1. Intensive Reading Support 6.0 Evaluate Instructional Support http://miblsi.cenmi.org 21

2. Outcomes Driven Model Roland Good Progress Monitoring decision rules, Review of alterable variables

3. Why is progress monitoring important for the intensive reader?

4. Test back procedure for progress monitoring Students with INTENSIVE Needs: Survey Level Assessment

5. What is it and why use it? Provides a general sample of a student’s performance to guide instructional decisions. “Test back” procedure for out of grade level assessment to identify a level at which a student is successful. Provides increased sensitivity to instruction (i.e. more sensitive to growth) Provides a procedure for out of grade level goal setting and progress monitoring. 21

6. Who needs to be progress monitored “out of grade” level? Students who are approximately two or more grade levels behind their peers in reading Beth, 5 th grade –Typical peers read 104-124cwpm –Beth is reading 23-45 cwpm 21

7. Directions for Survey Level Assessment DIBELS Sixth Edition DIBELS Next AIMSweb R-CBM

8. Survey Level Assessment Steps: DIBELS 6 th Edition 1.Administer 3 probes in the student’s grade level material. Calculate and graph the median score for that time of year (fall, winter, or spring). 2.If the student scores at or above benchmark, stop testing. If not, drop down one level and give 3 additional probes. Calculate and graph the median. 3.If 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. 22

9. The boxes represent minimal CWPM scores needed to meet 1st thru 6th grade fall, winter, and spring ORF benchmarks for DIBELS Sixth Edition. 24

10. Survey Level Assessment Goal Setting – DIBELS 6 th Edition Set the student’s goal for the end of the year, at least one year above the level at which the student met benchmark. Both the goal and progress monitoring will be at this level. 22

11. DIBELS 6 th Edition Example Beth is a 5th grade student functioning in the intensive range on benchmark DIBELS 6 th Edition assessment. Survey level assessment data –5th - 23 cwpm –4th - 37 cwpm –3rd - 42 cwpm –2nd - 48 cwpm

12. Beth

13. Example, cont’d 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.

14. Determine the grade level appropriate for goal setting and progress monitoring for these students: Determine the grade level appropriate for goal setting and progress monitoring for these students: –Sam earned these median cwpm scores in winter of 4th grade. PSF and NWF benchmarks have been met. 4th - 17, 3rd - 22, 2nd - 23, 1st - 424th - 17, 3rd - 22, 2nd - 23, 1st - 42 –Dave earned these median cwpm scores in fall of 5th grade. PSF and NWF benchmarks have been met. 5th - 23, 4th - 26, 3rd - 21, 2nd - 455th - 23, 4th - 26, 3rd - 21, 2nd - 45 Partner Practice 27

15. Survey Level Assessment Steps: DIBELS Next 1.Administer three DIBELS Oral Reading Fluency (DORF) passages at the next grade level below the student’s current grade placement. - Use progress monitoring materials, not benchmark passages - Three passages in a row - Determine median (middle) score and the accuracy rate 2.Determine the benchmark status for that median score based on the end-of-year benchmark goals for the grade level of the passages. © 2010 Dynamic Measurement Group 22

16. Survey Level Assessment Steps: DIBELS Next (con’t) 3.If the student’s performance falls in the below benchmark range with at least 90% accuracy, use this grade level for progress monitoring. If not, continue testing down in grade levels until you reach a grade level where the student’s performance meets these criteria. This is intended to be used as a GUIDELINE for making decisions about progress monitoring. As with all DIBELS© measures, thinking is still required. © 2010 Dynamic Measurement Group 22

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18. Survey Level Assessment Goal Setting – DIBELS Next Determine student’s current level of performance based on Survey Level Assessment results (e.g. XX cwpm on 2 nd grade materials) Determine outcome goal (e.g. XX cwpm on 2 nd grade materials) Set the goal date so that the goal is achieved in half the time within which it would usually be achieved (e.g., move end-of-year benchmark goal to be achieved by the winter benchmark date). Draw an aim line connecting the current performance to the goal 23

19. DIBELS Next Example Ian is a fourth grade student who read 33 correct words per minute with 70% accuracy on the Fall benchmark DIBELS Next assessment. Survey level assessment data –4 th : 33 cwpm / 70% accuracy –3 rd : 40 cwpm / 78% accuracy –2 nd : 45 cwpm / 89% accuracy –1 st : 48 cwpm / 98% accuracy

