1. Instruction Goals Assessment For Each Student For All Students Using Assessment Data to Improve Outcomes for Each Student 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 For Each Student Instruction Goals Assessment For All Students Ongoing Progress Monitoring and Differentiated and Individualized Instruction for Each Student A Schoolwide Beginning Reading Model

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 of student performance DIBELS reports. 2.Determine what kinds of information are available from reports. 3.Interpret reports to improve instructional decision making. Objectives: What You Will Learn and Do

9. Harn © 2003 9  Using data to improve educational decision making  DIBELS data can be used to make decisions at two levels:  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 our most at-risk students? Once You’ve Collected the Data

10. Harn © 2003 10 Types of Reports Available for Interpreting DIBELS Data  All reports can be accessed or generated at http://dibels.uoregon.edu/  School-Level Reports:  Histogram  Box Plots  Grade List  Class & Student Level Reports:  Class List  Grade List  Individual Student Profile

11. Harn © 2003 11 Enter/Edit Data View/Create Reports Interpret Reports Administrative Menu Migrate Students System Status FAQ Manual Contact Information DIBELS Web

12. Harn © 2003 12 1.What essential big idea is assessed? 2.What is the established goal for that measure?  Critical value?  Critical time period? 3.How is student performance displayed? 4.How do you identify students needing additional instructional support? How to Interpret Each Report

13. Harn © 2003 13 Big Idea DIBELS Measure Phonological Awareness Alphabetic Principle Fluency and Accuracy Vocabulary Comprehension Initial Sounds Fluency (ISF) Phonemic Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) Oral Reading Fluency (ORF) Word Use Fluency (WUF) Oral Reading Fluency & Retell Fluency (RTF) Q1: What Essential Big Idea is Assessed?

14. Harn © 2003 14  During each Benchmark data collection period, multiple essential skills are assessed:  Depending on the grade and time of year, some measures are more important than others. Essential Measures at the Beginning of K Essential Measure at the End of K Essential Measure at the Middle of K Q1: What Essential Big Idea is Assessed?

15. Harn © 2003 15 Essential Measures in Fall of 1st Essential Measures in Winter of 1st Essential Measure in Spring of 1st Q1: What Essential Big Idea is Assessed?

16. Harn © 2003 16 Q1: What Essential Big Idea is Assessed?

17. Harn © 2003 17  For every goal, there are two questions to answer: 1.How much? Determine the critical value for the measure. 2.By when? Determine when the child should attain proficiency of the skill to remain on-track.  How far away a child is from the critical benchmark indicates the level of instructional intensity needed. Q2: What is the Established Goal for that Measure?

18. Harn © 2003 18 Measure How Much?By When? Initial Sounds Fluency 25 or moreMiddle of K Phonemic Segmentation Fluency 35 or moreEnd of K Nonsense Word Fluency 50 or moreMiddle of 1st Oral Reading Fluency 1 st : 40 or more 2 nd : 90 or more 3 rd : 110 or more 1 st : End of year 2 nd : End of year 3 rd : End of year Q2: What is the Established Goal for that Measure?

19. Harn © 2003 19 Developing SkillGoal Skill Low RiskEstablished Some RiskEmerging At RiskDeficit  Depending on the student’s performance and time of year, a student’s score will be described as one of the following: DIBELS Terminology For A Student’s Performance

20. Harn © 2003 20  At the beginning-of-the year, the developing skills are the following:  Kindergarten: Phonological Awareness (ISF)  First Grade: Alphabetic Principle (NWF)  2 nd & 3 rd Grades: Fluency and Accuracy with Connected Text (ORF)  At the beginning-of-the year, the goal skills are the following:  First Grade: Phonological Awareness (PSF) DIBELS Terminology For A Student’s Performance

21. Harn © 2003 21 Describing Student Performance  For each DIBELS measure, the student’s performance at the expected goal is described as: 1.Established 2.Emerging 3.Deficit

