1. Data-Driven Decision Making
DIBELS/DIBELS Next
Data-Driven Decision Making
Arkansas Department of Education

2. Goals for Today: Participants will be able to:
Identify the four purposes for assessment.
Align DIBELS assessments to the four purposes.
Implement a process for identifying struggling students and meeting their intervention needs.
Analyze student data in order to plan appropriate student interventions.
Arkansas Department of Education
Arkansas Department of Education

3. Arkansas Laws
Act 999: Arkansas Comprehensive Testing, Assessment and Accountability Program Act (ACTAAP)
Act 1294: To Ensure That Children With Dyslexia Have Their Needs Met by the Public School System; and for Other Purposes
Arkansas Department of Education
Arkansas Department of Education

4. Changes From the 6th Edition to DIBELS Next
All new oral reading fluency passages with consistent readability levels
Creation of a Composite Score
Consolidation of Oral Reading Fluency (ORF) score and Retell into one measure called DIBELS Oral Reading Fluency (DORF)
Stratification of items on the probes
Phoneme Segmentation Fluency (PSF) dropped after the beginning of first grade
Arkansas Department of Education
Arkansas Department of Education

5. Changes, cont.
Narrative and Expository passages tailored by grade level
Student-friendly fonts for Letter Naming Fluency (LNF), NWF, and DORF passages
Daze, a comprehension measure for grades 3-6, has been added
Arkansas Department of Education
Arkansas Department of Education

6. Terminology DIBELS, 6th Edition DIBELS Next
Low Risk, Some Risk, and At Risk
Established, Emerging, and Deficit
Instructional Recommendation Level
Benchmark, Strategic, and Intensive
Benchmark Goal
Cut Point for Risk
At or Above the Benchmark
Below Benchmark
Well Below Benchmark
Core, Strategic, or Intensive
Composite Score
Arkansas Department of Education
Arkansas Department of Education

7. The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
COMPREHENSION
PHON. AWARENESS
PHONICS
FLUENCY
SKILLED READING:
fluent execution and
coordination of word
recognition and text
comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
strategic
Skilled Reading- fluent execution and coordination of word recognition and text comprehension.
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
Arkansas Department of Education

8. Response to Intervention (RtI)
Tier 1
Core Classroom Instruction
Tier 2 Supplementary Instruction
Tier 3
Intensive Intervention
INCREASING Time, Intensity, Data Collection, and Expertise
Arkansas Department of Education

9. Prevention of Reading Difficulties
Requires having three essential practices in place:
A systematic process for screening all K-2 students to determine which students are likely to struggle with learning to read.
Procedures to provide data-driven, differentiated intervention instruction for students who fail to meet assessment benchmarks.
Progress monitoring to ensure struggling students are making progress and stay on track once a benchmark is reached.
I’ve DIBEL’d, Now What Next Edition, Susan Hall
Arkansas Department of Education

10. Four Purposes of Assessment
Screening
Diagnostic
Progress Monitoring
Outcome
Arkansas Department of Education
Arkansas Department of Education

11. DIBELS Screening “Benchmark Assessment Screenings”
Administered in the fall, winter, and spring
Estimates the likelihood of later reading success
Does not tell educators everything there is to know about the student’s reading development and skills. .
Arkansas Department of Education
Arkansas Department of Education

12. Diagnostic Standardized Diagnostic Assessments
Informal Diagnostic Assessments
Arkansas Department of Education

13. DIBELS Progress Monitoring
Sensitive to change over a short period of time
Frequent, repeated administrations to monitor the progress of students receiving intervention instruction
Tracking progress using student trajectories
Aids in decisions about the effectiveness of the intervention instruction
Arkansas Department of Education

14. DIBELS Outcome “Benchmark Assessment Screenings”
Inform administrators about the level of resources needed for intervention instruction
Identify gaps in curriculum
Identify professional development needs
Arkansas Department of Education
Arkansas Department of Education

15. The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
COMPREHENSION
PHON. AWARENESS
PHONICS
FLUENCY
SKILLED READING:
fluent execution and
coordination of word
recognition and text
comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
strategic
Skilled Reading- fluent execution and coordination of word recognition and text comprehension.
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

16. Outcomes Driven Model (ODM)
Identify Need
Validate Need
Plan and Implement Support
Evaluate and Modify Support
Evaluate Outcomes
Arkansas Department of Education
Arkansas Department of Education

17. DIBELS Screening 1. Identify Need 2. Validate Need Yes No Determine
Meets goal?
2. Validate Need
Core Instruction
Yes No
Diagnostic Assessment
Determine
Need
MOY
EOY
3. Plan and
Implement Support
Intervention Instruction PM
Meets goal?
4. Evaluate/Modify
Support
Continue Intervention
Yes No
5. Evaluate
Outcomes
MOY
EOY

18. Step 1: Identify Need Analyze Error Patterns DIBELS, 6TH Edition
Analyze the Whole Picture
Note Areas of Concern
Study Error Patterns on Booklet Pages
Summarize Observations
DIBELS Next
Review the Composite Sheet
Review the Indicator Scores
Analyze each Scoring Page
Record Observations
Arkansas Department of Education
Arkansas Department of Education

19. Reflection Did today spark any “aha” moments that you can share?
How will you use what you learned?
Arkansas Department of Education
Arkansas Department of Education

20. And, in the process, change the world.
Arkansas Department of Education