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DIBELS: The Rest of the Story

READING FIRST2007-2008

Statewide Rollout

GARF Statewide Team

Amanda BeatyPamela GayCarol HartleyWanda Oliver

Dealing with Issues (LNF)

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• Why is LNF not included in the major benchmarks?

Letter naming is a very, very strong predictor—but no research has shown that by teaching letter names we bring students closer to being able to read on grade level by Grade 3.(Obviously, children need to learn

the alphabet and we need to teach it—but apparently it is not a critical step in learning to read.)

Dealing with Issues (PSF)

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• I teach blends when I am teaching sounds to my first graders; I don’t understand why children have to say the individual sounds.

• Blends and rimes (chunks) are good ways to teach reading, but for PA children need to segment to the phoneme level. This helps spelling and gives children the full range of flexibility in applying phonics skills.

Dealing with Issues (PSF)

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• As our children get further along in reading, their PSF scores actually begin to drop. Is this a cause for concern?

No. As children progress in reading, they begin to learn to chunk sounds in order to read more efficiently. If they have demonstrated the ability to segment to the phoneme earlier, then we know that that skill is there and that students will be able to use it to spell when they need it.

Dealing with Issues (NWF)

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• My students say /s/a/m/, /Sam/ because of the way the instructions are presented. Can I tell them to pick one or the other? It slows them down and it looks like they are moving backwards.

If they are still at the sounding out stage, they are not as confident. These fluency measures do not only measure accuracy and rate, they also measure confidence. Kids aren’t 100% confident if they’re giving both the sounds and the “word.” As instruction increasingly focuses on whole word (as it should), they will shift automatically to giving you the whole word.

Dealing with Issues (RTF)

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• How do we know what is good enough?

Generally, look for a score of approximately ½ of the ORF score. So if a child has an ORF of 60, then a RTF of approximately 30 would be okay. Remember that this is an indicator, not a diagnostic or rock solid evaluation. If the child has a retell of 5, that would raise a red flag.

Using DIBELS™ DataDIBELS™ Assess the Big Ideas

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Big Idea of Literacy DIBELS Measure

Phonemic Awareness Initial Sound Fluency

Phoneme Segmentation Fluency

Alphabetic Principle Nonsense Word Fluency

Accuracy and Fluency with Connected Text

Oral Reading Fluency

Comprehension At least through grade 3: A combination of Oral Reading Fluency & Retell Fluency

Vocabulary – Oral Language

Word Use Fluency

Critical Benchmarks

Winter K 25 Initial Sound Fluency

Spring K 35 Phoneme Segmentation FluencyWinter 1 50 Nonsense Word Fluency

Spring 1 40 Oral Reading Fluency

Spring 2 90 Oral Reading Fluency

Spring 3 110 Oral Reading Fluency

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Critical Benchmarks

Spring 4 118 Oral Reading Fluency

Spring 6 125 Oral Reading FluencySpring 5 124 Oral Reading Fluency

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Fourth to Sixth Grade Benchmark Goals and Progressive Benchmarks

© 2005, Dynamic Measurement Group 1010

Planning Support: What skills should we teach?

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Focus on the Big Ideas: • Low on Initial Sound Fluency and Phoneme

Segmentation Fluency? – Teach Phonemic Awareness MBFH

• Low on Nonsense Word Fluency?– Teach Alphabetic Principle MBFH

• Low on Oral Reading Fluency?– Teach Accuracy and Fluency with Connected Text MBFH

• Low on ORF + Retell Fluency?– Teach Comprehension MBFH

• Low on Word Use Fluency?– Teach Vocabulary MBFH

MBFH =

More Better Faster Harder

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Assessments Required with Reading First

What WhyScreening &

OutcomeIs there a problem?

Has it been resolved?

Informal Diagnostic

What should the teacher teach during the small-group differentiated instructional time?

Formal Diagnostic

What exactly is the nature of this student’s lack of progress? Should formal placement be considered?

Progress Monitoring

Is the current course of action sufficient to ensure a satisfactory outcome for this student?

Outcome What has been the outcome of this year for this student? Has s/he met expectations for this year?

