1. What Do I Do With My DIBELS Data? Aligning Student Needs and Instruction source: http://www.flickr.com/photos/katemonkey/122489910/ Tracy Cormane: tracy.cormane@washk12.orgtracy.cormane@washk12.org Jenny Christiansen: jennifer.christiansen@washk12.orgjennifer.christiansen@washk12.org

2. Data Collection Just collecting good information never helped anyone...You have to do something with the information. source: http://www.flickr.com/photos/katemonkey/122489910/

4. DIBELS Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from Kindergarten through sixth grade. DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties. source: http://www.flickr.com/photos/katemonkey/122489910/

5. In Short: If used correctly, DIBELS can be like a thermometer - check for vitals to see if we need to dig deeper to identify specific skill gaps. DIBELS is an indicator of possible future reading struggles. Can see by the middle of first grade who your struggling reader will be IF no intervention is made. source: http://www.flickr.com/photos/katemonkey/122489910/

8. Benchmark Data Using your benchmark data, sort students into quadrants - Grade 1 Winter to Grade 6 (See individual Benchmarks)

9. Teaching Focus for each Quadrant

10. Grade K Fall Diagnostic Flow Chart

11. Grade K Winter Diagnostic Flow Chart

12. Grade 1 Fall Diagnostic Flow Chart

13. Grade 1 Winter & Grade 2 Diagnostic Flow Chart

14. Grade 3-6 Diagnostic Flow Chart

15. Why should I progress monitor? Provide meaningful and important instructional goals Evaluate progress towards those goals Modify instruction as needed for students to make adequate progress Identify students who are not making adequate progress (timely)

16. How often should I progress monitor?

17. Progress Monitoring

18. Graphing Data and Setting Appropriate Goals Using Expected Rates of Progress based on Instructional Level Step 1: plot baseline data Step 2: draw intervention line Step 3: determine and plot appropriate end goal Step 4: draw the goal (or aim) line Step 5: collect and plot data (weekly, monthly, or quarterly) Step 6: when four consecutive scores fall below the goal line (if measuring weekly), make an instructional change

19. Instructional Change

20. Set Ambitious Goals

21. Using Expected Rates of Progress for Oliver Step 1: Plot DORF baseline data Step 2: Draw line where intervention starts Step 3: Determine & plot long range goal Example: 2nd grade ambitious goal 2 words/week Baseline median score is 12 wc/m Number of weeks to monitor = 19 weeks Calculate goal increase 19 x 2 = 38 Add goal to baseline 12 + 38 = 60 Mark goal on graph

22. Progress Monitoring

23. Using Expected Rates of Progress cont. Step 4: Draw the goal (aim line) Step 5: Collect and plot data Step 6: If 4 consecutive scores fall below the baseline Make an Instructional Change

24. If Positive Progress you could... Continue intervention with current goal or... Continue intervention with goal increased or... Fade intervention to determine if student has acquired functional independence

25. If Poor Progress Was intervention implemented as intended? No - employ strategies to increase implementation integrity Yes - Ask yourself... Why is it not working? Are there other needs to consider? Was the problem identified correctly? NEXT STEP Change the intervention?

26. When should I use out of grade materials?

27. Out of Grade Materials Second grader: Dibels Fluency was 20 wp/m in the winter He falls between 10th & 25th percentile You want to progress monitor in the 25th to 50th percentile because benchmark is 40th percentile. Therefore, you need to move to first grade reading passages. Progress monitor in grade one until he gets to approx. 53 wp/m on first grade end-of-year text (close to 50th percentile). Then advance back to second grade text for progress monitoring.

28. Next Steps Looking at Dibels Data, place students in correct quadrants Identify Quadrant needs (See Quadrant Instructional Sort - Grades 1 (Winter) & 2-5) Set appropriate, ambitious goal Start graph Plan for Progress Monitoring Give a Core Phonics Survey to Quadrant 3 - Plan instruction based on student needs

29. Next Steps Grades 4-5 Give DAZE Test List students who did not meet benchmark Give DIBELS or Core Phonics Survey to those students Follow steps on previous slides

43. Core Phonics Survey http://www.nsbsd.org/cms/lib01/AK01001879/Centricity/Domai n/41/CORE%20Phonics%20Survey.pdf http://www.nsbsd.org/Page/1014 (you may need to search “nsbsd and core phonics survey” for more specific assessments - diagnostic assessments