DIBELS Part I SEDL 368

To access the materials, you will need to go to Download the booklet for the grade level of the student you will be tutoring (after placements have been finalized)

The Basics of CBM Purpose – ___________________ – Benchmark Assessment : Universal screening of ____ students ____times / year – Progress Monitoring: Formative assessment of the effectiveness of _______________ More frequent – _____________benchmarks Not all students

The Basics of CBM CBM monitors student progress throughout the school year Students are given reading ________ at regular intervals _________, _________, _________ Teachers use student data to quantify short- and long-term goals that will meet end-of- year goals

The Basics of CBM CBM tests are brief and easy to administer All tests are different, but assess the ____________and the same _______ level CBM is tracking progress toward the ___________ CBM scores are _________ for teachers to use to make decisions about instructional programs and teaching methods for each student

CBM Research CBM research has been conducted over the past __________ Research has demonstrated that when teachers use CBM for instructional decision making: – Students learn more – _________________improves – Students are more aware of their __________

Steps to Conducting CBM Step 1: How to Place Students in a Reading CBM Task for Progress Monitoring Step 2: How to Identify the Level for Material for Monitoring Progress Step 3: How to Administer and Score Reading CBM Step 4: How to Graph Scores

Steps to Conducting CBM Step 5: How to Set Ambitious Goals Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals Step 7: How to Use the CBM Database to Qualitatively to Describe Students’ Strengths and Weaknesses

Step 1: How to Place Students in a Reading CBM Task – Benchmark Benchmarks – Complete 3 times/year (Fall – Sept., Winter – Jan., Spring – May) Help track progress toward end goal ________________may need only benchmarks Always benchmark _______________of the student

Step 1: How to Place Students in a Reading CBM Task – Progress Monitoring Progress Monitoring probes – may be administered weekly, bi-weekly, or monthly Frequency of administration determined by __________ of the student Help track progress toward end goal May progress monitor on a ________grade level (e.g., 6 th grader reading on a 3 rd grade level)

Step 1: How to Place Students in a Reading CBM Task At Kindergarten – ______________ (Benchmark) – _______________(Benchmark & Progress Monitor)

Kindergarten Benchmark Booklet

Kindergarten Progress Monitoring Booklet

DIBELS Timeline

Step 1: How to Place Students in a Reading CBM Task At Grade 1 – ______________(Benchmark) – Phoneme Segmentation Fluency(Benchmark & Progress Monitor) Phoneme Segmentation Fluency – ________________ (Benchmark & Progress Monitor) – Oral Reading Fluency (Benchmark & Progress Monitoring) Oral Reading Fluency

First Grade Benchmark Booklet

Step 1: How to Place Students in a Reading CBM Task At Grade 2 – Nonsense Word Fluency (Benchmark & Progress Monitor) – __________________ (Benchmark & Progress Monitoring)

Second Grade Benchmark Booklet

Step 1: How to Place Students in a Reading CBM Task At Grades 3- 6 – Oral Reading Fluency (Benchmark & Progress Monitor) Oral Reading Fluency – __________________(Benchmark & Progress Monitor)

Third Grade Benchmark Booklet

Third Grade ORF

Third Grade DAZE

Step 2: How to Identify the Level of Material for Monitoring Progress Generally, students use the CBM materials prepared for their grade level However, some students may need to read from a different grade level if they are ______________ grade-level expectations Benchmark on grade level – ALWAYS! May progress monitor at lower level (ORF measures ONLY)

Step 2: How to Identify the Level of Material for Monitoring Progress Begin with the student’s actual grade level Test “___________”to determine appropriate level Monitor the skills areas targeted for instruction (i.e., where the student shows weakness)

Step 2: How to Identify the Level of Material for Monitoring Progress

Oral Reading Fluency Growth Rates (Fuchs et al. 1993) GradeRealisticAmbitious 12 WCM/week2.5 WCM/week MAZE.4.85

Example Fourth Grade: End of the year – 115/WCPM at the minimum to be at benchmark Student is tested (3 probes) and reads 50 WCPM (median score) 36 weeks in a school year Student should gain ______WCPM/week _________= gain of _____ words correct ______ + _____ = ____WCPM Is this the correct grade level?

Off-grade Level Progress Monitoring When progress monitoring off grade level, the benchmark goal should try to be reached in ____________________ For example, a 4 th grader who is progress monitored on 3 rd grade level DORF should be targeted for benchmark (100 WCPM) in the _____________ of the school year rather than the end