20. 33 40 45 48 70% 78% 89% 98% ✔ ✔ ✔✔✔ ✔ ✔ ✔✔✔

21. Example, cont’d Ian’s performance on 3 rd grade ORF did not meet the criteria. He did meet the criteria for 2 nd grade and exceeded it on 1 st grade ORF. NWF and PSF benchmarks have been met. A goal will be set based on the end of 2nd grade (at least 87 correct words per minute) by the Winter of 4 th grade and Ian’s progress will be monitored in 2 nd grade level materials.

22. Determine the grade level appropriate for goal setting and progress monitoring for these students: –Sarah earned these median cwpm scores in fall of 3 rd grade. PSF and NWF benchmarks have been met. –3 rd – 27 cwpm/ 70% accuracy, 2 nd – 31 cwpm/72% accuracy, 1 st – 33 cwpm/80% accuracy –Noah earned these median cwpm scores in winter of 3 rd grade. PSF and NWF benchmarks have been met. –3 rd – 36 cwpm/ 70% accuracy, 2 nd – 49 cwpm/ 91% accuracy, 1 st – 52 cwpm / 97% accuracy Partner Practice 27

23. Survey Level Assessment Steps: AIMSweb 1.Administer 3 probes in the student’s grade level material. Calculate and graph the median score for that time of year (fall, winter, or spring). 2.If the student’s score falls between the 25 th and 75 th percentile compared to the AIMSweb© National Aggregate Norms for that time of year then discontinue testing. If not, drop down one level and give 3 additional probes. Calculate and graph the median. 3.If the student has not met the criteria, repeat the procedure, dropping down level by level until the student’s median score falls between the 25 th and 75 th percentile compared to the AIMSweb National Aggregate Norms for that time of year. 23

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25. Survey Level Assessment Goal Setting – AIMSweb Set the student’s goal for the end of the year, at least one year above the level at which the student met benchmark. Both the goal and progress monitoring will be at this level. 23

26. AIMSweb Example Beth is a 5th grade student functioning in the intensive range on AIMSweb Fall Benchmark assessment. Survey level assessment data –5th - 23 cwpm –4th - 37 cwpm –3rd - 42 cwpm –2nd - 48 cwpm

28. Example, cont’d Beth did not meet benchmark in 5th, 4th, or 3rd grade level materials. She did meet benchmark for fall of 2nd grade. A goal will be set for the end of 3rd grade grade (at least 92 correct words per minute) and Beth will be progress monitored in 3rd grade level materials.

29. Determine the grade level appropriate for goal setting and progress monitoring for these students: Determine the grade level appropriate for goal setting and progress monitoring for these students: –Sam earned these median cwpm scores in winter of 4th grade. PSF and NWF benchmarks have been met. 4th - 17, 3rd - 22, 2nd - 23, 1st - 424th - 17, 3rd - 22, 2nd - 23, 1st - 42 –Dave earned these median cwpm scores in fall of 5th grade. PSF and NWF benchmarks have been met. 5th - 23, 4th - 26, 3rd - 21, 2nd - 455th - 23, 4th - 26, 3rd - 21, 2nd - 45 Partner Practice 27

30. In addition... Document intervention used –Time (minutes per day, how many days per week) –Group size –Materials used Use decision rules 28

31. Decision Rule 1: If 3-6 consecutive data points are below the aimline, make an instructional change in the student’s program. x x 28

32. Decision Rule 2: If student’s performance is above the aimline for 3-6 consecutive data points, adjust long- term goal and draw a new aimline. x x 28

33. Decision Rule 3: If the student’s performance is not consistently above the aimline (i.e., more than 3-6 consecutive data points), make no changes x x 28

34. Think about your students with intensive needs in the area of reading. Are they being progress monitored frequently (e.g. 1x/week)?Are they being progress monitored frequently (e.g. 1x/week)? Are decision rules being applied?Are decision rules being applied? Who coordinates this process?Who coordinates this process? Team Time 29

35. Review your progress monitoring booklets. Review your progress monitoring booklets. –In general, are you progress monitoring your intensive students at the right level? If not, how will you provide training on Survey Level Assessment to your staff? Team Time 29