Progress monitoring using DIBELS Next

Progress monitoring using DIBELS Next
Daze Welcome! DIBELS NEXT was chosen in response to a need for consistent district-wide progress monitoring tools. Today, we are presenting on two of those tools DORF and Daze. DORF

KNOW: UNDERSTAND: DO: How to use DIBELS NEXT to progress monitor
Administration and scoring directions for DORF and Daze UNDERSTAND: DO: Benefits of using a progress monitoring tool What DORF and Daze measure Appropriate uses of DIBELS Next in decision making Administer DORF and Daze proficiently Interpret scores and growth rates for instructional decision making Interpret data based on where the student’s skills are relative to their past performance Take a minute to review our KUD for today. Our expectations of what we want you to know, understand and be able to do when you leave her today.

Overview of Session Importance of Using Progress Monitoring
DIBELS Next Progress Monitoring Measures in Reading Oral Reading Fluency - DORF Maze Fluency – Daze General Procedures for Data-Based Decision Making Goal setting and rate of progress Decision-making framework Let’s take a quick look at an overview of today **Help you interpret the data you collect.

Brevard’s Assessments
FAIR – Universal Screener Make instructional changes to improve core instruction To identify students who may need additional instructional support FAIR, PSI, PASI, DRA- Diagnostics Help identify areas to target DIBELS Next – Progress Monitoring Progress Monitor at-risk students while they receive additional, targeted instruction Let’s take a look at some of the tools Brevard already has in place and what they are used for. Universal Screener – Who to progress monitor? Any student whose basic early literacy skills are not on track for attaining future reading outcomes When we triangulate Screener info with other district assessments this helps us identify students who are candidates for focused, differentiated, small group instruction, the intensity of which should match the need for support. Diagnostic – Identifies specific skill Progress monitoring - ensure that the instruction/intervention they are receiving is helping them make progress.

Part 1: Importance of Using Progress Monitoring
Progress monitoring - ensure that the instruction/intervention they are receiving is helping them make progress. Take a look at the key criteria for progress monitoring tools

Progress Monitoring Tools
Sensitive to growth Brief & Easy DIBELS NEXT met these requirements. Equivalent forms – students are given a similar measure each time FAIR OPM – gave us lexiled reading passaged, then teachers were asked to look up an adjusted fluency score. DIBELS NEXT passages were developed using new procedures to ensure overall more consistent, equivalent difficulty within each grade level. Equivalent forms Frequent

Connections to Common Core
Common Core defines the “what students are expected to know” of Tier 1 at each grade level. Use Universal Screeners and Diagnostic Tools to find specifically where students are struggling (or accelerating) in the context of Common Core. Use Progress Monitoring Tools and data to determine how students are responding to instruction and intervention. It is key that once we identify students who are not meeting grade level expectations that we are connecting them with tools to get them back on track to building the foundation that they need for academic success. **Combining progress monitoring with targeted interventions teachers can close small learning gaps before they widen. Close small learning gaps early, so they don’t turn in to bigger ones. Don’t ignore small gaps.

Two Main Approaches to Progress Monitoring
Using General Outcome Measures of Achievement Robust indicators of overall reading proficiency Oral reading fluency Maze Using Skills-Based Measures of Achievement DORF/Daze compared to PSI What is an outcome measure?: Think of a check up with a Doctor. You have been diagnosed (MRI), you may have changed diet (or whatever) Did the treatment work? Check up with doctor-not very frequent. Outcome measures may include blood pressure, weight, cholestorol etc. Outcome measures can be discussed in terms of RATE OF PROGRESS – OVER TIME. Scores and slopes correlate well with other global measures of reading competence, such as high-stakes test performance, performance on standardized tests, and teacher-made tests. DIBELS NEXT is aligned with success on the SAT 10. Oral Reading Fluency and Maze Overall indicators of reading competence Students who score well on these skills tend to be students who also do well with decoding, sight words, and comprehension

Progress Monitoring Main Uses:
Determine students' progress toward important and meaningful goals Make timely decisions about changes to instruction so that students will meet those goals Aid in instructional planning. Key Point – Kids must be receiving instruction Our number one resource is time and if students are not making gains in response to instruction/intervention, we may need to do some more problem solving, make changes to instruction/environment/curriculum etc.