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Assessments Required with Reading First

Purpose Type Validity When WhatScreening &

OutcomeBenchmark Valid and

ReliableFall, Winter,

SpringDIBELS, Aimsweb,

TPRI, PALS

Informal Diagnostic

As indicated by screening and

progress monitoring

Not necessaril

y valid and

reliable

For instructional decision making

in Tier II

BLT, Yopp-Singer, Core Phonics or PA

Inventory, Developmental Spelling

Inventory, DRA

Formal Diagnostic

As indicated for due process

Valid and Reliable

Tier IV Yopp-Singer, WRMT-R, GORT IV, PPVT,

ITBS, etc.

Progress Monitoring

Frequency determined by

need

Valid and Reliable

Throughout year DIBELS, Aimsweb, TPRI, PALS

Outcome Summative Evaluation

Valid and Reliable

Spring ITBS

CRCT (reliability not yet determined)

PhonologicalAwareness

Decoding Sight Word Knowledge

Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

ReadingComprehension

Background Knowledge

Knowledge of

Structure

Vocabulary

Knowledge of

Strategies

School-wide System of Instruction and Support: Three Levels

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Core Curriculum

Intensive Support

80%

15%

5%

All Students

Students Who Need More

Small Number of Students Who Need

Most

SupplementalSupport

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If the child can segment fully, but not quickly

Then use sound boxes, choosing 5 or 6 different

CVC words each day

Then use sound boxes, choosing words that differ

only by medial vowel

Then use sound boxesto segment onset-rime

Then teach to recognize syllable and then rhymes

If the child can segment to the onset-rime but not to the phoneme

If the child can only identifyinitial sounds

If the child has no demonstrable phonological

awareness

Provide targeted practice with sound boxes.

If the child can decodenonsense word sound by sound, but not in larger

chunks

Work with sounding and blending initial consonants with

several high-frequency vowelspelling patterns each day; ask

students to write them

Work with sounding and blending several high-

frequency vowel patterns each week; ask students

to write them

Then reteach the letter soundsIn small sets, using the same scope and sequence as in theCore; ask students to write

them

If the child can produce accurate consonant sounds

but not vowel sounds

If the child does not know consonant sounds

in isolation

Provide targeted phonics reteaching

If you have presented word meanings in whole-group

core lessons

Reteach and review those words, helping each student

to generate a personal context

Reteach and review those words, helping each student to generate a

personal context

Reteach and review those words, helping each student

to generate a personal context

If you have presented word meanings in a piece of

children’s literature

If you have taught new concepts in science and

social studies

Provide targeted vocabulary reteaching

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If caregivers are able to read aloud at night

Allow children to bring home narrative and information

trade books from the class or school library

Allow children to take home books and audio recordings

and equipment to listen to books read aloud

If caregivers are not able to read aloud at night

Provide increased vocabulary exposure

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The Premise of The Preventive Approach

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1. All but a few children can be taught to read proficiently.

2. Prevention of reading difficulties in kindergarten through third grade is far more cost effective and efficient than remediation in later grades.

3. Relying upon research findings about assessment tools and the components of effective instruction can prevent reading failure.

***Refer to page 1 of Hall’s I’ve DIBELed Now What***

***Refer to table 1.1 on pg.14 of Hall’s I’ve DIBELed Now What***

Study, Discuss and Respond

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U.S. Department of Education 2002 Research Study

Reprinted from page 14 of I’ve DIBELed, Now What?24

At the end of 1st grade, the at risk children are at about 1.2

At the end of 4th grade, these children are only at 2.5

At the end of 4th grade, the low risk children are at 5.2

Intervention

DIBELS can be used in three primary ways:

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•Screening Assessment

•Progress Monitoring Assessment

•Outcome Assessment

***Refer to pages 30-31 of Hall’s I’ve DIBELed Now What***

Remember,DIBELS is NOT a diagnostic tool!!!!!

26***Refer to page 33 of Hall’s I’ve DIBELed Now What***

GroupingFactors to Consider

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• Homogeneous groups• Grouping is not always straightforward• Grouping needs to be based on a variety of indicators• Group size

***Refer to pages 54-55 of Hall’s I’ve DIBELed Now What***

Recommended Websites

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DIBELS http://dibels.uoregon.edu/

Big IDEAS in Beginning Reading http://reading.uoregon.edu/

Oregon Reading First http://oregonreadingfirst.uoregon.edu

Reading Rockets http://readingrockets.org

Florida Center for Reading Research http://www.fccr.org

Vaughn Gross Center for Reading and Language Arts http://www.texasreading.org

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