Presentation on theme: "Digging Deeper with DIBELS Data"— Presentation transcript:
1Digging Deeper with DIBELS Data RtI TAC Summer InstituteJune 2011Michelle FitzsimmonsDebbie DePalma
2Session 1 Overview DIBELS as an informal diagnostic- purpose of DIBELS Use 4 step process to analyze DIBELS booklet pages (I’ve DIBEL’d Now What?)Review Assessment Audit and Share Additional Assessments to Dig Deeper
3DIBELS as Informal Diagnostic DIBELS measures, by design, are indicators of each of the Basic Early Literacy Skills.For example, DIBELS do not measure all possible phonemic awareness skills such as rhyming, alliteration, blending, and segmenting. Instead, the DIBELS measure of phonemic awareness, Phoneme Segmentation Fluency (PSF), is designed to be an indicator of a student’s progress toward the long-term phonemic awareness outcome of segmenting words.The notion of DIBELS as indicators is a critical one. It is this feature of DIBELS that distinguishes it from other assessments and puts it in a class of assessments known as General Outcome Measures.
4Diagnostic Assessment Occurs before instructionOften focuses on one area or domain of knowledge.It can provide educators with information about each student's prior knowledge before beginning instruction.Educators can use a diagnostic assessment to assist them in developing lesson plans and providing differentiated instruction to meet students' needs.
5Screening and Diagnostic Assessments We first use screening tests to determine a general pattern of difficulty. Then we use diagnostic tests to determine specific needs.What system do you have in place to ensure this happens?
6Analyzing Student Booklet Step 1 analyze the whole pictureStep 2 Note areas of concern or questionsStep 3 Study error patterns of the booklet pagesStep 4 Summarize Observations for intervention lesson plan
7Review of Student Data Emily and Enrique Mid Year First Grade See Handout
8Step 1 Analyze Whole Picture Emily whole picture:PSF emergingNWF deficitORF Some riskHow are Emily and Enrique the same?Different?What does this tell us about DIBELS
9Step 2 Note areas of Concern Where does each student fall in terms of benchmark expectations?Describe each students strengths and concerns based on beginning and mid year dataEnrique:Emily:
10Step 3 Error Patterns (refer to handouts) Divide into groups:Group 1 PSF dataGroup 2 NWF dataGroup 3 ORF data
11Step 4 Summarize observations for Intervention Lesson Plan Share whole group the finding for each of Emily’s probes:PSFNWFORFWhat does this mean for Tier 1, Tier 2 and Tier 3 instruction?
12Apply 4 Step ProcessChoose one student booklet, using the graphic organizer complete the 5 step process for 1 student
13Digging Deeper Assessments Donna Goldberg- PA AssessmentDecoding Surveys95% Group assessmentERDA
14Running Reading Records & DIBELS Oral Reading FluencyPurpose-determine text levelassess performance on independent text- accuracy, fluency and comprehension-understand fluency rate- monitor progressAdministrationduring guided readingduring independent readingtimed assessmentstandardizedPoints to ConsiderRunning reading records determine text level based on Fountas and Pinnell Text leveling criteria.ORF assess and monitors student progress on predetermined text, leveled by text readability.
15Sequence of Assessments Benchmark screening assessmentProgress Monitor to validate scoresAnalyze Student ResponsesDiagnostic Assessments validate/dig deeperUse information to develop differentiated plans for studentsProgress Monitor- adjust instruction as needed
16Current State- Data Rubric Review the data rubric, highlight green areas of strength, yellow areas you developing in, and pink, areas that need attentionDescribe the 3 most important next steps for you- chart on paper
17Child-Focused Instruction Review data at the student level.Understand the learning strengths and needs of each child.Use flexible grouping to target instruction. (Guided Reading, Writer’s Workshop, Small Group Skill Instruction)
18Flexible Grouping Strategy T.A.P.S. (T) Total group: there may be information and new skills that need to be shared or demonstrated to the whole class.(A) Alone: Sometimes students need to practice by working alone as they will on standardized tests. In life, we often think and work independently of others.(P) Partners: partnering gives students a narrow audience with whom to share ideas, discuss new information, or process learning. (may be random or teacher-constructed)(S) Small groups: there are many ways of forming small groups. Groups of three to five may be constructed for a variety of purposes.
19What Do I Teach During Small Group Instruction and Intervention? How do I teach?How does the lesson format change based on student reading proficiency?Students at an advanced level of instructionStudents at a benchmark level of instructionStudents at a strategic level of instructionStudents at an intensive level of instructionHow do I extend learning for struggling readers?
20Differentiated Small Group Instruction Utilize various forms of student assessmentdata to assist in instructional planning.oral reading fluencyaccuracy ratephonics skills students may have deficits in, which impact their fluency.Comprehension/vocabulary data
21Question to Consider:How does the classroom teacher balance time devoted to the different components?
22Fitting It All Together Through the Four Part Lesson Plan, teachers are provided with a structure that incorporates grade level skill development, targeted skill instruction based on need, vocabulary development and reading with connected text into a guided reading lesson.
23Explicit Lesson Planning Template Warm-Up (PA, Phonics, Word Study (5 minutes)Whole Word Reading/ Vocabulary Development (5 minutes)Sentence Reading and Dictation or Development based on vocabulary words.Reading of Connected Text/Literature Circles- Speaking and Listening Skills- Vocabulary- Comprehension- Strategy Use- Follow-up Activity or ProjectWritten Response to Text
24Differentiated Lesson Plan Review lesson plans for Intensive, Strategic and Benchmark students.What do you notice?How could this be utilized at your grade level?
25Final ThoughtsEffective balanced instruction requires a very comprehensive, integrated approach, demanding that teachers know a great deal about literacy research related to emergent literacy, assessment-based instruction, phonological and phonemic awareness, the alphabetic principle, phonics, word study, selecting appropriate leveled readers, reader response, writing process, and constructivist learning. (IRA, 2003)