Aimline Training Notes: Bart moves through the same process as Rita and Steven, but with far less success. As one can see, even with intensive tier 3 intervention, Bart’s progress does not reach the level that will likely lead him to meet winter benchmarks. Given that we have moved through tier 2 and tier 3 interventions, and these interventions have been done with integrity, Bart is referred for consideration for special education eligibility. Trendline = 0.95 words/week

Part 2: DIBELS* Next – Progress Monitoring Measures in Reading
*Dynamic Indicators of Basic Early Literacy Skills The skills that are measured by DIBELS Next are the basic early literacy skills – those skills that should be the essential components of reading instruction.

Why DORF and Daze? Multidimensional
Students must integrate many reading skills in order to perform well on the tasks. Scores and slopes on the oral reading and maze tasks correlate well with multiple global measures of reading competence. Sensitive to rate of progress Can be used to make instructional decisions. Training Notes: Multidimensional – in order to be a successful reader, students must master multiple skills – phonics, blending, etc. Research shows that scores on DIBELS NEXT are strongly correlated with success on SAT 10. The DIBELS Next measures are designed to be used frequently and are sensitive enough to detect student learning and growth over time. Evidence of improvement or lack of can inform instructional decision making.

The progress monitoring tool should match the skills being taught.
Using the Right Tool The progress monitoring tool should match the skills being taught. This is where teacher’s often struggle. So let’s take a look at this next chart that will help us.

DIBELS® Assess the Basic Early Literacy Skills
This slide shows the basic early literacy skills and the DIBELS measures that indicate those skills. DIBELS Oral Reading Fluency, is a complex measure that indicates 3 Early Literacy Skills: Advanced Phonics and Word Attack Skills, Accurate and Fluent Reading of Connected Text, and Reading Comprehension. Their own research showed that they don’t endorse the retell option. The DIBELS Maze measure, called Daze, serves as an additional indicator of Reading Comprehension. CLICK This we should refer back to and share with school psychologists. Goal: 1. Determine what underlying skill deficit might be leading to the student’s “not proficient” score and 2. Identify the appropriate measure to use to monitor the student’s improving skill as she receives targeted intervention/instruction aimed at addressing those skill deficits.

DORF AND Daze DIBELS Oral Reading Fluency (DORF)
Administered individually Measures Advanced phonics and word attack skills Accurate and fluent reading of connected text Reading comprehension. DIBELS Daze – (DIBELS version of MAZE) Administered to whole or small group Measures the reasoning processes that constitute comprehension Measures students ability to construct meaning from text using Word recognition skills Background information Syntax knowledge Reasoning Skills DORF and Daze "levels" correspond to the grade level of the passages. The DORF and Daze progress monitoring materials use the term "level" rather than "grade" because some students may be monitored on out-of-grade materials.

General Guidelines for Administration and Scoring
Measures are standardized Direction need to be presented verbatim Measures are timed Timing needs to be accurate

General Guidelines: Children
Children are not penalized for differences in performance due to articulation, dialect, or different first language. All measures have discontinue rules for children who have difficulty. Make a note for any consistent pattern in performance that may affect a child’s acquisition of reading skills. DIBELS approved accommodations may be used for children for whom a standardized administration may not proved an accurate estimate of skills.

Administration and Scoring of DIBELS Oral Reading Fluency (DORF)

DIBELS Oral Reading Fluency (DORF)
Basic Early Literacy Skill Advanced Phonics and Word Attack Skills; Accurate and Fluent Reading of Connected Text; Reading Comprehension Administration Time 1 minute, plus 1 minute maximum for Retell Schedule Middle of first grade through end of sixth grade Score Median number of words correct per minute, median number of errors per minute, and median number of correct words in the Retell Wait Rule On DORF, 3 seconds; on Retell, 1st hesitation 3 seconds Discontinue Rule If no words are read correctly in the first line, say, “Stop.”, record score of 0, and do not administer Retell. If fewer than 10 words are read correctly on passage #1 during benchmark assessment, do not administer Retell or passages 2 & 3. If fewer that 40 words are read correctly on any passage, use professional judgment whether to administer the Retell.

