DIBELS Progress Monitoring Courtesy of: Elkhart Community Schools Lafayette School Corporation MSD of Wayne Township Ardys N. Morgan, Ed.D. The School Improvement Partnership, Inc.

What Curriculum-Based Assessment Curriculum-Based Measurement determine student instructional needs through ongoing performance Curriculum-Based Measurement monitor the effectiveness of instruction or intervention very sensitive to small changes in student performance quick and easy to administer

DIBELS What: short, measures of skills fundamental to early reading success measure what children know and can do compared to specific skills necessary for good readers narrow indicators of broader skills – always the broader skill is the focus of instruction

Progress Monitoring Collecting and analyzing data to determine student progress toward outcomes Making instructional decisions based on the review and analysis of student data

Progress Monitoring Establish baseline, set up graph, set goal, draw aimline Measure and plot student performance – trend line Analyze student performance – check data points below the aimline Make Instructional changes if indicated Continue to measure and monitor student performance

Making Instructional Decisions Data interpretation requires the examination of performance across time No single data point can be used to interpret outcomes – one piece of data does not make a trend

Considerations Is the teacher implementing the instructional strategies? Is the student actively engaged in instruction? Is the aimline appropriate? Student responding to the instruction and materials?

Making instructional decisions Describe and summarize student performance Level of performance Slope of performance (trajectory) Variability of performance

Decision Rules Using aimlines and decision rules takes much of the guess work out of data analysis If student performance: is well below the aimline for three data points - a different strategy may be used is below the aimline for three data points but is parallel to the aimline – may monitor closely is dramatically improving – stay the course

Intervention Plan Different intervention Additional time or practice within the same intervention Major course correction Minor course correction

Decision-making Compare data before the intervention or modification in intervention Change in performance level Change in slope Change in variability

Decision Rules Data Pattern Interpretation Suggestion Progress at or near zero – high error rate Task is too difficult Teach prerequisite skills Progress stalled at 20-50% correct Student performs some parts of the task Provide more direct/intensive instruction Progress stalled close to goal Student is ready for fluency building Provide frequent opportunities for practice to increase accuracy and rate Making progress, errors decreasing Program is working Continue present instructional program Meets or exceeds aimline Instructional program is successful Implement process to generalize and move on to new task