Presentation on theme: "DIBELS Progress Monitoring"— Presentation transcript:
1 DIBELS Progress Monitoring Courtesy of:Elkhart Community SchoolsLafayette School CorporationMSD of Wayne TownshipArdys N. Morgan, Ed.D.The School Improvement Partnership, Inc.
2 What Curriculum-Based Assessment Curriculum-Based Measurement determine student instructional needs through ongoing performanceCurriculum-Based Measurementmonitor the effectiveness of instruction or interventionvery sensitive to small changes in student performancequick and easy to administer
3 DIBELSWhat:short, measures of skills fundamental to early reading successmeasure what children know and can do compared to specific skills necessary for good readersnarrow indicators of broader skills – always the broader skill is the focus of instruction
4 Progress MonitoringCollecting and analyzing data to determine student progress toward outcomesMaking instructional decisions based on the review and analysis of student data
6 Progress MonitoringEstablish baseline, set up graph, set goal, draw aimlineMeasure and plot student performance – trend lineAnalyze student performance – check data points below the aimlineMake Instructional changes if indicatedContinue to measure and monitor student performance
7 Making Instructional Decisions Data interpretation requires the examination of performance across timeNo single data point can be used to interpret outcomes – one piece of data does not make a trend
8 ConsiderationsIs the teacher implementing the instructional strategies?Is the student actively engaged in instruction?Is the aimline appropriate?Student responding to the instruction and materials?
9 Making instructional decisions Describe and summarize student performanceLevel of performanceSlope of performance (trajectory)Variability of performance
10 Decision RulesUsing aimlines and decision rules takes much of the guess work out of data analysisIf student performance:is well below the aimline for three data points - a different strategy may be usedis below the aimline for three data points but is parallel to the aimline – may monitor closelyis dramatically improving – stay the course
11 Intervention Plan Different intervention Additional time or practice within the same interventionMajor course correctionMinor course correction
12 Decision-makingCompare data before the intervention or modification in interventionChange in performance levelChange in slopeChange in variability
13 Decision Rules Data Pattern Interpretation Suggestion Progress at or near zero – high error rateTask is too difficultTeach prerequisite skillsProgress stalled at 20-50% correctStudent performs some parts of the taskProvide more direct/intensive instructionProgress stalled close to goalStudent is ready for fluency buildingProvide frequent opportunities for practice to increase accuracy and rateMaking progress, errors decreasingProgram is workingContinue present instructional programMeets or exceeds aimlineInstructional program is successfulImplement process to generalize and move on to new task
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