1. DIBELS Progress Monitoring
Courtesy of:
Elkhart Community Schools
Lafayette School Corporation
MSD of Wayne Township
Ardys N. Morgan, Ed.D.
The School Improvement Partnership, Inc.

2. What Curriculum-Based Assessment Curriculum-Based Measurement
determine student instructional needs through ongoing performance
Curriculum-Based Measurement
monitor the effectiveness of instruction or intervention
very sensitive to small changes in student performance
quick and easy to administer

3. DIBELS
What:
short, measures of skills fundamental to early reading success
measure what children know and can do compared to specific skills necessary for good readers
narrow indicators of broader skills – always the broader skill is the focus of instruction

4. Progress Monitoring
Collecting and analyzing data to determine student progress toward outcomes
Making instructional decisions based on the review and analysis of student data

6. Progress Monitoring
Establish baseline, set up graph, set goal, draw aimline
Measure and plot student performance – trend line
Analyze student performance – check data points below the aimline
Make Instructional changes if indicated
Continue to measure and monitor student performance

7. Making Instructional Decisions
Data interpretation requires the examination of performance across time
No single data point can be used to interpret outcomes – one piece of data does not make a trend

8. Considerations
Is the teacher implementing the instructional strategies?
Is the student actively engaged in instruction?
Is the aimline appropriate?
Student responding to the instruction and materials?

9. Making instructional decisions
Describe and summarize student performance
Level of performance
Slope of performance (trajectory)
Variability of performance

10. Decision Rules
Using aimlines and decision rules takes much of the guess work out of data analysis
If student performance:
is well below the aimline for three data points - a different strategy may be used
is below the aimline for three data points but is parallel to the aimline – may monitor closely
is dramatically improving – stay the course

11. Intervention Plan Different intervention
Additional time or practice within the same intervention
Major course correction
Minor course correction

12. Decision-making
Compare data before the intervention or modification in intervention
Change in performance level
Change in slope
Change in variability

13. Decision Rules Data Pattern Interpretation Suggestion
Progress at or near zero – high error rate
Task is too difficult
Teach prerequisite skills
Progress stalled at 20-50% correct
Student performs some parts of the task
Provide more direct/intensive instruction
Progress stalled close to goal
Student is ready for fluency building
Provide frequent opportunities for practice to increase accuracy and rate
Making progress, errors decreasing
Program is working
Continue present instructional program
Meets or exceeds aimline
Instructional program is successful
Implement process to generalize and move on to new task