22. Harn © 2003 22 Describing Student Performance  Established: Student has met or exceeded the benchmark value for the measure.  Implication: Current instructional program is meeting the child's needs  Emerging: Student is at-risk for not meeting the next critical benchmark.  Implication: Modify instructional program and monitor more often (1-2 x a month)  Deficit: Student is at significant risk of not meeting the next critical benchmark without significant changes to the instructional program.  Implication: Modify instructional program significantly and monitor student performance more often (2-3 x a month)

23. Harn © 2003 23 Kindergarten Measures BeginningMiddleEnd Measure Score Status Score Status Score Status ISF < 4 4-7 ≥ 8 At risk Some risk Low risk < 10 10-24 ≥ 25 Deficit Emerging Established LNF < 2 2-7 ≥ 8 At risk Some risk Low risk < 15 15-26 ≥ 27 At risk Some risk Low risk < 28 29-39 ≥ 40 At risk Some risk Low risk PSF < 6 7-17 ≥18 At risk Some risk Low risk < 9 10-34 ≥ 35 Deficit Emerging Established NWF < 4 5-12 ≥ 13 At risk Some risk Low risk < 14 15-24 ≥ 25 At risk Some risk Low risk Progressive Benchmarks: Is the Student On-Track to Achieve the Benchmark Goal?

24. Harn © 2003 24 BeginningMiddleEnd Measure Score Status Score Status Score Status LNF < 25 25-36 ≥ 37 At risk Some risk Low risk PSF < 10 10-34 ≥ 35 Deficit Emerging Established < 10 10-34 ≥ 35 At risk Some risk Low risk < 10 10-34 ≥ 35 At risk Some risk Low risk NWF < 13 13-23 ≥ 24 At risk Some risk Low risk < 29 30-49 ≥50 Deficit Emerging Established < 29 30-49 ≥ 50 Deficit Emerging Established ORF < 7 8-19 ≥ 20 At risk Some risk Low risk < 19 20-39 ≥ 40 At risk Some risk Low risk First Grade Measures Progressive Benchmarks: Is the Student On-Track to Achieve the Benchmark Goal?

25. Harn © 2003 25 Progressive Benchmarks: Is the Student On-Track to Achieve the Benchmark Goal? BeginningMiddleEnd Measure Score Status Score Status Score Status 2 nd Grade ORF < 26 26-43 ≥ 44 At risk Some risk Low risk < 52 52-67 ≥ 68 At risk Some risk Low risk < 70 70-89 ≥ 90 At risk Some risk Low risk 3 rd Grade ORF < 53 53-76 ≥ 77 At risk Some risk Low risk < 67 67-91 ≥ 92 At risk Some risk Low risk < 79 80-109 ≥ 110 At risk Some risk Low risk 2 nd & 3 rd Grade ORF Scores

26. Harn © 2003 26  School-Level Report: Histogram  A histogram summarizes the distribution of scores of all children in a grade within a school/district. It provides information on both the number and percentage of children performing at specified values. 3 9 Q3: How is Student Performance Displayed? Phoneme Segmentation Fluency

27. Harn © 2003 27 Interpreting Histograms  At this school, how many students received a score between the following scores? 0-4: ______ 25-29: ________ 45-49: _______  What percent of these beginning-of-the-year first graders have established skills in phonological awareness? ____ Phoneme Segmentation Fluency

28. Harn © 2003 28  In this school, how many students would you select to receive additional instructional assistance and why? _____________________________________ _____________________________________ 44% Low risk for reading difficulties 25% Some risk for reading difficulties 31% At risk for reading difficulties Oral Reading Fluency Interpreting Histograms: 2nd Grade

29. Harn © 2003 29  Using the School Summary Sheet, analyze your school’s histograms and identify the percent of students at each status level.  At risk  Some risk  Low risk Applying It to Your School: Interpreting Histograms

30. Harn © 2003 30  School-Level Report: Box Plot  A box plot illustrates an entire grade’s distribution of scores in relation to the goal Box Plot of End of Year Grade 2 ORF Results Progressive ORF Goals Q3: How is Student Performance Displayed?