Overview of Materials Student Materials: Assessors Materials:
What the student looks at to complete the task One copy can be used repeatedly for students Assessors Materials: 1 scoring Booklet per student Different booklets for each grade

DIBELS® Oral Reading Fluency (DORF)
Assessor shows the reading passage to the student. The student reads the passage. Scores: The number of words read correctly in 1 minute. The percentage of words read accurately in 1 minute. The student reads from the student copy of the passage for one minute. CLICK The score is the number of words read correctly in one minute. CLICK

Administration Directions
Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in bold italic type verbatim. Position the clipboard so the student can not see what you write. CLICK Read the directions verbatim. CLICK

Directions The directions for DIBELS Oral Reading Fluency are as follows: “I would like you to read a story to me. Please do your best reading. If you do not know a word, I will read the word for you. Keep reading until I say “stop.” Be ready to tell me all about the story when you finish. (Place the passage in front of the student.) Put your finger under the first word (point to the first word of the passage). Ready, begin. “ CLICK

During the Testing Do not read the title to the student. If the student chooses to read the title, do not start the stopwatch until he or she reads the first word of the passage. If the student asks you to tell him or her a word in the title or struggles with a word in the title for 3 seconds, say the word. Do not correct any errors the student makes while reading the title. Start the stopwatch after the student says the first word of the passage. If the student is silent or struggles for 3 seconds with the first word of the passage, mark the word as incorrect, say the word, and start the stopwatch. Note: Reading coaches will have a 1 page reference sheet containing this information at the training. Each passage has a title on it. However, do not read the title to the student. If the student chooses to read the title, that is fine, but do not start the timer. You may supply words in the title if asked. Do not count or correct errors in the title. CLICK Start the stopwatch when it is clear the student is reading the first word of the passage, and not the title. If the student scans the passage before you say Begin and asks you to tell them a word, do not tell it to them, and complete the directions. CLICK

During the Testing cont’d.
Follow along in the scoring booklet. Leave blank any words read correctly. Put a slash ( / ) through errors (including skipped words). On passages that are two pages long, if the student reaches the end of the page (designated by triangles in the scoring booklet) before the minute is up, turn the page and continue on the next page. At the end of 1 minute, place a bracket ( ] ) in the text after the last word provided by the student. Say Stop and remove the passage. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained.. CLICK Follow along as the student reads the passage. CLICK Leave blank any words read correctly and put a slash through errors. CLICK At the end of 1 minute, put a bracket after the last word the student read before time ran out. CLICK Tell the student to Stop and remove the passage. If the student reads the entire passage before the end of the minute, record their score. Do not prorate a score. CLICK If the student is in the middle of a sentence at the end of 1 minute, you may allow the student to finish the sentence, but only score the words said up to the end of 1 minute. CLICK CLICK

Scoring Rules Leave blank any words the student reads correctly.
Put a slash ( / ) through any errors. There are 2 scoring rules for oral reading fluency. CLICK Leave the correctly read words blank and put a slash through any errors. CLICK Although these scoring rules are not new, some clarifications of the rules are listed on the next several slides. CLICK

Scoring Rule 1: Words Read Correctly
Leave blank any words the student reads correctly. Inserted words are not counted. To be counted as correct, words must be read as whole words and pronounced correctly for the context of the sentence. CLICK Correctly read words are left blank. To be counted as correct, the word must be read as a whole word, not just sounded out. The words must be pronounced correctly for the context of the sentence. Inserted words are not counted as errors or correctly read words. Repeated words and phrases are ignored in terms of scoring. CLICK

