1. 1 Module 2 Using DIBELS Next Data: Identifying and Validating Need for Support

2. Objectives Understand how to interpret and use DIBELS data to identify and validate need for support Systems level School or District Overview Report Student level Classroom Reports 2

3. 3 Outcomes-Driven Model Steps 1 & 2: Identify and Validate Need for Support

4. ODM Step 1. Identify Need for Support 4 ODM Step Question(s)Data 1. Identify Need for Support System: Are there students who may need support? How many students may need support? Student: Which students may need support? School or District Overview, Box Plot, Histogram, District Norms Classroom, Group or Grade-Level Report, Student Benchmark Assessment History 2. Validate Need for Support System: Are we confident in the accuracy of our data overall? Student: Are we confident that the identified students need support? School or District Overview, Box Plot, Histogram Classroom, Group or Grade-Level Report, Student Benchmark Assessment History 3. Plan and Implement Support System: What is our system-wide plan for support? What changes are needed in the plan to address the identified system needs? What are our system goals? Student: What is the plan of support for each student, including goals and progress monitoring plan? School or District Overview, Box Plot, Histogram Student booklets, additional diagnostic assessment, Initial Grouping Suggestions 4. Evaluate and Modify Support System: Are the majority of students making adequate progress? Are we making progress toward system goals? Student: Is the support effective for individual students? School or District Overview, Box Plot, Histogram, Status Report, Effectiveness of Instructional Support Levels Student Progress Monitoring Report 5. Review Outcomes System: What proportion of students have met benchmark goals? Have we met our system-wide goal? Student: Have individual students met their goals? School or District Overview, Box Plot, Histogram Effectiveness of Instructional Support Levels, Multi-Year Percent at Benchmark, Status Report Student Progress Monitoring Report

5. Step 1: Identify Need for Support: Overview Systems Level Is the system of support generally effective to support most students to reach reading outcomes? Determined by percent of students who reach benchmark goals If a large proportion of students score below the benchmark, system-level support may be necessary Student Level Is the student likely to need more or different instruction to reach reading outcomes? Determined by each student’s score relative to benchmark goals 5

6. Are There Students Who Need Instructional Support? School or District Overview Report Summarizes percent of students whose scores fall at/above, below, or well below the benchmark goal Includes all of the measures used in that grade at that time of the year 6

7. Sample School Overview Report 7

8. 8 Sample School Overview Report Fall of 1st Grade – Happy Valley School

9. Sample School Overview Report Start with the Composite Score; it is the best overall predictor of outcomes. In terms of overall early literacy skills, are most students on track to achieve literacy outcomes? Approximately how many students may need additional instructional support? 9

10. Are There 1 st Graders Who Need Support at Happy Valley School? In terms of overall early literacy skills, 56% of students have scores at/above the benchmark on the composite score at the beginning of first grade. Approximately 44% of students may need additional instructional support. Of these, 15% may need strategic support; 29% may need intensive support. 10

11. 11 On Which Basic Early Literacy Skill(s) Might Students Need Support?

12. 40% of students may need support in acquiring phonemic awareness skills (% below and well below benchmark on PSF). Of these, 8% of students have scores below the cut point and may need intensive support. 42% of students may need support in learning/becoming fluent in applying knowledge of letter sounds (% below and well below benchmark on NWF-CLS). Of these, 14% of students have scores below the cut point and may need intensive support. 35% of students may need support in applying knowledge of letter sounds in fluently blending/decoding unknown words (% below and well below benchmark on NWF- WWR). No cut point for risk at this benchmark period. 12

13. Are There Students Who Need Instructional Support? Is the next step to analyze and improve core reading instruction at Tier 1 or to plan Tier 2? 13 Overall, too many 1 st graders are not on track 35-42% of students are not on track, which is not a reasonable percent for which to plan Tier 2 supports On which skills will students need support in Tier 1?

14. 14 Sample School Overview Report Fall of 4th Grade – Happy Valley School

15. Sample School Overview Report Fall of 4th Grade Composite Score is the best overall predictor of outcomes. In terms of overall reading skills, are most students on track to achieve reading outcomes? Approximately how many students may need additional instructional support? 15 *Percents rounded to nearest whole number *

16. Are There 4th Graders Who Need Support at Happy Valley School? In terms of overall early literacy skills, 66% of students have scores at/above the benchmark on the composite score at the beginning of first grade. Approximately 34% of students may need additional instructional support. Of these, 13% may need strategic support; 21% may need intensive support. 16

17. 17 On Which Basic Early Literacy Skill(s) Might Students Need Support?

18. Accurate, fluent, reading for meaning 36% of students may need additional instructional support in accurate reading of connected text (% below and well below benchmark on Accuracy).* 44% of students may need additional instructional support in fluent reading of connected text (% below and well below benchmark on WC).* 34-44% of students may need additional instructional support in reading comprehension (% below and well below benchmark on Composite Score, WC, Retell and/or Daze).* 18 * Note: These may not be the same students; it is important to use each student’s specific scores and pattern of scores across measures to make individual instructional decisions.

