2 Survey Level Assessment Assessing students in successive levels of the general education curricula for the purpose of making several decisions: eligibility, determining instructional placement, setting goals, identifying strengths and needs, assessing progress toward the goal.
3 Three Features of SLA Tests for success in the curriculum Data can be used to determine performance discrepancy: difference between the student’s expected level of performance in the curriculum and the level in which the student is successfulSuccess is defined when the student’s performance matches the performance of other typical students in grade level
4 Three Features cont. 2. Efficient Get a broad sample of behavior in a short timeData can be used to develop hypotheses about a student’s strengths and weaknesses
5 Three Features cont. 3. Technically Adequate Numerous research studies have demonstrated the reliability and validity of CBM when conducting SLACBM is a reliable valid method of obtaining information related to a student’s performance in his her curriculum
6 Survey Level Assessment Two uses of SLAUsing SLA for out of grade level goal setting and progress monitoring with DIBELS dataUsing SLA for finding Instructional Level in a given set of materials
7 Survey Level Assessment Procedures for Survey Level Assessment Using DIBELS Data for Out of Grade Goals and Progress Monitoring
8 SLA Procedures Using DIBELS ORF Goal Setting and Progress Monitoring for Students Requiring Intensive SupportOut of grade goals and progress monitoring are often needed for students requiring intensive level of support.To find the appropriate goal and progress monitoring level, begin with the level of the curriculum in which the student’s grade level peers are instructed. Administer a minimum of 3 probes in the student’s grade level material. Calculate and graph the median score for that time of year (fall, winter, or spring).If the student scores at or above benchmark, stop testing. If not, drop down one level and give 3 probes. Calculate and graph the median.Students in strategic levels can be progress monitored using grade level DIBELS probes. Those in intensive probably will need out of grade materials.The purpose of using out of grade passages is to make sure the materials will be sensitive to improvement.
9 SLA Procedures Using DIBELS ORF Goal Setting and Progress Monitoring for Students Requiring Intensive SupportIf the student has not met benchmark, repeat the procedure, dropping down level by level until the student’s median score falls at or above the benchmark. We test downward to ensure that we have the highest level at which the student meets benchmark.Set the student’s goal for the end of the year, one year above the level at which the student met benchmark. Both the goal and progress monitoring will be at this level.There will likely be questions about why the goal level should be a level above benchmark. Participants will think that is too much to expect.Mark Shinn would say… If we settled for a year’s growth in a year’s time, we will never close the gap between this reader and his peers - he will always bebehind. If we want to make a difference, we need to challenge our students and ourselves to close the gap, which means that we need aggressive goals.
10 This graph will be helpful in knowing which level the student meets benchmark. Copy for each participant to use in breakout activities.This graph shows the minimal CWPM needed for each benchmark at fall, winter, and spring from winter of 1st grade to spring of 6th grade.For example, to achieve benchmark status in winter of 4th grade, students would need to read at a rate of 105 correct words/minute.The boxes represent minimal CWPM scores needed to meet 1st thru 6th grade fall, winter, and spring ORF benchmarks.
11 Choices for Out of Grade Monitoring Student’s GradeBeginning of YearMiddle of YearEnd of YearSummer SchoolKdgORF1stISF2ndORF ORFPSF3rdNWF4th5th6thBlack = Above Grade LevelRed = Below Grade LevelDIBELS website can now be used for monitoring students during the summer!!By selecting out of grade progress monitoring, we can monitor students in above or below grade level materials
12 Choose out of grade monitoring on the progress monitoring menu Once you have enabled students for progress monitoring, you have two choicesgrade level monitoring which we use for strategic and benchmark studentsor out of grade monitoring which we use for intensive students, or for students functioning above grade level (that’s a different challenge!)
13 Choose the Level You Want to Progress Monitor Select the level you want to use for progress monitoring
14 DIBELS Out of Grade Level Progress Monitoring Data Entry Page Student NameThis is where you enter progress monitoring data for your studentsThese are the windows for fall
15 DIBELS Out of Grade Level Graph This is an example of a progress monitoring graph. Notice that the benchmark target and aim line are not on the graph. You will need to print the graph and draw those on yourself.
16 SLA - DIBELS ExampleBeth is a 5th grade student functioning in the intensive range on benchmark DIBELS assessment in the fall of the year.Survey level assessment data5th - 23 cwpm4th - 37 cwpm3rd - 42 cwpm2nd - 48 cwpm
18 SLA - DIBELS Example Cont. Beth did not meet benchmark in 5th, 4th, or 3rd grade level materials. She did meet benchmark for fall of 2nd grade. NWF and PSF benchmarks have been met.A goal will be set for the end of 3rd grade grade (110 correct words per minute) and Beth will be progress monitored in 3rd grade level materials.
19 Breakout Activity 1Work in groups of 2 or 3 to find the out of grade level appropriate for goal setting and progress monitoring for these students:Sam earned these cwpm scores in winter of 4th grade. PSF and NWF benchmarks have been met.4th - 17, 3rd - 22, 2nd - 23, 1st - 42Dave earned these cwpm scores in fall of 5th grade. PSF and NWF benchmarks have been met.5th - 23, 4th - 26, 3rd - 21, 2nd - 45Pass out DIBELS benchmark graphsSam - at or above benchmark in Spring of 1st… goal would be end of 2nd 90 cwpm, progress monitor in 2nd grade materialsDave - at or above benchmark in Fall of 2nd… goal would be end of 3rd 110 cwpm, progress monitor in 3rd grade materials
20 Breakout Activity 2 When encountering challenging decisions, Roland Good uses the phrase, Some Thinking Is RequiredNot all situations are as clean and neat as our previous examples…In your groups find the out of grade level appropriate for goal setting and progress monitoring for these students:Andrea earned these scores in the fall of 3rd3rd - 10, 2nd - 15, 1st - 14, kdg PSF - 30, NWF - 20Max moved in in the winter of 4th grade and earned these scores4th - 27 cwpm with 12 errors, 3rd - 48 cwpm with 14 errors,2nd - 53 cwpm with 11 errorsDiscuss these as a groupAndrea - at or above benchmark in Winter of KDG… goal would be end of 1st 40 cwpm, progress monitor in 1st grade materials, also progress monitor in NWF and PSF until those met benchmark. To accelerate growth, NWF and PSF should be accomplished quickly.(DIBELS progressive benchmarks for winter of kdg: psf=18, nwf=13)Max met benchmark in fall of 2nd grade… goal would be end of 3rd 110 cwpm, progress monitor in 3rd grade materials. Error rate should alert us to check PSF and NWF if it has not already been assessed and met in his previous school.
21 These are recommendations. Not every student will fit the model These are recommendations! Not every student will fit the model. If you’re finding some students that don’t fit well, talk with your coach. Thinking will be required!RG