1. Using DIBELS to Improve Reading Outcomes in Grades 3-5

2. To improve the essential reading skills of Fluency and Comprehension, Brosville Elementary will implement a standardized, broad–outcome benchmark assessment and progress monitoring program in grades 3- 5. Performance data will help identify students in need of more intensive instruction, inform effective teaching strategies, allocate appropriate resources, and foster the home/school connection. In communicating project progress to faculty, staff, parents and community stakeholders, the following technologies will be utilized: 1. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) materials and online database 2. Power Point Presentations 3. School Media Lab Facilities 4. A Wiki planning site for the DIBELS Leadership Team 5. District email accounts, Google Docs, and other Microsoft Office applications including Excel and Word

3. The DIBELS Project

4. “Is the student learning and making progress toward a long-term goal?” Broad-Outcome Measures are basic skill probes often referred to as “indicators” Used to measure a student’s overall academic health Examples may include oral reading fluency, comprehension, computation fluency Frequently show up as screeners

5.  They can also… Identify students who need additional support Monitor pre-referral interventions Assist general educators plan more effective instruction Help special educators design more effective instructional programs for students who do not respond to general education Document student progress for accountability purposes, including IEPs Communicate with parents or other professionals about student progress

6.  Primarily used for screening purposes: Brigance (K) PALS (K-2) Fall, Winter, Spring PALS (3 rd grade) Fall only  Currently, grades 3-5 are not utilizing a standardized Broad Outcome Measurement tool. This is the purpose of our project!!

7.  Take student temperature of “overall reading health” with a focus on Comprehension and Fluency  Research indicates positive correlation between BOMS and high-stakes testing  Two measures will be utilized for both benchmark assessment and weekly progress monitoring: DORF: Oral Reading Fluency and Retell of Information  Students given three 1-minute reading probes  Median WCPM/Errors recorded  Administered individually DAZE: Reading Comprehension  Students administered one 3-minute timed silent reading cloze passage  Number correct/incorrect recorded  Administered in class-wide format

9. Intensive Support 5% Strategic Support 15% Met or Exceeded Benchmark Composite 80% 80% will “get it” as a result of initial instruction. Need Core Support 15% will need additional strategic support or different strategies to “get it”. 5% will need more intensive, personalized interventions to be successful.

10. Initial use… – Identify (and quantify!) students in need of support – Small-group instruction in the classroom – Better focus I/E instructional time Moving forward… – Ongoing weekly progress monitoring for those students who did not make benchmark – Data collection for CSIT purposes

11. The DIBELS Project

15.  Excel  PowerPoint  Word