1. DIBELS Part I SEDL 368

2. To access the materials, you will need to go to https://www.dibels.org/next/index.php https://www.dibels.org/next/index.php Download the booklet for the grade level of the student you will be tutoring (after placements have been finalized)

3. 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

4. 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

5. 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

6. 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 __________

7. 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

8. 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

9. 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

10. 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)

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

12. Kindergarten Benchmark Booklet

13. Kindergarten Progress Monitoring Booklet

14. DIBELS Timeline

15. 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

16. First Grade Benchmark Booklet

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

18. Second Grade Benchmark Booklet

19. 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)

20. Third Grade Benchmark Booklet

21. Third Grade ORF

22. Third Grade DAZE

23. 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)

24. 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)

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

26. Oral Reading Fluency Growth Rates (Fuchs et al. 1993) GradeRealisticAmbitious 12 WCM/week2.5 WCM/week 21.52 31 4.5.65 5.3.65 MAZE.4.85

27. 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?

28. 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