1. DIBELS – Part II SED 368 Fall 2012

2. Review DIBELS Benchmarks – 3 times/year – At grade-level learners may need only benchmarks – Can be used as a screener to help identify at-risk learners DIBELS Progress Monitoring Probes – Used to record progress toward goal – May be needed for at-risk learners – Help to determine the utility of instruction – Can be administered weekly, bi-weekly, or monthly

3. Steps in Conducting CBM Step 1: How to Place Students in a Reading CBM Task for Progress Monitoring Step 2: How to Identify the Level for Material for Monitoring Progress for Oral Reading Fluency and Maze Fluency Step 3: How to Administer and Score Reading CBM

4. DIBELS Timeline

5. Steps in Conducting CBM, cont. Step 4: How to Graph Scores Step 5: How to Set Goals Step 6: How to Apply Decision Rules to Graphed Scores (Change instruction/raise goals) Step 7: How to Use the CBM Data to Describe Students’ Strengths and Weaknesses

6. Step 4: Graphing Student Scores Graphing student scores is vital Graphs provide teachers with a straightforward way of – Reviewing a student’s progress – Monitoring the appropriateness of student goals – Judging the adequacy of student progress – Comparing and contrasting successful and unsuccessful instructional aspects of a student’s program

7. Step 4: Graphing Student Scores Horizontal axis: the number of weeks of instruction (dates CBM administered) Vertical axis: range of scores for the task

8. Step 4: Graphing Student Scores

10. Options for creating graphs – Graph paper & Pencil (students can use this to graph their own progress) – Excel – ChartDog ChartDog – Other graphing software

11. Step 5: How to set goals For typically developing students, identify the end of the year CBM benchmark - DIBELS Next Benchmark GoalsDIBELS Next Benchmark Goals National norms Intra-individual framework

12. Step 5: How to set goals National Norms (ORF) For typically developing students, a table of average rates of weekly increase can be used to find end-of-year performance goal

13. Step 5: How to set goals

14. Hasbrouck-Tindal_chart (ORF) Hasbrouck-Tindal_chart Example: A 3 rd grade student at 50 WCPM # Weeks: 15 Weeks Rate of Improvement: 1.1 words/week 1. 15 * 1.1 = 16.5 WCPM 2. 50 + 16.5 = 66.5 WCPM 66.5 WCPM = New Goal

15. Step 5: How to set goals Example Use the Hasbrouck & Tindal Chart 2 nd Grade Student - 47 WCPM Using the rate of improvement for the 50 th percentile, calculate the end of the year goal.

16. Step 5: How to set goals Intra-Individual Framework – Weekly rate of improvement is calculated using at least 8 data points – Baseline rate is multiplied by 1.5 – Product multiplied by number of weeks until end of school year – Added to student’s baseline score to produce end- of-year performance goal

17. Step 5: How to set goals 1 st 8 scores: 10, 12, 9, 14, 12, 15, 12, 14 Difference between the highest and lowest scores: 15 – 9 = 6 Divide by the number of scores: 6 ÷ 8 = 0.75 Baseline rate multiplied by 1.5: 0. 75 × 1.5 = 1.125 Multiplied by weeks left: 1.125 × 14 = 15.75 Product added to median: 15.75 + 11 = 27.75 28 is end-of-year performance goal

18. Example 1 st 8 scores: 25, 28, 22, 29, 32, 27, 28, 30 Difference between the highest and lowest scores: 32-22= 10 Divide by the number of scores: 10 ÷ 8 = 1.25 Baseline rate multiplied by 1.5: 1.25 × 1.5 = 1.875 Multiplied by weeks left: 1.875 × 14 = 26.25 Product added to median: 26.75 + 28 = 54.25 54 is end-of-year performance goal

19. Step 5: How to set goals

20. Monitoring the Appropriateness of the Goal After drawing the goal-line, teachers continually monitor student graphs After 7-8 CBM scores, teachers draw a trend- line to represent actual student progress – Goal-line and trend-line are compared Trend-line is drawn using the Tukey method

21. Monitoring the Appropriateness of the Goal Tukey method (cont.) – In the first and third groups: Find median data point and the median date Mark the intersection of these two with “X” – Draw a line connecting the first group “X” and third group “X” – This line is the trend-line

22. Drawing the Trend Line

23. Drawing the Trend Line – Practice I

25. Drawing the Trend Line – Practice II 0 10 20 30 40 50 60 70 80 90 100 1234567891011121314 Weeks of Instruction WIF: Correctly Read Words Per Minute

26. Drawing the Trend Line – Practice II

27. Step 6: How to Apply Decision Rules to Graphed Scores After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions Standard decision rules help with this process

28. Step 6: How to Apply Decision Rules to Graphed Scores Based on 4 most recent consecutive scores: – If scores are above goal-line, end-of-year performance goal needs to be increased – If scores are below goal-line, student instructional program needs to be revised

29. Step 6: How to Apply Decision Rules to Graphed Scores

31. Based on the student’s trend-line: – If trend-line is steeper than goal-line, end-of-year performance goal needs to be increased – If trend-line is flatter than goal-line, student’s instructional program needs to be revised – If trend-line and goal-line are fairly equal, no changes need to be made

32. Step 6: How to Apply Decision Rules to Graphed Scores

35. Step 7: How to Use Data to Describe Student Strengths and Weaknesses Using CBM ORF, student miscues may be analyzed to describe possible student strengths and weaknesses Student reads a CBM ORF passage and teacher writes down student errors First 10 errors are analyzed using a Quick Miscue Analysis Table

36. Step 7: How to Use Data to Describe Student Strengths and Weaknesses Teacher writes the written word from the ORF passage in the Written Word column Student mistake, or miscue, is written in the Spoken Word column Graphophonetic error preserves some important phonetics of the written word, even if it does not make sense (i.e., written word “friend” spoken word “fried.”)

37. Step 7: How to Use Data to Describe Student Strengths and Weaknesses Syntax error preserves the grammar of (i.e., is the same part of speech as) the written word. Does the error have the same part of speech as the written word? (i.e. “ran” is the same part of speech as “jogged”) Semantics error preserves the meaning of the sentence. Does the error preserve the meaning of the sentence? (i.e., “The woman is tall” means the same as “The lady is tall”).

38. Step 7: How to Use Data to Describe Student Strengths and Weaknesses

42. Example