Scoring Rule 1: Words Read Correctly
If the student reads a proper noun with correct pronunciation or with any reasonable phonetic pronunciation, it is counted as correct. Abbreviations must be read the way they would be pronounced in conversation. Numerals must be read correctly within the context of the sentence. Hyphenated words count as two words if both parts can stand alone. A word is scored as correct if it is initially misread but the student self-corrects within 3 seconds. Mark SC above the word and score as correct. CLICK Score as correct any reasonable phonetic pronunciation of proper nouns. CLICK Abbreviations and numerals must be pronounced the way they would be said in conversation and said correctly for the context of the sentence. CLICK Hyphenated words will be counted as two words if both parts of the word can stand alone. CLICK Students can self correct an error, as long as they do so within 3 seconds. CLICK Hyphenated words are treated as 2 words when both parts can stand alone as words. CLICK Students can self-correct previously misread words, as long as they do so within 3 seconds. CLICK

Scoring Rule 2: Slash Errors
Put a slash ( / ) through any errors. Errors include words read incorrectly, substitutions, skipped words, hesitations of more than 3 seconds, words read out of order, and words that are sounded out but not read as a whole word. If a student reads the same word incorrectly multiple times in the story, it counts as an error each time. Students should read contractions as they are printed on the page. If a student skips a row, draw a line through the entire row and count the omitted words as errors. CLICK Scoring rule 2 is to put a slash through any errors. CLICK Errors include words read incorrectly, substitutions, skipped words, hesitations, words read out of order and words that are sounded out but not read as a whole word. CLICK Errors made multiple times in the same passage count as errors each time. CLICK Contractions should be read as they are printed on the page. CLICK If a student skips a row, draw a line through it and count the omitted words as errors. CLICK

Discontinue Rule Part 1: DORF
If the student does not read any words correctly in the first row of the first passage, discontinue administering the passage and record a score of zero (0). The discontinue rule for oral reading fluency is 0 words read correctly in the first row of the passage.

Wait Rule for DORF: 3 Seconds
Maximum time for each word is 3 seconds. If the student does not read a word within 3 seconds, say the word and mark the word as incorrect. If necessary, indicate for the student to continue with the next word. The wait rule for oral reading fluency is 3 seconds. CLICK If the student does not read a word within 3 seconds, say the word and mark it wrong. CLICK If necessary, indicate for the student to continue reading. CLICK

Reminders If the student stops reading (and it’s not a hesitation on a specific item), say Keep going. If the student loses her/his place while reading, point. These reminders may be used as often as needed. There are 2 reminders that can be used on any DIBELS measure where there is written material for the student to look at. If the student stops reading (and it’s not a hesitation on a specific item), say Keep going. This reminder also could be used if the student starts to tell you a story in the middle of reading the passage. If the student loses her/his place while reading, point. These reminders may be used as often as needed. CLICK

DORF Summary Start timer after student reads the first word.
Correct (leave blank) Incorrect (slash) Reads correct word; pronounces correctly in context Pronounces word incorrectly due to articulation delay/dialect/different first language Reads incorrect word Reads correct word out of order Omits word Hesitates 3 seconds Reads numerals or abbreviations NOT as the word would be pronounced in speaking, (e.g., “M.R.” for Mr.) Repeats word Adds word To summarize the DIBELS Oral Reading Fluency measure… Students read from a passage for one minute. Words read correctly are left blank. Errors such as reading the incorrect word, transposing or omitting a word, or words that are not read within 3 seconds are slashed. Errors such as repeating or adding words are left blank. Students can self correct an error within 3 seconds. If a student skips a line, draw a line through it and count the skipped words as errors. Discontinue DORF if a student has not read any words correct in the first line of the passage. CLICK Self-correct: Write “SC” above word and count as correct. Skipped line: Draw a line through entire line and count those words as errors. Wait Rule: Say the word, mark as incorrect (slash), and, if necessary, point to the next word and say, What word? Discontinue Rule: No correct words read in the first line.

