1. Survey Level Assessment

2. Survey Level Assessment
Assessing students in successive levels of the general education curricula for the purpose of making several decisions: eligibility, determining instructional placement, setting goals, identifying strengths and needs, assessing progress toward the goal.

3. Three Features of SLA Tests for success in the curriculum
Data can be used to determine performance discrepancy: difference between the student’s expected level of performance in the curriculum and the level in which the student is successful
Success is defined when the student’s performance matches the performance of other typical students in grade level

4. Three Features cont. 2. Efficient
Get a broad sample of behavior in a short time
Data can be used to develop hypotheses about a student’s strengths and weaknesses

5. Three Features cont. 3. Technically Adequate
Numerous research studies have demonstrated the reliability and validity of CBM when conducting SLA
CBM is a reliable valid method of obtaining information related to a student’s performance in his her curriculum

6. Survey Level Assessment
Two uses of SLA
Using SLA for out of grade level goal setting and progress monitoring with DIBELS data
Using SLA for finding Instructional Level in a given set of materials

7. Survey Level Assessment
Procedures for Survey Level Assessment Using DIBELS Data for Out of Grade Goals and Progress Monitoring

8. SLA Procedures Using DIBELS ORF Goal Setting and Progress Monitoring for Students Requiring Intensive Support
Out of grade goals and progress monitoring are often needed for students requiring intensive level of support.
To find the appropriate goal and progress monitoring level, begin with the level of the curriculum in which the student’s grade level peers are instructed. Administer a minimum of 3 probes in the student’s grade level material. Calculate and graph the median score for that time of year (fall, winter, or spring).
If the student scores at or above benchmark, stop testing. If not, drop down one level and give 3 probes. Calculate and graph the median.
Students in strategic levels can be progress monitored using grade level DIBELS probes. Those in intensive probably will need out of grade materials.
The purpose of using out of grade passages is to make sure the materials will be sensitive to improvement.

9. SLA Procedures Using DIBELS ORF Goal Setting and Progress Monitoring for Students Requiring Intensive Support
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.
Set the student’s goal for the end of the year, one year above the level at which the student met benchmark. Both the goal and progress monitoring will be at this level.
There will likely be questions about why the goal level should be a level above benchmark. Participants will think that is too much to expect.
Mark Shinn would say… If we settled for a year’s growth in a year’s time, we will never close the gap between this reader and his peers - he will always be
behind. If we want to make a difference, we need to challenge our students and ourselves to close the gap, which means that we need aggressive goals.

10. This graph will be helpful in knowing which level the student meets benchmark. Copy for each participant to use in breakout activities.
This graph shows the minimal CWPM needed for each benchmark at fall, winter, and spring from winter of 1st grade to spring of 6th grade.
For example, to achieve benchmark status in winter of 4th grade, students would need to read at a rate of 105 correct words/minute.
The boxes represent minimal CWPM scores needed to meet 1st thru 6th grade fall, winter, and spring ORF benchmarks.

11. Choices for Out of Grade Monitoring
Student’s Grade
Beginning of Year
Middle of Year
End of Year
Summer School
Kdg
ORF
1st
ISF
2nd
ORF ORF
PSF
3rd
NWF
4th
5th
6th
Black = Above Grade Level
Red = Below Grade Level
DIBELS website can now be used for monitoring students during the summer!!
By selecting out of grade progress monitoring, we can monitor students in above or below grade level materials

12. Choose out of grade monitoring on the progress monitoring menu
Once you have enabled students for progress monitoring, you have two choices
grade level monitoring which we use for strategic and benchmark students
or out of grade monitoring which we use for intensive students, or for students functioning above grade level (that’s a different challenge!)

13. Choose the Level You Want to Progress Monitor
Select the level you want to use for progress monitoring

14. DIBELS Out of Grade Level Progress Monitoring Data Entry Page
Student Name
This is where you enter progress monitoring data for your students
These are the windows for fall

15. DIBELS Out of Grade Level Graph
This is an example of a progress monitoring graph. Notice that the benchmark target and aim line are not on the graph. You will need to print the graph and draw those on yourself.

16. SLA - DIBELS Example
Beth is a 5th grade student functioning in the intensive range on benchmark DIBELS assessment in the fall of the year.
Survey level assessment data
5th - 23 cwpm
4th - 37 cwpm
3rd - 42 cwpm
2nd - 48 cwpm

17. Beth

18. SLA - DIBELS Example Cont.
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.

19. Breakout Activity 1
Work in groups of 2 or 3 to find the out of grade level appropriate for goal setting and progress monitoring for these students:
Sam earned these cwpm scores in winter of 4th grade. PSF and NWF benchmarks have been met.
4th - 17, 3rd - 22, 2nd - 23, 1st - 42
Dave earned these cwpm scores in fall of 5th grade. PSF and NWF benchmarks have been met.
5th - 23, 4th - 26, 3rd - 21, 2nd - 45
Pass out DIBELS benchmark graphs
Sam - at or above benchmark in Spring of 1st… goal would be end of 2nd 90 cwpm, progress monitor in 2nd grade materials
Dave - at or above benchmark in Fall of 2nd… goal would be end of 3rd 110 cwpm, progress monitor in 3rd grade materials

20. Breakout Activity 2 When encountering challenging decisions,
Roland Good uses the phrase, Some Thinking Is Required
Not all situations are as clean and neat as our previous examples…
In your groups find the out of grade level appropriate for goal setting and progress monitoring for these students:
Andrea earned these scores in the fall of 3rd
3rd - 10, 2nd - 15, 1st - 14, kdg PSF - 30, NWF - 20
Max moved in in the winter of 4th grade and earned these scores
4th - 27 cwpm with 12 errors, 3rd - 48 cwpm with 14 errors,
2nd - 53 cwpm with 11 errors
Discuss these as a group
Andrea - at or above benchmark in Winter of KDG… goal would be end of 1st 40 cwpm, progress monitor in 1st grade materials, also progress monitor in NWF and PSF until those met benchmark. To accelerate growth, NWF and PSF should be accomplished quickly.
(DIBELS progressive benchmarks for winter of kdg: psf=18, nwf=13)
Max met benchmark in fall of 2nd grade… goal would be end of 3rd 110 cwpm, progress monitor in 3rd grade materials. Error rate should alert us to check PSF and NWF if it has not already been assessed and met in his previous school.

21. These are recommendations. Not every student will fit the model
These are recommendations! Not every student will fit the model. If you’re finding some students that don’t fit well, talk with your coach. Thinking will be required!RG