Interpreting DIBELS reports LaVerne Snowden Terri Metcalf

Acknowledgements: DIBELS website DIBELS Training Institute materials MiBLSi Training Materials

“Far too often schools that implement RTI are swimming in data, yet the staff has no big- picture sense of what the data mean.” Susan L. Hall, A principals guide to implementing response to intervention

What to expect... Goal 1: Review of DIBELS reports Where did the DIBELS numbers come from? Review Combined PDF report Histogram, Cross-Year Box Plot, Class List Review Summary of effectiveness report Goal 2: Strategies to share DIBELS information with staff, grade level meetings, parents, and central office

© 2004, Dynamic Measurement Group 5 What Are DIBELS™? Dynamic 98.6 Indicators of Basic Early Literacy Skills

© 2004, Dynamic Measurement Group6 Height and Weight are Indicators of Physical Development

© 2004, Dynamic Measurement Group7 40 Words per Minute at the End of First Grade puts children on Trajectory to Reading Words Per Minute

Vocabulary Risk Categories Used Prior to Benchmark Time Status Categories Used At or After Benchmark Time Instructional Level Low RiskEstablishedBenchmark Some Risk (Prevention Mode) Emerging (Remediation Mode) Strategic At Risk (Prevention Mode) Deficit (Remediation Mode) Intensive

Kindergarten Benchmark Goals and Progressive Benchmarks

First Grade Benchmark Goals, Risk Levels (LNF), and Progressive Benchmarks

Second and Third Grade Benchmark Goals and Progressive Benchmarks Second Grade

Fourth to Sixth Grade Benchmark Goals and Progressive Benchmarks

HISTOGRAM, CROSS YEAR BOX PLOT & CLASS LISTS Combined PDF report:

Report Menu on DIBELS website

Grade Selection

Histograms What Decisions? How are students doing at a given grade level? How many are at Benchmark? How wide is the spread of skills? Which students have similar needs? How intensive is the need? Who? School Improvement Team and Grade level teachers. How often? Three times per year

Histograms (Bar Charts) The Histogram Report summarizes the distribution of scores of all children in a grade within a school or district relative to the progressive benchmark/benchmark goal for the time. Student performance is depicted in three categories according to students who have (a) met established goals/progressive benchmarks, (b) are making progress toward goals/progressive benchmarks, or (c) are seriously below target goals/progressive benchmarks. The goal is to have most/all students to be on track, i.e. have met established goals/progressive benchmarks Over the year, you should begin to see more students who meet established goals and fewer students who are seriously below target goals. From DIBELS Data System, University of Oregon,

Legend for Interpreting Histograms = Low Risk or Established = Some Risk or Emerging = At Risk or Deficit Note: Split bars are used when the cutoff scores between categories occur in the middle of a score range. The number of students is indicated by the size of the split part. From DIBELS Data System, University of Oregon,

Example 1 – Winter First Grade NWF 21% Established 52% Emerging 26% Deficit

Example 2 – Winter First Grade NWF 88% Established 12% Emerging 0% Deficit

Box Plots What Decisions? Have we increased the percent of students at benchmark since the previous assessment period? What is the range of skill level across the grade and over time? Who? School Improvement Team and Grade level teachers. How often? Three times per year

Box Plots – Box plots are another way of summarizing the distribution of performance in a class at a single point in time. The box depicts the range of scores for a school or district relative to the progressive benchmark/benchmark goal. – The goal is to have most/all students to be on track, i.e. have met established goals/progressive benchmarks. The box and corresponding spindle should be at or above the gray bar. – Over the year, you should begin to see more students who meet established goals and fewer students who are seriously below target goals. From DIBELS Data System, University of Oregon,

Box Plots (with whiskers)

Box Plot (with whiskers) Median Score 50 th percentile (The score of the middle student.) 80 th percentile 20 th percentile 95 th %ile 5 th %ile

Example 1: Kindergarten Cross-year Box Plot

Example 2: Kindergarten Cross-year Box Plot

Class Lists What Decisions? What will be the specific instructional priorities for each student in the class? How will students be grouped for differentiation? How intensive? What will the 90 minute block include? Who? Grade Level Team and Individual Classroom Teacher How often? Three times per year