31. Harn © 2003 31 Interpreting Box Plots  At the beginning of the year, how many words per minute were students reading at the following percentiles? 20%ile: _____50%ile: _____80%ile: _____  In the middle of the year, how many words per minute were students reading at the following percentiles? 20%ile: _____50%ile: _____80%ile: _____ Beginning Middle

32. Harn © 2003 32 Boxplot of End of Year Grade 2 ORF Results 2.46 words/week.77 words/week 1.53 words/week.65 words/week.94 words/week Evaluating the Effectiveness of a School’s Reading Program Interpreting Box Plots

33. Harn © 2003 33 PercentileBeginningMiddleDifference Growth (13 weeks) 80%ile 90118282.15 50%ile 5882241.85 20%ile 36448.62 Interpreting Box Plots: Is the Reading Program Meeting the Needs of All?

34. Harn © 2003 34 Q3: How is Student Performance Displayed?  School-Level Report: Grade List  A grade list report rank orders an entire grade’s performance on a specific measure at a specified time.  Grade list reports allow a school to readily identify students at differing levels of performance across classrooms.

35. Harn © 2003 35 Name Oral Reading Fluency Instructional Recommendation Score Percentile Status John12At RiskIntensive - Needs Substantial Intervention Lee12At RiskIntensive - Needs Substantial Intervention Thomas64At RiskIntensive - Needs Substantial Intervention Sheila1914At RiskIntensive - Needs Substantial Intervention Aaron2116At RiskIntensive - Needs Substantial Intervention Timothy2722Some RiskStrategic - Additional Intervention Tiffany2823Some RiskStrategic - Additional Intervention Jose3125Some RiskStrategic - Additional Intervention Austin3836Some RiskStrategic - Additional Intervention Kayla4038Some RiskStrategic - Additional Intervention Ashley4139Some RiskStrategic - Additional Intervention Mitchell4240Some RiskStrategic - Additional Intervention Greg4443Low RiskBenchmark - At Grade Level Darek4746Low RiskBenchmark - At Grade Level Jerry4847Low RiskBenchmark - At Grade Level Jesus6459Low RiskBenchmark - At Grade Level Melissa6863Low RiskBenchmark - At Grade Level Justin8880Low RiskBenchmark - At Grade Level Maria8982Low RiskBenchmark - At Grade Level Jake11292Low RiskBenchmark - At Grade Level Tammy11393Low RiskBenchmark - At Grade Level Which 2 nd graders are in most need of instructional support? Example of a Grade 2 Grade List Report

36. Harn © 2003 36  Class List/Teacher Report, Fall Grade 1  provides a class-level report of children’s performance on all measures administered in relation to the goals. Name Letter Naming Fluency Phoneme Segmentation Fluency Nonsense Word Fluency Instructional Recommendation Score%ile StatusScore %ile StatusScore %ile Status Casey21At risk64Deficit01At RiskIntensive - Needs Substantial Intervention Greg1712At risk3017Emerging66At RiskIntensive - Needs Substantial Intervention Cassie159At risk178Emerging88At RiskIntensive - Needs Substantial Intervention Sandra23 At risk2915Emerging1518Some RiskStrategic - Additional Intervention Rachel2832Some risk3017Emerging1926Some RiskStrategic - Additional Intervention Ben2017At risk3831Established2029Some RiskStrategic - Additional Intervention Jill5992Low risk3017Emerging2439Low RiskBenchmark - At Grade Level Ivan2628Some risk4139Established2439Low RiskBenchmark - At Grade Level Katie2730Some risk3119Emerging2851Low RiskBenchmark - At Grade Level Erin23 At risk4449Established2851Low RiskStrategic - Additional Intervention Page4775Low risk3831Established3362Low RiskBenchmark - At Grade Level Juanita3342Some risk3017Emerging4985Low RiskBenchmark - At Grade Level Jose5182Low risk5274Established6894Low RiskBenchmark - At Grade Level Taylor6596Low risk4449Established9899Low RiskBenchmark - At Grade Level Q3: How is Student Performance Displayed?

