Interpreting DIBELS reports LaVerne Snowden ([email protected]) Terri Metcalf ([email protected])

Interpreting DIBELS reports

LaVerne Snowden ([email protected])Terri Metcalf ([email protected])

Acknowledgements:DIBELS website

http://dibels.uoregon.edu

DIBELS Training Institute materials

MiBLSi Training Materials

http://dibels.uoregon.edu/

“Far too often schools that implement RTI are swimming in data, yet the staff has no big-picture sense of what the data mean.” Susan L. Hall, A principals guide to implementing response to intervention

What to expect . . .Goal 1: Review of DIBELS reports• Where did the DIBELS numbers come from?• Review Combined PDF report

• Histogram, Cross-Year Box Plot, Class List

• Review Summary of effectiveness reportGoal 2: Strategies to share DIBELS information with staff, grade level meetings, parents, and

central office

© 2004, Dynamic Measurement Group5

What Are DIBELS™?

Dynamic

98.6

Indicatorsof

Basic Early Literacy Skills

© 2004, Dynamic Measurement Group 6

Height and Weight are Indicators of Physical Development

© 2004, Dynamic Measurement Group 7

40 Words per Minute at the End of First Grade puts children on

Trajectory to Reading

Wo

rds

Pe

r M

inu

te

Vocabulary

Risk Categories Used Prior to

Benchmark Time

Status Categories Used At or After Benchmark Time

Instructional Level

Low Risk Established Benchmark

Some Risk

(Prevention Mode)

Emerging

(Remediation Mode)

Strategic

At Risk

(Prevention Mode)

Deficit

(Remediation Mode)

Intensive

Kindergarten Benchmark Goals and

Progressive Benchmarks

First Grade Benchmark Goals, Risk Levels (LNF), and Progressive Benchmarks

Second and Third Grade Benchmark Goals and Progressive Benchmarks Second Grade

Fourth to Sixth Grade Benchmark Goals and Progressive Benchmarks

HISTOGRAM, CROSS YEAR BOX PLOT & CLASS LISTS

Combined PDF report:

Report Menu on DIBELS website

Grade Selection

HistogramsWhat Decisions?

How are students doing at a given grade level? How many are at Benchmark? How wide is the spread of

skills? Which students have similar needs? How intensive is the need?

Who?School Improvement Team and Grade level teachers.

How often?Three times per year

Histograms (Bar Charts)• The Histogram Report summarizes the distribution of scores of all children in a grade within a school or

district relative to the progressive benchmark/benchmark goal for the time. Student performance is depicted in three categories according to students who have (a) met established goals/progressive benchmarks, (b) are making progress toward goals/progressive benchmarks, or (c) are seriously below target goals/progressive benchmarks.

• The goal is to have most/all students to be on track, i.e. have met established goals/progressive benchmarks

• Over the year, you should begin to see more students who meet established goals and fewer students who are seriously below target goals.

From DIBELS Data System, University of Oregon, 2000-2005

Legend for Interpreting Histograms

= Low Risk or Established

= Some Risk or Emerging

= At Risk or Deficit

Note: Split bars are used when the cutoff scores between categories occur in the middle of a score range. The number of students is indicated by the size of the split part.


Example 1 – Winter First GradeNWF

21% Established52% Emerging26% Deficit

Example 2 – Winter First GradeNWF

88% Established12% Emerging 0% Deficit

Box PlotsWhat Decisions?

Have we increased the percent of students at benchmark since the previous assessment

period? What is the range of skill level across the grade and over time?

Who?School Improvement Team and Grade level

teachers.How often?

Three times per year

Box Plots– Box plots are another way of summarizing the distribution of performance in

a class at a single point in time. The box depicts the range of scores for a school or district relative to the progressive benchmark/benchmark goal.

– The goal is to have most/all students to be on track, i.e. have met established goals/progressive benchmarks. The box and corresponding spindle should be at or above the gray bar.

– Over the year, you should begin to see more students who meet established goals and fewer students who are seriously below target goals.


Box Plots(with whiskers)

Box Plot(with whiskers)

Median Score 50th percentile (The score of the middle student.)

80th percentile

20th percentile

95th %ile

5th %ile

Example 1:Kindergarten Cross-year Box Plot

Example 2:Kindergarten Cross-year Box Plot

Class ListsWhat Decisions?

What will be the specific instructional priorities for each student in the class? How will students be grouped for differentiation?

How intensive? What will the 90 minute block include?

Who?Grade Level Team and Individual Classroom

TeacherHow often?

Three times per year

Class List Report: PDF


Instructional Recommendations

• The instructional recommendation for a student is based upon the predictability of meeting the next benchmark goal given his/her performance on the current assessment measures.

See Technical Report #11 in the Resources Section of the DIBELS website

Examples

See Technical Report #11 in the Resources Section of the DIBELS website

INDIVIDUAL STUDENT REPORTSAdditional

Individual student history report

Example 1:Progress monitoring graph

Example 2: Progress monitoring graph

General Decision-making framework4 point rule (supersedes the trend line rule)

If 3 weeks of instruction have occurred AND at least 6 points have been collected, examine the most recent 4 data points:– If all 4 are above goal line, increase goal.– If all 4 are below goal line, make a teaching

change.– If data points are above and below, keep

collecting data until trend-line or 4-point rule can be applied.Slide courtesy of Dr. Doug Fuchs during presentation to MAASE, 12/9/08

Summary of Effectiveness – By GradeSummary of Effectiveness – By GradeWhat Decisions?

