DIBELS/DIBELS Next

1. DIBELS/DIBELS Next Data-Driven Decision Making

2. Goals for Today: Participants will be able to: • Identify the four purposes for assessment. • Align DIBELS assessments to the four purposes. • Implement a process for identifying struggling students and meeting their intervention needs. • Analyze student data in order to plan appropriate student interventions. Arkansas Department of Education

3. Arkansas Laws • Act 999: Arkansas Comprehensive Testing, Assessment and Accountability Program Act (ACTAAP) • Act 1294: To Ensure That Children With Dyslexia Have Their Needs Met by the Public School System; and for Other Purposes Arkansas Department of Education

4. Changes From the 6th Edition to DIBELS Next • All new oral reading fluency passages with consistent readability levels • Creation of a Composite Score • Consolidation of Oral Reading Fluency (ORF) score and Retell into one measure called DIBELS Oral Reading Fluency (DORF) • Stratification of items on the probes • Phoneme Segmentation Fluency (PSF) dropped after the beginning of first grade Arkansas Department of Education

5. Changes, cont. • Narrative and Expository passages tailored by grade level • Student-friendly fonts for Letter Naming Fluency (LNF), NWF, and DORF passages • Daze, a comprehension measure for grades 3-6, has been added Arkansas Department of Education

6. Terminology DIBELS, 6th Edition DIBELS Next Benchmark Goal Cut Point for Risk At or Above the Benchmark Below Benchmark Well Below Benchmark Core, Strategic, or Intensive Composite Score • Low Risk, Some Risk, and At Risk • Established, Emerging, and Deficit • Instructional Recommendation Level • Benchmark, Strategic, and Intensive Arkansas Department of Education

7. LANGUAGE COMPREHENSION Skilled Reading- fluent execution and coordination of word recognition and text comprehension. BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING COMPREHENSION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. increasingly strategic WORD RECOGNITION PHON. AWARENESS PHONICS FLUENCY increasingly automatic The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

8. Response to Intervention (RtI) INCREASING Time, Intensity, Data Collection, and Expertise Arkansas Department of Education

9. Prevention of Reading Difficulties Requires having three essential practices in place: • A systematic process for screening all K-2 students to determine which students are likely to struggle with learning to read. • Procedures to provide data-driven, differentiated intervention instruction for students who fail to meet assessment benchmarks. • Progress monitoring to ensure struggling students are making progress and stay on track once a benchmark is reached. I’ve DIBEL’d, Now What Next Edition, Susan Hall

10. Four Purposes of Assessment • Screening • Diagnostic • Progress Monitoring • Outcome Arkansas Department of Education

11. DIBELS Screening • “Benchmark Assessment Screenings” • Administered in the fall, winter, and spring • Estimates the likelihood of later reading success • Does not tell educators everything there is to know about the student’s reading development and skills. Arkansas Department of Education

12. Diagnostic • Standardized Diagnostic Assessments • Informal Diagnostic Assessments http://www.paec.org/itrk3/files/pdfs/readingpdfs/cooltoolsall.pdf Arkansas Department of Education

13. DIBELS Progress Monitoring • Sensitive to change over a short period of time • Frequent, repeated administrations to monitor the progress of students receiving intervention instruction • Tracking progress using student trajectories • Aids in decisions about the effectiveness of the intervention instruction Arkansas Department of Education

14. DIBELS Outcome • “Benchmark Assessment Screenings” • Inform administrators about the level of resources needed for intervention instruction • Identify gaps in curriculum • Identify professional development needs Arkansas Department of Education

15. LANGUAGE COMPREHENSION Skilled Reading- fluent execution and coordination of word recognition and text comprehension. BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING COMPREHENSION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. increasingly strategic WORD RECOGNITION PHON. AWARENESS PHONICS FLUENCY increasingly automatic The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

16. Outcomes Driven Model (ODM) • Identify Need • Validate Need • Plan and Implement Support • Evaluate and Modify Support • Evaluate Outcomes Arkansas Department of Education

17. 1. Identify Need Meets goal? 2. Validate Need Core Instruction Yes No Diagnostic Assessment DIBELS Screening Determine Need MOY EOY 3. Plan and Implement Support Intervention Instruction PM Meets goal? 4. Evaluate/Modify Support Continue Intervention Yes No 5. Evaluate Outcomes MOY EOY

18. Step 1: Identify Need Analyze Error Patterns DIBELS Next • Review the Composite Sheet • Review the Indicator Scores • Analyze each Scoring Page • Record Observations DIBELS, 6TH Edition • Analyze the Whole Picture • Note Areas of Concern • Study Error Patterns on Booklet Pages • Summarize Observations Arkansas Department of Education

19. Reflection • Did today spark any “aha” moments that you can share? • How will you use what you learned? Arkansas Department of Education

20. And, in the process, change the world.