37. Harn © 2003 37  Class list reports provide the following information for each student:  Raw scores on all measures administered  Percentiles: compares a child’s performance to other children in your school/district  Skill status: Established, Emerging, Deficit or Low, Some, At-Risk  Instructional Recommendation: Benchmark, Strategic, Intensive Interpreting Class List Reports

38. Harn © 2003 38 DIBELS Instructional Recommendation  The Instructional Recommendation is created by analyzing a student’s performance across all of the measures administered.  Provides a general description of the instructional intensity needed for the student to achieve the next benchmark goal.  Instructional recommendation categories:  Benchmark: Established skill performance across all administered measures.  Strategic: One or more skill areas are not within the expected performance range.  Intensive: One or more skill areas are significantly at- risk for later reading difficulty

39. Harn © 2003 39 Name Initial Sound FluencyLetter Naming Fluency Instructional Recommendation Score%ileStatusScore%ileStatus Roth04At Risk05At riskIntensive - Needs Substantial Intervention Harry04At Risk222Some riskIntensive - Needs Substantial Intervention Steve04At Risk641Some riskIntensive - Needs Substantial Intervention Brock724Some Risk115At riskIntensive - Needs Substantial Intervention Jess724Some Risk537Some riskStrategic - Additional Intervention Tony1137Low Risk328Some riskStrategic - Additional Intervention Tom1240Low Risk537Some riskStrategic - Additional Intervention Daj1240Low Risk2683Low riskBenchmark - At Grade Level Carrie1554Low Risk222Some riskStrategic - Additional Intervention Erin1658Low Risk1869Low riskBenchmark - At Grade Level John1658Low Risk1869Low riskBenchmark - At Grade Level Chris1864Low Risk2479Low riskBenchmark - At Grade Level Maria2173Low Risk1155Low riskBenchmark - At Grade Level Sara2377Low Risk2987Low riskBenchmark - At Grade Level Jose2581Low Risk950Low riskBenchmark - At Grade Level Evan2885Low Risk328Some riskStrategic - Additional Intervention Tatiana2885Low Risk2987Low riskBenchmark - At Grade Level Kindergarten Fall Teacher Report Put a box around students needing intensive Intervention Underline students needing strategic intervention

40. Harn © 2003 40 Name Letter Naming Fluency Phoneme Segmentation Fluency Nonsense Word Fluency Instructional Recommendation Score%ile StatusScore %ile StatusScore %ile Status Casey21At risk64Deficit01At RiskIntensive - Needs Substantial Intervention Greg1712At risk3017Emerging66At RiskIntensive - Needs Substantial Intervention Cassie159At risk178Emerging88At RiskIntensive - Needs Substantial Intervention Sandra23 At risk2915Emerging1518Some RiskStrategic - Additional Intervention Rachel2832Some risk3017Emerging1926Some RiskStrategic - Additional Intervention Ben2017At risk3831Established2029Some RiskStrategic - Additional Intervention Jill5992Low risk3017Emerging2439Low RiskBenchmark - At Grade Level Ivan2628Some risk4139Established2439Low RiskBenchmark - At Grade Level Katie2730Some risk3119Emerging2851Low RiskBenchmark - At Grade Level Erin23 At risk4449Established2851Low RiskStrategic - Additional Intervention Page4775Low risk3831Established3362Low RiskBenchmark - At Grade Level Juanita3342Some risk3017Emerging4985Low RiskBenchmark - At Grade Level Jose5182Low risk5274Established6894Low RiskBenchmark - At Grade Level Taylor6596Low risk4449Established9899Low RiskBenchmark - At Grade Level What is the essential measure in Fall of 1 st ? Similar performance, why different Instructional Recommendations? First Grade Fall Teacher Report