19. Small Group Activity: Identify Need for Support at the System Level Divide into groups of 2-3 Use your school’s data to respond to the following questions. If you do not have your own data, select either First Grade or Fourth Grade at Sunset School. Summarize what the data indicate about need for support at the systems level. On which basic early literacy skills might students need support? What are the implications for curriculum and instruction for students in first and fourth grade at the beginning of the school year? 19

20. Small Group Activity: School Overview Sunset School – First Grade BOY 20

21. Small Group Activity Sunset School – First Grade BOY In terms of overall early literacy skills, are most students at the beginning of first grade on track to achieve literacy outcomes? Approximately how many students may need additional instructional support? In terms of overall early literacy skills, % of students have scores at or above the benchmark for the Composite Score and are on track to achieve subsequent reading outcomes. % of the first graders may need instructional support to achieve future reading outcomes. 21 49 51

22. Small Group Activity Sunset School – First Grade BOY 22 On which basic early literacy skills might students need support? 50% of students may need additional instructional support in acquiring phonemic awareness skills (% below and well below benchmark on PSF). 40% of students may need support in learning/becoming fluent in applying knowledge of letter sounds (% below and well below benchmark on NWF CLS). 52% of students may need support in applying knowledge of letter sounds in fluently blending/decoding unknown words (% below Benchmark on NWF WWR).

23. Small Group Activity Sunset School – First Grade BOY 23 What are the implications for curriculum and instruction? Need for strong core program in phonemic awareness/basic phonics, differentiated instruction

24. Small Group Activity: School Overview Sunset School – Fourth Grade BOY 24

25. Small Group Activity – Fourth Grade 25 In terms of overall reading skill, are most students at the beginning of fourth grade on track to achieve reading outcomes? Approximately how many students may need additional instructional support? In terms of overall reading skill, 65% of students have scores at or above the benchmark for the Composite Score and are on track to achieve subsequent reading outcomes. 36% of the fourth grade students may need instructional support to achieve future reading outcomes.

26. Small Group Activity – Fourth Grade 26 On which basic early literacy skills might students need support? 37% of students may need additional instructional support in accurate reading of connected text (% below and well below benchmark on Accuracy).* 37% of students may need additional instructional support in fluent reading of connected text (% below and well below benchmark on WC).* 25-55% of students may need additional instructional support in reading comprehension (% below and well below benchmark on Composite Score, WC, Retell and/or Daze).* * Note: These may not be the same students; it is important to use each student’s specific scores and pattern of scores across measures to make individual instructional decisions.

27. Small Group Activity – Fourth Grade What are the implications for curriculum and instruction? Differentiated small group instruction in advanced phonics and reading comprehension Differentiation of text that students are asked to read for comprehension Daily fluency practice for all students in text that students can read accurately 27

28. Identify Need for Support at the System Level: Summary The system is the context. An effective system of support is critical to effective implementation of DIBELS ®. Percent of students who need support determines next steps If more than 20% of students may need additional support to achieve goals, an important first step is to analyze core curriculum and instruction (Tier 1). How could core instruction be more effective and better matched to the needs of the students in each grade? 28

29. ODM Step 2: Validate Need for Support 29 ODM Step Question(s)Data 1. Identify Need for Support System: Are there students who may need support? How many students may need support? Student: Which students may need support? School or District Overview, Box Plot, Histogram, District Norms Classroom, Group or Grade-Level Report, Student Benchmark Assessment History 2. Validate Need for Support System: Are we confident in the accuracy of our data overall? Student: Are we confident that the identified students need support? School or District Overview, Box Plot, Histogram Classroom, Group or Grade-Level Report, Student Benchmark Assessment History 3. Plan and Implement Support System: What is our system-wide plan for support? What changes are needed in the plan to address the identified system needs? What are our system goals? Student: What is the plan of support for each student, including goals and progress monitoring plan? School or District Overview, Box Plot, Histogram Student booklets, additional diagnostic assessment, Initial Grouping Suggestions 4. Evaluate and Modify Support System: Are the majority of students making adequate progress? Are we making progress toward system goals? Student: Is the support effective for individual students? School or District Overview, Box Plot, Histogram, Status Report, Effectiveness of Instructional Support Levels Student Progress Monitoring Report 5. Review Outcomes System: What proportion of students have met benchmark goals? Have we met our system-wide goal? Student: Have individual students met their goals? School or District Overview, Box Plot, Histogram Effectiveness of Instructional Support Levels, Multi-Year Percent at Benchmark, Status Report Student Progress Monitoring Report

30. ODM Step 2: Validate Need for Support System Level Before moving forward to plan instruction, scan the system level data: Are we reasonably confident that the data were collected accurately? Did all assessors receive adequate training and practice? Did we conduct accuracy checks and/or shadow scoring? Are there inconsistencies in the pattern of data? What data can you use? Assessment Accuracy Checklists Shadow Scoring Documentation 30

31. Assessment Accuracy Checklists DIBELS Next Assessment Manual 31

32. Look for Patterns in the Data Data of one grade does not fit the pattern of other grades in the school. Data of one classroom does not fit the pattern of other classrooms at that grade. Data collected by one assessor does not fit the pattern of that collected by the rest of the team. Data on a measure does not fit the pattern of data on other measures at the grade level at that time. 32

