. Introductions – That’s Me • I’ve used DIBELS for • 1-3 years • 3-5 years • 5+ years • I know how to give the assessment • I know how to read the reports • I know how to use the results to change my instruction

  3. Seasonal Partners

  4. 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

  5. What do you like about mclass?

  6. What logistical questions do you have about administering DIBELS Next?

  7. DIBELS Next & The Big 5 Puzzle Activity

  8. General Reporting Features Video

  9. Explore Scavenger Hunt Ask April if you get stumped 

  10. 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

  11. Outcomes-Driven Model

  12. Reports(To help identify student needs)… • Your Students’ Instructional Recommendations • DIBELS Next Measure Breakdown • Growth this Year • Finding Students in Need • Seeing Achievement Gaps

  13. Processing Time Look 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?

  14. Outcomes-Driven Model

  15. Validate the Need for Support 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 probes • At least 2 more times, not on same day but within 1 week

  16. Outcomes-Driven Model

  17. Big Ideas & Instructional Goals Instructional goals should be guided by the 5 Big Ideas: • Phonemic Awareness • Alphabetic Principal (Phonics) • Accuracy and Fluency with Connected Text (Fluency) • Vocabulary • Reading Comprehension

  18. Considerations in Planning Instruction • Whole Group Instruction • Are my students on track? • What do I need to target for my instruction?

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

  20. Try it out… First Grade Classroom • 80% at benchmark on ORF • 40% on NWF • Goal??? (winter partner)

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

  22. 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)

  23. 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)

  24. Reports(to help plan whole group instruction)… • DIBELS Next Measure Breakdown

  25. 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?

  26. 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.

  27. 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

  28. 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?

  29. 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 and what does my schedule/time allotment for instruction look like?

  30. Sample esu6-readingnews.wikispaces.com/ Grouping Worksheets

  31. Reports(to help plan for small group instruction)… • DIBELS Next Measure Breakdown • Finding Students in Need • Seeing Achievement Gaps

  32. 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?

  33. Individual Student Problem Solving Agenda April’s Sample Agenda Steps #1-4

  34. Digging Deeper • Look 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?

  35. What skills shouldwe teach? (summer partner) Scenario Review • What if a student is low on First Sound Fluency and Phoneme Segmentation Fluency? • Target Phonemic awareness • 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)

  36. What skills shouldwe teach? (fall partner) Scenario Review • 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

  37. Reports(to help plan Individual student instruction)… • Finding Students in Need

  38. 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.

  39. Outcomes-Driven Model

  40. How will we know if the interventions are effective for individual students?

  41. 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?

  42. Sample Graph #1 • What do we need to do with this student?

  43. Sample Graph #2 • What do we need to do with this student?

  44. Sample Graph #3 • What do we need to do with this student?

  45. Sample Graph #4 • What do we need to do with this student?

  46. Individual Student Problem Solving Agenda April’s Sample Agenda Step #5

  47. Reports(To help evaluate individual student support effectiveness)… • DIBELS Effectiveness Formula • Your Students’ Instructional Recommendations

  48. Outcomes-Driven Model

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