41. Harn © 2003 41 Name Oral Reading Fluency Instructional Recommendation ScorePercentileStatus Kelsey122At RiskIntensive - Needs Substantial Intervention Tyler259At RiskIntensive - Needs Substantial Intervention Nick3311At RiskIntensive - Needs Substantial Intervention Jemane3713At RiskIntensive - Needs Substantial Intervention Jessie3814At RiskIntensive - Needs Substantial Intervention Tim4015At RiskIntensive - Needs Substantial Intervention Jack4718At RiskIntensive - Needs Substantial Intervention Les5021At RiskIntensive - Needs Substantial Intervention AJ5424Some RiskStrategic - Additional Intervention Jon6331Some RiskStrategic - Additional Intervention Leann7646Some RiskStrategic - Additional Intervention Dan8152Low RiskBenchmark - At Grade Level Vick8353Low RiskBenchmark - At Grade Level Tom8859Low RiskBenchmark - At Grade Level Donovan9666Low RiskBenchmark - At Grade Level Vira9767Low RiskBenchmark - At Grade Level Frank10070Low RiskBenchmark - At Grade Level Wes11379Low RiskBenchmark - At Grade Level Destiny13592Low RiskBenchmark - At Grade Level Maria14896Low RiskBenchmark - At Grade Level 3rd Grade Fall Teacher Report These students need instruction on significantly different reading skills Draw boxes around students who may have similar instructional needs

42. Harn © 2003 42 One student’s ORF Progress Across Years Q3: How is Student Performance Displayed?  Class or Student Level Report: Individual Student Performance Profile or Student History  An individual student progress summary provides both a numerical and pictorial display of student performance on one measure across a year(s) in relation to the established goal.

43. Harn © 2003 43 This same student’s DIBELS scores in Kindergarten and First Grade Monitoring Individual Student Progress BeginningMiddleEnd Kindergarten ISF=7ISF=18 LNF=1LNF=7 PSF=24 1st PSF=59PSF=66PSF=40 NWF=34NWF=68NWF=153 ORF=29ORF=79

44. Harn © 2003 44  Different reports answer different questions:  Class list/Teacher reports rank order students by instructional recommendation status from highest to lowest  Grade list reports rank order students from highest to lowest on the selected DIBELS measure  Individual student performance reports all DIBELS data collected on an individual student across grades Q4: How Do You Identify Students Needing Additional Instructional Support?

45. Harn © 2003 45  Using the School Summary Sheet and your Class List / Teacher Report, write the names and DIBELS scores of the students identified as needing:  Strategic Instruction  Intensive Instruction  Group students with similar reading skills. Identifying Students Needing Additional Instructional Support

46. Harn © 2003 46 Class and Student Level Questions:  Who is the lowest reader in my class?  Class list report  Who is the lowest reader in the first grade?  Grade list report  How did my third grader perform in first grade?  Student history  Which report should I use to communicate an individual student’s reading performance to parents?  Individual student performance profiles Each Report Helps to Answer Different Questions

47. Harn © 2003 47 School-Level Questions  What percent of children have met the phonological awareness goal by the end of Kindergarten?  Histogram  How is our reading program meeting the needs of all children in teaching fluency and accuracy with connected text across a school year?  Box Plot Each Report Helps to Answer Different Questions

48. Harn © 2003 48  Types of reports available from dibels.uoregon.edu/  PDF Reports: Downloadable reports designed for printing. The school and district PDF reports combine the most common reports into a single file.  Web Reports: Individual reports designed for quick online viewing. Select the specific report you would like. Enter/Edit Data View/Create Reports Interpret Reports Administrative Menu Migrate Students System Status FAQ Manual Contact Information Where Do We Get These Helpful Reports?