1. 1 1.0 Review DIBELS Next ® Data Interpretation & Tier I Reading Systems

2. 2 Review the next four slides in your workbook Find “DIBELS Next Benchmark Goals” in your toolkit Complete the DIBELS Composite Score activity in your workbook Share with a partner Activity

3. 3 For each grade and time of year, the DIBELS Next measures that correlate highly with later outcomes are combined into a Composite Score Each measure is weighted so that all contribute approximately equally to the Composite Score The Composite Score is highly correlated with a broad range of reading outcomes Composite Scores are useful to evaluate early literacy skills over time at the system level DIBELS Next Composite Score

4. 4 “Big Ideas” of Reading Instruction (Five Essential Building Blocks of Reading – MDE) K – 3 rd Grade 4 th – 12 th Grade Phonemic Awareness Phonics Fluency Vocabulary Comprehension Word Study Fluency Vocabulary Comprehension Motivation

5. 5 “Big Idea”CCSS Direct Connections Phonemic Awareness Reading Strand Foundational Skills Phonological Awareness (K – 1 st ) Phonics & Word Study Reading Strand Foundational Skills Phonics & Word Recognition (K – 5 th ) Fluency Reading Strand Foundational Skills Fluency (K – 5 th ) Vocabulary Language Strand Vocabulary Acquisition & Use (K – 12 th ) Comprehension Reading Strand Literature/Informational (K – 12 th ) Literacy in History, Social Studies, Science & Technical Subjects (6 th – 12 th )

6. 6 Big Idea of Reading DIBELS Next Indicator(s) CCSS Connection Phonemic Awareness First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) RF.K-1.2 Alphabetic Principle & Basic Phonics Advanced Phonics Nonsense Word Fluency (NWF) Correct Letter Sounds (CLS) Whole Words Read (WWR) DORF Accuracy RF.K-1.3 RF.1-5.3 Fluency of Connected Text DORF Accuracy Words Correct Retell RF.1-5.4 Reading Comprehension Daze DORF Words Correct Retell RL.1-6.1-3,10 RI.1-6.1-3,10 Vocabulary * Word Use Fluency RevisedLanguage Strand

7. 7 Outcomes-Driven Model (DMG) DIBELS Next® is a registered trademark of Dynamic Measurement Group

8. 8 Academic Systems Behavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Integrated Behavior and Reading 3-Tier Model