Let’s try marking up the text.

Final Score: Accuracy Calculating Accuracy Correct Correct + Incorrect
_____________________________________________ X 100 Correct + Incorrect 27 __________________ X =93% 27+2

DORF Review How do I mark a word as incorrect?
When do I start the timer? What do I do if a student hesitates for 3 seconds? What do I do if a student self-corrects? What do I do if a student adds a word?

Let’s Practice!!!!!!!

Student Performance Interpretations
If the score falls at or above benchmark – This skill is not the issue If in the strategic range – this may be a weakness If at the intensive level – 10th percentile – There may be reason to suspect a skill deficit If at the 10th percentile – or just below – drop down a grade level If way below the 10th percentile drop down two grade levels Goal: 1. Determine what underlying skill deficit might be leading to the student’s “not proficient” score and 2. Identify the appropriate measure to use to monitor the student’s improving skill as she receives targeted intervention/instruction aimed at addressing those skill deficits.

Administration and Scoring of Daze

What is Daze? Daze is the standardized, DIBELS version of maze procedures for measuring reading comprehension. The purpose of a maze procedure is to measure the reasoning processes that constitute comprehension. Daze assesses the student’s ability to construct meaning from text using word recognition skills, background information and prior knowledge, familiarity with linguistic properties such as syntax and morphology, and cause and effect reasoning skills. Recommended Progress Monitoring – Once per month A note about the Daze measure: Scores for Daze increase more slowly than they do for other DIBELS measures, so more frequent monitoring may not be as informative. For students who need to be monitored on Daze, we recommend monitoring once per month.

DIBELS Daze Basic Early Literacy Skill Administration Time Schedule
Reading Comprehension Administration Time 3 minutes Schedule Beginning of third grade through end of sixth grade Score Number of correct words in 3 minutes minus half the number of incorrect answers. Daze progress monitoring materials are organized similarly, with the exception that students fill out the Daze worksheets themselves, rather than the assessor marking a scoring form. In the download version of DIBELS Next, 20 alternate Daze worksheets are available per grade, and can be produced as individual worksheets or in a booklet. In the published version of DIBELS Next, the first 10 Daze progress monitoring worksheets are provided in a Daze Progress Monitoring Student Booklet. The other 10 worksheets per grade are available for download. Daze progress monitoring materials are available for: • Daze Level 3 • Daze Level 4 • Daze Level 5 • Daze Level 6

Overview of Materials Student Materials: Assessors Materials:
What the student looks at to complete the task Daze is the only one that students will write on Answer keys are included Assessors Materials: 1 scoring Booklet per student Different booklets for each grade

Daze Administration Steps
Assessor asks students to read a passage and circle the word that makes the most sense in the story. Group or individually administered measure. Score: Number of correct responses, adjusted for guessing.

Materials Student booklet for each student Stopwatch
Pen or pencil for each student Administration Directions and Scoring Key

Administration Directions
1. Make sure each student has a pencil. Before handing out the worksheet, tell the students I’m going to give you a worksheet. When you get your worksheet, please write your name at the top and put your pencil down. 2. Hand out the Daze worksheet. Make sure each student has the appropriate worksheet. If the worksheets are in a booklet, make sure each student’s booklet is open to the correct worksheet. 3. When all of the students are ready say You are going to read a story with some missing words. For each missing word there will be a box with three words. Circle the word that makes the most sense in the story. Look at Practice 1.

Administration Directions, cont’d
4. Say Listen. After playing in the dirt, Sam went (pause) home, summer, was (pause) to wash her hands. You should circle the word ‘home’ because ‘home’ makes the most sense in the story. Listen. After playing in the dirt, Sam went home to wash her hands. 5. Say Now it is your turn. Read Practice 2 silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. When you are done, put your pencil down.

