1. Using DIBELS to Guide Instruction Or What Is a Trajectory Anyway?

2. Purpose of DIBELS 1.Predict which children are likely to experience difficulty learning to read. 2.Undo that prediction

3. The Three Tiers of DIBELS At risk (Test every one to two weeks) Some risk (Test every two to four weeks) Low risk (Just use the three benchmark tests, fall, winter and spring.)

4. So, let’s look at a first- grade test to see how this score is obtained.

5. First Grade Benchmark Benchmark 1 Beginning/Fall Benchmark 2 Middle/Wint Benchmark 3 End/Spring Letter Naming Fluency Phoneme Seg. Fluency Nonsense Word Fluency Oral Reading Fluency (Middle score)

6. What are we trying to accomplish? Close the trajectory gap!! Easier early on!

7. Research suggests that early identification and prevention of reading problems in kindergarten and first grade could reduce up to 70% the number of children served in special education and compensatory programs. Reid Lyon, 2001

8. There is an 88% probability of being a poor reader in fourth grade if you were a poor reader in first grade! Juel, 1988

9. Rates of Expected Weekly Reading Growth (Increase in WPM) Good and Kaminsky, 2002 GradeRealisticAmbitious 12.003.00 21.502.00 31.001.50 40.851.10 50.500.80 60.300.65

10. We have only 384 days in which to teach reading in first and second grade! This is before absences, field trips, assemblies, etc.

11. DIBELS subtests Initial Sound Fluency Letter naming fluency Phoneme segmentation fluency Nonsense word fluency Oral reading fluency Retell fluency Word use fluency

12. The Big Ideas as They Relate to DIBELS Phoneme Awareness Initial sound fluency Phoneme segmen fluency Phonics Nonsense word fluency FluencyOral Reading Fluency Comprehension Oral Reading Fluency Retell fluency VocabularyWord use fluency (Big Ideas)(DIBELS)

13. So, if we adjust instruction in response to DIBELS scores, we adjust instruction to address the five big ideas (plus 1).

14. Language Arts Standards/Definitions/Ben chmarks/ Performance Objectives Grade 1 Curriculum Survey of Essential Skills National Rankings Instructional Focus Grade 1 PriorityProficiencies for Promotion Standard: Reading and Listening for Comprehension Definition: Students will apply strategies and skills to comprehend information that is read, heard, and viewed. K-4 Benchmark 1A: Listen to, read, react to, and retell information 1. Listen to and retell short stories. E25 E84 Listen, comprehend, and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates Tell or re-tell stories, folk tales, or narratives for a listening audience Listening Oral Language Development Comprehension of Literary Text Vocabulary MListens to and retells stories

15. What would an administrator observe in response to low scores in… Letter naming fluency? Initial sound fluency? Phoneme segmentation fluency? Nonsense word fluency?

16. What would an administrator observe in response to low scores in… Oral reading fluency? Retell fluency? Word use fluency?

17. Points to consider in targeted, strategic instruction… Size of group Methodologies Amount of time (In addition to Reading Outline)

18. PED Use of DIBELS The legislature asked for guidance in determining cut off DIBELS scores to use in withdrawing funding for full-day kindergartens from schools that did not have 95% of their students in the low risk category.

19. At Risk Criteria The committee, using information from the University of Oregon, recommended that 80% of the children in this category move to low risk to meet satisfactory improvement.

20. At Some Risk Criteria The committee, using information from the University of Oregon, recommended that 75% of the children in this category move to low risk to meet satisfactory improvement.

21. (Data are in percentages of students at each level) IndicatorKindergartenGrade 1Grade 2 LNFPSFNWFPSFNWFORF 03- 04 04- 05 03- 04 04- 05 03- 04 04- 05 03- 04 04- 05 03- 04 04- 05 03- 04 04- 05 03- 04 04- 05 At Risk12.08.58.00.08.06.81.50.02.93.510.117.552.424.6 Some Risk 20.06.812.017.012.010.27.30.017.431.621.724.620.616.9 Low Risk68.084.880.083.180.083.191.310079.764.968.157.927.058.5 LNF = Letter Naming Fluency PSF = Phonemic Segmentation Fluency NWF = Nonsense Word Fluency ORF = Oral Reading Fluency

22. IndicatorKindergarten LNFPSFNWF 1 st ADm 3 rd Adm %’age1 st ADm 3 rd Adm %’age1 st ADm 3 rd Adm %’age At Risk1914-26.346.9813.8 Some Risk 2321-8.71220.71322.4 Low Risk2023+15.04272.43763.8

23. A school must have satisfactory improvement in both the “at risk” and “at some risk” categories to be identified as having made adequate improvement.

24. The committee argued that this information be used to identify which kindergartens need assistance!

25. Are there implications from this use of DIBELS for the First and Second Grades?

26. Drum Roll I am now qualified to train trainers! This means I can train a person in your building who will in turn train the your teachers to administer the DIBELS! (Please e-mail suggestions!

27. Remember, let’s keep our eyes on the prize!