How many students are benefitting from core program instruction? Is intervention working at

the strategic and intensive levels?What will we change to ensure that all students

meet the goal?Who?

School Improvement Team and Grade level teachers.

How often?Two times per year

View/Create Reports

Summary of Effectiveness Reports


Effectiveness Report:How effective is our system of support?

Strategic Benchmark AllIntensive

District Name

School Names

District: Test DistrictSchool: All SchoolsData: 2001-2002

Effectiveness Report:How are We Doing as a District?

How effective is our core (benchmark) support?

How effective is our supplemental (strategic) support?

How effective is our intervention (intensive) support?

How Effective is our Core (Benchmark) Program?

A Core Program is effective if it:• Meets the needs of 80% of all students in

the school. • Supports 95-100% of benchmark students

to make adequate progress and achieve the benchmark goal.

How Effective is our Core (Benchmark) Program?

Effectiveness Report:How are We Doing as a District?How effective is our core (benchmark) support?



How Effective is our Supplemental (Strategic) Support?

Effectiveness Report:How are We Doing as a District?How effective is our core (benchmark) support?



How Effective is our Intervention (intensive) Support?

DIBELS Summary of Effectiveness Reports4 Ways to Achieve Adequate Progress

Time 1 (e.g., Fall) Time 2 (e.g., Winter)

At-RiskIntensive 1. Some Risk

2. Low Risk

At-RiskStrategic Some Risk

3. Low Risk

At-RiskBenchmark Some Risk

4. Low Risk

What is Adequate Progress?

• Benchmark Students– Effective core curriculum & instruction should:

• support 95% of benchmark students to achieve each literacy goal.

• Strategic Students– Effective supplemental support should:

• support 80% of strategic students to achieve each literacy goal.

• Intensive Students– Effective interventions should:

• support 80% of intensive students to achieve the goal or achieve emerging or some risk status.

For experienced cohort click here

Question #2

Question #3Intensive

Question #3Strategic

Question #3Benchmark

Question #4Question #6

+

Question #8

Kindergarten First Semester Example: Evaluating Effectiveness of Schoolwide System Worksheet

Practice Activity• Review Summary of Effectiveness Report for 4th grade

and answer remainder of questions on Summary of Effectiveness Worksheet for beginning to middle of fourth grade.

• What recommendations for curriculum and instruction and/or professional development might you have if you were an administrator for the Test District?

• Discuss your recommendations with others at your table.

School: Dodge City School Year: _______________

StepGrade: Semester

Primary Instructional Goal PercentEstablished

Effectiveness ofCore Curriculumand Instruction

Effectiveness ofSupplemental

Support

Effectiveness ofIntensive

Interventions

Kdg: 1st Semester Phonological Awareness: 25 on ISF 44% 50% -- 29% - 100% ++

Kdg: 2nd Semester Phonological Awareness: 35 on PSF

First: 1st Semester Alphabetic Principle: 50 on NWF 36% 38% -- 0% -- N/A

First: 2nd Semester Oral Reading Fluency: 40

Second: 1st Semester Oral Reading Fluency: 68

Second: 2nd Semester Oral Reading Fluency: 90

Third: 1st Semester Oral Reading Fluency: 92

Third: 2nd Semester Oral Reading Fluency: 110

Fourth: 1st Semester Oral Reading Fluency: 105

Fourth: 2nd Semester Oral Reading Fluency: 118

Fifth: 1st Semester Oral Reading Fluency: 115

Fifth: 2nd Semester Oral Reading Fluency: 124

Sixth: 1st Semester Oral Reading Fluency: 120

Sixth: 2nd Semester Oral Reading Fluency: 125

++ Strength 95% 80% 80%

+ Relative Strength Upper third Upper third Upper third- Support Middle third Middle third Middle third-- Substantial support Lower third Lower third Lower third

Summary Table ExampleEvaluating the Effectiveness of School-wide System Worksheet

Can you answer these questions for your grade?

• Approximately what percentage of students in your grade reached the DIBELS instructional recommendations (benchmark, strategic, intensive)?

• If winter or spring, how many students who came in at benchmark stayed there?

• How does that compare to last year?

Ways to display data

Fall Winter Spring

Bobby 21-67

Woody 16-63

Edward 15-58

Truman 24-57

James 10-53

Intensive <26

17 students25%

Intensive <26

17 students25%

Intensive10 students

15%

Intensive10 students

15%

IntensiveIntensive

StrategicStrategic

Isis 30-86

Johanna 35-85

A.S. Marie

31-76

Peggy D 33-73

Benchmark45 students05-06 66%04-05 61%03-04 56%




Benchmark05-06 04-05 68%03-04 54%

Benchmark05-06 04-05 68%03-04 54%

Strategic <43, >=26

6 students9%

Strategic <43, >=26

6 students9%

Strategic10 students

15%

Strategic10 students

15%

Target: 43 72 90

Total 68 67 Enrollment:

2nd grade

42

Peggy N 43-71Tom T 65-70

Goal 70%

2

10

Histograms by PowerPointHistograms by PowerPoint

How have you displayed reading data?

• School board, staff meetings, grade level meetings, individual teachers, students and parents

• What has worked well, what has not?

Conclusion and next steps

• Cohort 5Spring Data Review training will cover Summary of

Effectiveness reports

• What additional training do you need to be more effective or fluent with DIBELS data?

Thank you and have a great conference!

Documents

Interpreting DIBELS reports LaVerne Snowden ([email protected]) Terri Metcalf ([email protected])