6. Allow up to 30 seconds for students to complete the example and put their pencils down. If necessary, after 30 seconds say Put your pencil down. 7. As soon as all students have their pencil down say Listen. On her way home she (pause) chair, sleep, saw (pause) an ice cream truck. You should have circled ‘saw’ because ‘saw’ makes the most sense in the story. Listen, On her way home she saw an ice cream truck. 8. Say When I say “begin” turn the page over and start reading the story silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. Ready, begin.

8. Start your stopwatch after you say, “Begin.” 9. Use reminders as needed. 10. At the end of 3 minutes say Stop. Put your pencil down. 11. Collect all of the Daze worksheets.

Score and Scoring Rules
The students receive 1 point for each correct word. A response is correct if the student circled or otherwise marked the correct word. Put a slash (/) through any incorrect responses. Incorrect responses include errors, boxes with more than one answer marked, and items left blank (if they occur before the last item the student attempted within the 3-minute time limit). Items left blank because the student could not get to them before time ran out do not need to be slashed and do not count as incorrect responses. If there are erasure marks, scratched out words, or any other extraneous markings, but the student’s final response is obvious, score the item based in that response.

Reminders If a student starts reading the passage out loud, say, Remember to read the story silently. If a student in not working on the task say, Remember to circle the word in each box that makes the most sense in the story. If a student asks you to provide a word for them or for help with the task, say, Just do your best. These reminders may be given as often as needed.

Example of Final Score on Cover Sheet
Correct = 24 Incorrect= 1 1 divided by 2= 0.5 Subtract 0.5 from 24 to get 23.5 Round up to 24 Write 24 at the top of the cover sheet and circle it.

Daze Review When do you start the timer? When do you stop the timer?
How do you score a correct response? How do you score an incorrect response? What is the final score?

Daze Summary Start timer after you say “Begin.” Correct Incorrect
(One point for each correctly circled word) Circle the correct word Slash = 0 points Circles the incorrect word Circles multiple words No response Response is unclear A note about the Daze measure: Scores for Daze increase more slowly than they do for other DIBELS measures, so more frequent monitoring may not be as informative. For students who need to be monitored on Daze, we recommend monitoring once per month. Timing: Continuous for 3 minutes Reminders: Remember to circle the word in each box that makes the most sense in the story. Remember to read the story silently. Just do your best.

Part 3: General Procedures for Data-Based Decision Making

In General… Meet and make a decision about maintaining or modifying instruction if 3 consecutive data points fall below the aimline. Change instruction or intensity of instruction if student’s progress is not likely to result in meeting the goal. Consider easy explanations for lack of progress before changes are made, such as, student or instructor absence or lack of instructional fidelity. In general, if three consecutive data points fall below the aimline, the team should meet and make a considered decision about maintaining or modifying the instruction. If the studentʼs progress is not likely to result in meeting the goal, then instruction should be changed. Before increasing the intensity of instruction, easy explanations for lack of progress should be considered and ruled out or changed, such as student or instructor absence or lack of instructional fidelity. The overarching goal is to make ongoing, data-based decisions regarding instruction to improve student outcomes Use goal line, trend line to see if they are making progress. Use the data to see if the intervention is working. Does the data change when we change the intervention? Relate it to where they started.

With Progress Monitoring Data…
How do we know if a student is learning? Look at the data points Where are they on the graph? Are the data points getting closer to the goal or benchmark? Is there a way to measure growth? Make an aimline toward goal Look to see where data points are compared to aimline Calculate Rate of Improvement (RoI)

Realistic and Ambitious Growth Rates for Oral Reading Fluency
Grade Realistic Ambitious Maze Fluency (see L. S. Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993) In general, if three consecutive data points fall below the aimline, the team should meet and make a considered decision about maintaining or modifying the instruction. If the studentʼs progress is not likely to result in meeting the goal, then instruction should be changed. Before increasing the intensity of instruction, easy explanations for lack of progress should be considered and ruled out or changed, such as student or instructor absence or lack of instructional fidelity. The overarching goal is to make ongoing, data-based decisions regarding instruction to improve student outcomes

Cautions: A critical variable in this process is teacher judgement.
Teachers and School Teams must use their professional knowledge and expertise to determine how best to serve their students, including determining the level of support students need to meet ambitious reading and learning outcomes.

