DIBELS Progress Monitoring Arbuckle Staff Training 2012

Agenda Parking Lot and Raffle Earn tickets for participation 5 min Planning Session Review the purpose and process Ask questions as we progress 3

Training Objectives  Identify at-risk students  Place students in appropriate level of Progress Monitoring  Determine how to set benchmark goals  Invest students in tracking their own success California Standards for the Teaching Profession Standard 5: Assessing Students for Learning 5.5 Involve all students in self-assessment, goal setting, and monitoring progress. Develop and use tools and guidelines that help all students assess their work and monitor their learning 4

Purpose of Progress Monitoring to provide ongoing feedback about the effectiveness of instruction to determine students' progress toward important and meaningful goals to make timely decisions about changes to instruction so that students will meet those goals. 5 -DIBELS Next Manual

DIBELS Assessment Cycle Benchmark 1 September Benchmark 2 January Benchmark 3 May Progress Monitoring Progress Monitoring Progress Monitoring 6

Overview of PM Steps 1. Identify and select students for PM 2. Determine initial level of PM for each student 3. Set individual goals 4. Conduct frequent assessments 5. Track Data and hold feedback sessions Targeted Reading Intervention 7

1.Identify and Select Students for PM Choose 5 students who are Well Below Benchmark according to the first benchmark assessment. 8

2. Select Initial Level of PM Review individual scores within benchmark data Focus on one measure only* “Test back” to find appropriate level Will probably be out of grade level Progress through levels in order Meet goal 3 times before moving up 9

FSF PSF NWF DORF 1 DORF 2 DORF 3 DORF 4 DORF 5 Levels of Progress Monitoring K K-1 K-2 DAZE

3. Progress Monitoring Goal Target score EOY benchmark for that measure Timeframe First goal check should be mid- year 11

4. Conduct Frequent Assessments “Students receiving progress monitoring should be monitored as frequently as needed to make timely decisions about the effectiveness of the intervention. In general, this would be approximately once per week for students receiving intensive support and once every two to four weeks for students receiving strategic support.” -DIBELS Next Assessment Manual pg

5. Track Data and Hold Feedback Sessions 1:1 sessions Evaluate past progress Recognize improvement Review target goal Track new data 14

15 JAN DEC NOV OCT 22 26

16 OCT NOV DEC NOV OCT JAN

Tracking Progress Online See Quick Start Guide for entering PM data online 17

Benefits for Students 18

21 st Century Skills Manage Projects Set and meet goals, even in the face of obstacles and competing pressure Manage Goals and Time Set goals with tangible and intangible success criteria Be Flexible Incorporate feedback effectively Deal positively with praise, setbacks and criticism 19

5 Min Planning Session 1. Identify and select students for PM 2. Determine initial level of PM for each student 3. Set individual goals 4. Conduct frequent assessments 5. Track Data and hold feedback sessions 20 GOALS: 1) Identify up to 5 students from your class data for PM. 2) Go through steps 1-3 for one student.

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How Will You Inspire Your Students? What can you do to motivate students? How/With whom will you share their success? 22

Follow-Up Respond to survey in December regarding – Your ease at implementing program – How this program has affected your reading intervention time – Other feedback and needs for further professional development 23

Resources DIBELS website Generate your own DAZE practice. Florida Center for Reading Research has reading center activities and lesson plans 21 st Century Skills See what skills students need in the workforce. 24