33. ODM Step 1. Identify Need for Support 33 ODM Step Question(s)Data 1. Identify Need for Support System: Are there students who may need support? How many students may need support? Student: Which students may need support? School or District Overview, Box Plot, Histogram, District Norms Classroom, Group or Grade-Level Report, Student Benchmark Assessment History 2. Validate Need for Support System: Are we confident in the accuracy of our data overall? Student: Are we confident that the identified students need support? School or District Overview, Box Plot, Histogram Classroom, Group or Grade-Level Report, Student Benchmark Assessment History 3. Plan and Implement Support System: What is our system-wide plan for support? What changes are needed in the plan to address the identified system needs? What are our system goals? Student: What is the plan of support for each student, including goals and progress monitoring plan? School or District Overview, Box Plot, Histogram Student booklets, additional diagnostic assessment, Initial Grouping Suggestions 4. Evaluate and Modify Support System: Are the majority of students making adequate progress? Are we making progress toward system goals? Student: Is the support effective for individual students? School or District Overview, Box Plot, Histogram, Status Report, Effectiveness of Instructional Support Levels Student Progress Monitoring Report 5. Review Outcomes System: What proportion of students have met benchmark goals? Have we met our system-wide goal? Student: Have individual students met their goals? School or District Overview, Box Plot, Histogram Effectiveness of Instructional Support Levels, Multi-Year Percent at Benchmark, Status Report Student Progress Monitoring Report

34. Step 1: Identify Need for Support Student Level Which Students May Need Support? The Classroom or Instructional Group Report provides information on individual students at a given assessment period. The Classroom Report includes all the students from one class. The Classroom Report shows: The student’s score on each measure and on the DIBELS Next ® composite. The likely need for support category (i.e., Needs Core, Strategic, or Intensive Support) for the student’s score on each measure and on the composite. Percentile ranks for the student’s score on each measure to show the student's performance in relation to all participating students in the district. 34

35. Sample Classroom Report Beginning of First Grade 35

36. Which Students Need Support? Which students are below or well below the benchmark goal for the DIBELS ® Composite Score? Which students are below or well below the benchmark goal on one or more of the DIBELS Next ® measures given at this time of the year? Are there any other students you are concerned about (e.g., children just above the cutoff, children who perform inconsistently in class)? 36

37. Sample Classroom Report Lakeside School – First Grade BOY Which students score below or well below the benchmark on the Composite? 37 Which students score below or well below the benchmark goal on one or more of the DIBELS Next ® measures given at this time of the year?

38. Wireless Generation mCLASS:DIBELS Sample Classroom Report 38

39. ODM Step 2: Validate Need for Support 39 ODM Step Question(s)Data 1. Identify Need for Support System: Are there students who may need support? How many students may need support? Student: Which students may need support? School or District Overview, Box Plot, Histogram, District Norms Classroom, Group or Grade-Level Report, Student Benchmark Assessment History 2. Validate Need for Support System: Are we confident in the accuracy of our data overall? Student: Are we confident that the identified students need support? School or District Overview, Box Plot, Histogram Classroom, Group or Grade-Level Report, Student Benchmark Assessment History 3. Plan and Implement Support System: What is our system-wide plan for support? What changes are needed in the plan to address the identified system needs? What are our system goals? Student: What is the plan of support for each student, including goals and progress monitoring plan? School or District Overview, Box Plot, Histogram Student booklets, additional diagnostic assessment, Initial Grouping Suggestions 4. Evaluate and Modify Support System: Are the majority of students making adequate progress? Are we making progress toward system goals? Student: Is the support effective for individual students? School or District Overview, Box Plot, Histogram, Status Report, Effectiveness of Instructional Support Levels Student Progress Monitoring Report 5. Review Outcomes System: What proportion of students have met benchmark goals? Have we met our system-wide goal? Student: Have individual students met their goals? School or District Overview, Box Plot, Histogram Effectiveness of Instructional Support Levels, Multi-Year Percent at Benchmark, Status Report Student Progress Monitoring Report

40. Validate Need for Support at the Student Level What do you need to know? Are we reasonably confident the student needs instructional support? Rule out easy reasons for unexpected performance: bad day, confused on directions or task, ill, shy, or error in assessment administration What data can you use? Any additional available assessment data Repeat DIBELS Next ® assessments using progress monitoring booklets. General guideline: At least 2 more times, not on the same day but within 1 week 40

41. Are We Confident the Student Needs Additional Instructional Support? 41

42. Validate Need for Support Verify need for instructional support by retesting with alternate forms until we are reasonably confident. 42 Luke Davis Happy Valley 24114 Sept 66 108,105 BOY Cut Point BOY Benchmark

43. Validate Need for Support Verify need for instructional support by retesting with alternate forms until we are reasonably confident. 43 Miriam Davis Happy Valley 24125 Sept 68 65,60 BOY Cut Point BOY Benchmark

44. What is the Next Step? What decisions have we made? Identified and validated need for support at a systems level Identified and validated need for support for individual students What do we do next? 44