Setting Progress Monitoring Goals Using In Grade – Level Materials
Set ambitious but realistic goals. A progress monitoring goal must include the score to aim for in the selected material as well as the timeframe for achieving the selected goal. When monitoring a student in grade-level materials, use the standard DIBELS NEXT benchmark goals ( on decision trees) and the standard timeframe in which those goals should be reached. We recommend setting ambitious but realistic goals. A progress monitoring goal must include the score to aim for in the selected material as well as the timeframe for achieving the selected goal. When monitoring a student in grade-level materials, use the standard DIBELS benchmark goals and the standard timeframe in which those goals should be reached. Benchmark goals for DIBELS Next can be found on the Dynamic Measurement Group website at When monitoring a student in below-grade materials, the following steps are recommended: Step 1. Determine the studentʼs current level of performance. Step 2. Determine the score to aim for based on the end-of-year goal for the level of materials selected for monitoring. Step 3: Set the timeframe so that the goal is achieved in half the time in which it would normally be achieved (e.g., moving the end-of-year benchmark goal to be achieved by the mid-year benchmark date). The intent is to establish a goal that will accelerate progress and support a student to catch up to their peers. Step 4: Draw an aimline connecting the current performance to the goal.

Setting Progress Monitoring Goals Using Below-Grade Materials
When monitoring a student in below-grade materials, the following steps are recommended: Step 1. Determine the studentʼs current level of performance. Step 2. Determine the score to aim for based on the end-of-year goal for the level of materials selected for monitoring. Step 3: Set the timeframe so that the goal is achieved in half the time in which it would normally be achieved (e.g., moving the end-of-year benchmark goal to be achieved by the mid-year benchmark date). The intent is to establish a goal that will accelerate progress and support a student to catch up to their peers. Step 4: Draw an aimline connecting the current performance to the goal. We recommend setting ambitious but realistic goals. A progress monitoring goal must include the score to aim for in the selected material as well as the timeframe for achieving the selected goal. When monitoring a student in grade-level materials, use the standard DIBELS benchmark goals and the standard timeframe in which those goals should be reached. Benchmark goals for DIBELS Next can be found on the Dynamic Measurement Group website at When monitoring a student in below-grade materials, the following steps are recommended: Step 1. Determine the studentʼs current level of performance. Step 2. Determine the score to aim for based on the end-of-year goal for the level of materials selected for monitoring. Step 3: Set the timeframe so that the goal is achieved in half the time in which it would normally be achieved (e.g., moving the end-of-year benchmark goal to be achieved by the mid-year benchmark date). The intent is to establish a goal that will accelerate progress and support a student to catch up to their peers. Step 4: Draw an aimline connecting the current performance to the goal. An aimline provides a visual target for the rate of progress the student needs to make to meet the goal on time. The aimline is drawn from the studentʼs current or initial skill level (which is often the most recent benchmark assessment score) to the goal. Progress monitoring scores can then be plotted over time and examined to determine whether the student is making adequate progress in reference to the aimline.

When to make a change in instruction and intervention?
Enough data points (6 to 10)? Less than 100% of expected growth. Not on track to make benchmark (needed growth). Not on track to reach individual goal.

Aimline Training Notes: Bart moves through the same process as Rita and Steven, but with far less success. As one can see, even with intensive tier 3 intervention, Bart’s progress does not reach the level that will likely lead him to meet winter benchmarks. Trendline = 0.95 words/week

What changes should be made to instruction & intervention?
Ensure treatment fidelity!!!!!!!! Increase instructional time (active and engaged) Decrease group size Gather additional, diagnostic, information Change the intervention When to consider eligibility? Continued inadequate response despite: Fidelity with Tier I instruction and Tier II/III intervention. Multiple attempts at intervention. Individualized Problem-Solving approach. Evidence of dual discrepancy…

Progress monitoring using DIBELS Next

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