Class List Report: PDF From DIBELS Data System, University of Oregon,

Instructional Recommendations The instructional recommendation for a student is based upon the predictability of meeting the next benchmark goal given his/her performance on the current assessment measures. See Technical Report #11 in the Resources Section of the DIBELS website

Examples See Technical Report #11 in the Resources Section of the DIBELS website

INDIVIDUAL STUDENT REPORTS Additional

Individual student history report

Example 1: Progress monitoring graph

Example 2: Progress monitoring graph

General Decision-making framework 4 point rule (supersedes the trend line rule) If 3 weeks of instruction have occurred AND at least 6 points have been collected, examine the most recent 4 data points: – If all 4 are above goal line, increase goal. – If all 4 are below goal line, make a teaching change. – If data points are above and below, keep collecting data until trend-line or 4-point rule can be applied. Slide courtesy of Dr. Doug Fuchs during presentation to MAASE, 12/9/08

Summary of Effectiveness – By Grade What Decisions? How many students are benefitting from core program instruction? Is intervention working at the strategic and intensive levels? What will we change to ensure that all students meet the goal? Who? School Improvement Team and Grade level teachers. How often? Two times per year

View/Create Reports Summary of Effectiveness Reports From DIBELS Data System, University of Oregon,

Effectiveness Report: How effective is our system of support? Strategic BenchmarkAll Intensive District Name School Names District: Test District School: All Schools Data:

Effectiveness Report: How are We Doing as a District? How effective is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?

How Effective is our Core (Benchmark) Program? A Core Program is effective if it: Meets the needs of 80% of all students in the school. Supports % of benchmark students to make adequate progress and achieve the benchmark goal.

How Effective is our Core (Benchmark) Program?

Effectiveness Report: How are We Doing as a District? How effective is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?

How Effective is our Supplemental (Strategic) Support?

Effectiveness Report: How are We Doing as a District? How effective is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?

How Effective is our Intervention (intensive) Support?

DIBELS Summary of Effectiveness Reports 4 Ways to Achieve Adequate Progress

What is Adequate Progress? Benchmark Students –Effective core curriculum & instruction should: support 95% of benchmark students to achieve each literacy goal. Strategic Students –Effective supplemental support should: support 80% of strategic students to achieve each literacy goal. Intensive Students –Effective interventions should: support 80% of intensive students to achieve the goal or achieve emerging or some risk status. For experienced cohort click here

Question #2 Question #3 Intensive Question #3 Strategic Question #3 Benchmark Question #4 Question #6 + Question #8

Kindergarten First Semester Example: Evaluating Effectiveness of Schoolwide System Worksheet

Practice Activity Review Summary of Effectiveness Report for 4 th grade and answer remainder of questions on Summary of Effectiveness Worksheet for beginning to middle of fourth grade. What recommendations for curriculum and instruction and/or professional development might you have if you were an administrator for the Test District? Discuss your recommendations with others at your table.

Summary Table Example Evaluating the Effectiveness of School-wide System Worksheet

Can you answer these questions for your grade? Approximately what percentage of students in your grade reached the DIBELS instructional recommendations (benchmark, strategic, intensive)? If winter or spring, how many students who came in at benchmark stayed there? How does that compare to last year?

Ways to display data

FallWinter Spring Bobby Woody Edward Truman James Intensive <26 17 students 25% Intensive <26 17 students 25% Intensive 10 students 15% Intensive 10 students 15% Intensive Strategic Isis Johanna A.S. Marie Peggy D Benchmark 45 students % % % Benchmark 45 students % % % Benchmark 47 students % % % Benchmark 47 students % % % Benchmark % % Benchmark % % Strategic =26 6 students 9% Strategic =26 6 students 9% Strategic 10 students 15% Strategic 10 students 15% Target: Total Enrollment: 2nd grade 42 Peggy N Tom T Goal 70% 2 10

Histograms by PowerPoint

How have you displayed reading data? School board, staff meetings, grade level meetings, individual teachers, students and parents What has worked well, what has not?

Conclusion and next steps Cohort 5 Spring Data Review training will cover Summary of Effectiveness reports What additional training do you need to be more effective or fluent with DIBELS data? Thank you and have a great conference!