1. Instruction GoalsAssessment For Each Student For All Students Overview of Advanced DIBELS Applications Institute on Beginning Reading II

2. Harn © 2003 2 Acknowledgments  Oregon Department of Education  Institute for the Development of Educational Achievement, College of Education, University of Oregon  U.S. Department of Education, Office of Special Education Programs

3. Harn © 2003 3 Content Development Content developed by: Edward J. Kame’enui, Ph. D.Deborah C. Simmons, Ph. D.Professor, College of EducationUniversity of Oregon Beth Harn, Ph.D.Michael D. Coyne, Ph. D. University of OregonUniversity of Connecticut David Chard, Ph. D. University of Oregon Additional support: Patrick Kennedy-Paine Katie TateNicole Sherman-Brewer University of OregonOregon Reading First

4. Harn © 2003 4 Copyright  All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

5. Harn © 2003 5 Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused IBR Foundational Features: Translating Research into Practice

6. Harn © 2003 6 Ongoing Progress Monitoring and Differentiated and Individualized Instruction for Each Student A Schoolwide Beginning Reading Model For Each Student Instruction Goals Assessment For All Students

7. Harn © 2003 7 Today’s Focus 1.Goals: What outcomes do we want for our students in our state, district, and schools? 2.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 3.Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Outcome Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made? IBR Guiding Questions

8. Harn © 2003 8 The goals and objectives of today’s session: 1.Identify the types DIBELS reports that show the relationship between skills and cross-year student and school level performance. 2.Interpret reports to improve instructional decision making. 3.Demonstrate how to use the individual progress monitoring function on DIBELS Web. Objectives: What You Will Learn and Do

9. Harn © 2003 9  Schoolwide Quarterly Benchmark Assessment Enables Regular Opportunities to Evaluate Progress:  School & class level  How is our reading program meeting the needs of all students?  Individual student level  How is our reading program meeting the needs of each student?  DIBELS Web Progress monitoring capability On Going Progress Monitoring

10. Harn © 2003 10 On Going Progress Monitoring  School & Class level  How is our reading program meeting the needs of all students?  Cross-year progress on the same skill (e.g., phonological awareness)  Cross-year progress on different skills (e.g. alphabetic principle and fluency with connected text reading)

11. Harn © 2003 11  All reports can be accessed or generated at http://dibels.uoregon.edu/  Advanced DIBELS Reports  Scatterplots  Cross-Year Box Plot  Summary Report  Class Progress Summary  Summary of Effectiveness Types of Reports Available for Interpreting DIBELS Data

12. Harn © 2003 12 Enter/Edit Data View/Create Reports Interpret Reports Administrative Menu Migrate Students System Status FAQ Manual Contact Information DIBELS Web

13. Harn © 2003 13  The DIBELS reports used to evaluate progress on a specific skill across a school year are:  Box Plots (within and across years)  Summary of Effectiveness Cross Year Progress on the Same Skill

14. Harn © 2003 14 Cross Year Progress on the Same Skill Box Plot for a School’s Initial Sounds Fluency Performance for the Year This school’s kindergarten reading program is not meeting the needs of the lower 50% of their students

15. Harn © 2003 15 Cross Year Progress on the Same Skill Box Plot for 1st Grade Nonsense Word Fluency Performance The majority of 1 st graders established skills by the end of the year. To end grade one as a reader, students need to meet the goal on NWF by mid year.

16. Harn © 2003 16 Cross Year Progress on the Same Skill Same School’s Box Plot for 1st Grade Oral Reading Fluency Performance This School’s Mid-Year Performance on NWF Predicted that the Majority of Students Would Not Be Reading.

17. Harn © 2003 17 Cross Year Progress on the Same Skill Box Plot for 2 nd Grade Oral Reading Fluency Performance

18. Harn © 2003 18 Cross Year Progress on the Same Skill So Are We Doing Better than Last Year? Cross Year Box Plot for 2nd Grade Oral Reading Fluency Performance

19. Harn © 2003 19 Cross Year Progress on the Same Skill  Summary of Effectiveness Reports: Provides results of how students with different instructional needs (e.g., benchmark, strategic, and intensive) performed on the same measure at two points in time.  Reports can be generated for the school or by classroom.  Can be used to evaluate the effectiveness of additional support/intervention services.

20. Harn © 2003 20 Cross Year Progress on the Same Skill Summary of Effectiveness Report for Beginning of Kindergarten In this classroom, the current program is enabling half of the students to reach mid-year benchmark goals.

21. Harn © 2003 21 Cross Year Progress on the Same Skill Summary of Effectiveness Report for Beginning of First Grade In this classroom, the current program is enabling the majority of students to reach mid-year benchmark goals.

22. Harn © 2003 22 Cross Year Progress on the Same Skill Summary of Effectiveness Report for Beginning of 2 nd Grade This classroom is meeting the needs of the students requiring benchmark instruction. How would you characterize the school’s instructional support services for students needing strategic or intensive support? StrongMediumWeak

23. Harn © 2003 23 Cross Year Progress on Across Skills  The DIBELS measures assess the “stepping stones to literacy” to determine if students are on-track to becoming proficient readers. The reports displaying the relationship across measures include:  Scatterplots  Summary Reports  Class Progress Summary

24. Harn © 2003 24 Cross Year Progress on Different Skills  Scatterplots provide school level information between measures: The relation of PSF to NWF in 1 st Grade. Students who met beginning and mid-year goals on DIBELS: 67% Students who were intensive at the beginning that met mid- year goal: 25%

25. Harn © 2003 25 Cross Year Progress on Different Skills  Relation between NWF and ORF in 1 st Grade: At this school 89% of students on-track at mid-year ended the year as readers. Circle the 4 students who had established skills on NWF but did not meet ORF goal. Circle the 1 student who had deficient skills on NWF but reached the ORF goal.

26. Harn © 2003 26 Cross Year Progress on Different Skills  Summary Reports provide school level performance for the year across all measures.  Example of a First Grade Summary Report

27. Harn © 2003 27 Cross Year Progress on Different Skills  The Class Progress Summary report provides class level performance across all measures administered across a school year.

28. Harn © 2003 28  DIBELS Web is capable of monitoring progress of students receiving additional services/intervention as often as once a week.  Enables schools to be more responsive to student performance. Monitoring the Effectiveness of Interventions

29. Harn © 2003 29 Using DIBELS Web for Progress Monitoring

30. Harn © 2003 30  Identify students receiving additional support and progress monitoring. Using DIBELS Web for Progress Monitoring

31. Harn © 2003 31  Enter progress monitoring data Using DIBELS Web for Progress Monitoring

32. Harn © 2003 32 Goal Line Benchmark Goal Student Performance How is this 1 st grader responding to the intervention? More than 3 points under goal line is predictive of not meeting the benchmark Using DIBELS Web for Progress Monitoring  Evaluating student’s response to intervention

33. Harn © 2003 33  Evaluating student’s response to intervention  What is the likelihood of this student meeting the end-of- year goal if her response continues? HighMediumLow Consistent ORF scores above goal line Maria’s ORF Progress Using DIBELS Web for Progress Monitoring

34. Harn © 2003 34  Evaluating student’s response to intervention  What is the likelihood of this student meeting the end-of- year goal if his response continues? HighMediumLow Inconsistent ORF scores above goal line Tom’s ORF Progress Using DIBELS Web for Progress Monitoring

35. Harn © 2003 35  DIBELS data can be used to evaluate the effectiveness of our efforts at the:  School-level  Grade-level  Class-level  Student-level  To provide schools the timely information they need in their efforts to get all children to be readers by grade 3. Using Data to Evaluate A School’s Reading Program