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© 2018, Dynamic Measurement Group 1
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
1
Testing Environment
Prevention:The Promise and the Power
Keynote AddressDIBELS Next Super Institute
Las Vegas, NevadaJuly 10, 2018
Ruth KaminskiDynamic Measurement Group
2
Back to the Basics
“Back to the Basics” From Urban Dictionary:
If you talk about getting back to basics, you are suggesting that people have become too concerned with complicated details or new theories, and that they should concentrate on simple, important ideas or activities.
© 2018, Dynamic Measurement Group 2
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
3
Back to Basics
4
The Chaos
I am not sure that I can do DIBELS now because:
now we are doing RTI/MTSSnow we have the Common CoreNow we have to focus on teaching children to comprehend more complex textwe have to identify children who have dyslexia
© 2018, Dynamic Measurement Group 3
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
5
Back to Basics: DIBELS
PREVENTION
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1 2 3 4 5 6
Grade
Grade 1
Cohort
Grade 2
Cohort
Grade 3
Cohort
Grade 4
Cohort
Grade 5
Cohort
Wor
ds P
er M
inut
e
Middle10%
Low 10%
Good, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading
skills. School Psychology Review, 27, 740-753. [Joint publication with Educational and Child Psychology.]
Why DIBELS?
© 2018, Dynamic Measurement Group 4
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
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0
20
40
60
80
100
120
140
0.0 1.0 2.0
Need for DIBELS®: Prevent Reading Difficulties
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Wor
ds P
er M
inut
e
Grade1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9
Grade
Months
Good, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27, 740-753. [Joint publication with Educational and Child Psychology.]
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The Issue: Differences in Precursors to Reading Trajectories Begin Even Earlier (Hart & Risley, 1995)
Hart & Risley, 1995
© 2018, Dynamic Measurement Group 5
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
9
Effects of Preschool?
Marked variation in findings of lasting effects of preschool:
Some evidence of long-term benefitsSizeable short-term benefits in children’s academic skills
Initial gains tend to dissipate as children progress through elementary school
Campbell et al., 2012; Jenkins et al., 2011; Philips, Gormley, & Anderson, 2016; Schweinhart, 2005; Yoshikawa, Weiland, & Brooks-Gunn, 2016
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Role of Kindergarten
Complementary
Compensatory
Discordant
Enhance
Compensate
Dissipate
Bailey, Duncan, Odgers, & Yu, 2017; Phillips et al., 2017
© 2018, Dynamic Measurement Group 6
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
11
Preschool Early Literacy Indicators (PELI)
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PELI to Kindergarten DIBELS Data
604 children with PELI and DIBELS Next Data at BOY, MOY, and EOY in PreK and K
50 preschool classrooms in 26 schools from 8 different states105 kindergarten classrooms in 42 schools
© 2018, Dynamic Measurement Group 7
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
13
Effectiveness of Preschool and Kindergarten in Promoting and Maintaining Early Literacy Skills
Poster Presented at the National Research Conference in Early Childhood
Arlington, VA
Ruth KaminskiRoland H. Good
Mary AbbottRachael LatimerAmy Warnock
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Research Questions
1. What is the linkage between children’s early literacy skills at the end of preschool and their performance on early literacy skills at the beginning of kindergarten?
2. Are there programmatic differences in growth of early literacy skills during preschool?
3. Are there programmatic differences in the degree to which kindergarten programs (i.e., kindergarten context) maintain and increase early literacy skills acquired in preschool?
© 2018, Dynamic Measurement Group 8
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
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PCS PCS PCS DCS DCS DCS.74 .80 .61 .74 .81(.71*)
PA PA PA FSF FSF.57 .64 .57 .51
PSF PSF.54
.52 .60
Phonological Awareness Linkages
Alphabet Knowledge Linkages
AK AK AK LNF LNF LNF.70 .83 .65 .75 .75
Composite Score Linkages
1. Linkage of Skills Preschool to Kindergarten
---------------PELI--------------- -----------DIBELS Next---------BOY MOY EOY BOY MOY EOY
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Differences in Growth
Individual Slope of Progress
Classroom Mean Slope of Progress(Based on 35 PK45 classrooms with at least 10 students)
© 2018, Dynamic Measurement Group 9
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
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Kindergarten HLM ModelLevel 1, individual student progress model
Level 2, between student model of progress
RLexileti= π0i+ π1i*TOYti+ π2i*TOY2ti + eti
π0i= β00+ β01*PK45INTi + β02*PK45SLPi + r0i
π1i= β10+ β11*PATH345Ci+ r1i
π2i= β20+ β21*PATH345Ci + r2i
Where:PK45INTi = Preschool intercept (initial skills) for student i
from the preschool model of growthPK45SLPi = Preschool slope (rate of progress) for student i
from the preschool model of growthPATH345Ci = Proportion of kindergarten context students
making at least typical progress on DIBELS Next.
Where:RLexileti = Research Lexile for student i at time tTOYti = time of year (1 = beginning, 2 = middle, 3 = end)
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Figure 3. HLM Model 1: Suppose a child enters preschool with average skills, makes average growth in preschool, and makes average growth in kindergarten
Res
earc
h Le
xile
Beginning of Year Middle of Year End of Year
-1,400
-1,200
-1,000
-800
-600
-400
-200
0
Above BenchmarkBenchmarkCut Point for Risk
DIBELS Next benchmark goals
Kindergarten Progress
© 2018, Dynamic Measurement Group 10
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
19
Figure 3. HLM Model 1: Suppose a child enters preschool with average skills, makes average growth in preschool, and makes average growth in kindergarten
Res
earc
h Le
xile
Beginning of Year Middle of Year End of Year
-1,400
-1,200
-1,000
-800
-600
-400
-200
0
+ 1 SDMean context- 1 SD
Above BenchmarkBenchmarkCut Point for Risk
DIBELS Next benchmark goals
Kindergarten classroom context
Average Kindergarten Progress
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Figure 4. HLM Model 2: Suppose a child enters preschool with low skills, makes high growth in preschool, and makes low growth in kindergarten.
-1,400
-1,200
-1,000
-800
-600
-400
-200
0
Res
earc
h Le
xile
Beginning of Year Middle of Year End of Year
+ 1 SDMean context- 1 SD
Above BenchmarkBenchmarkCut Point for Risk
DIBELS Next benchmark goals
Kindergarten classroom context
Dissipating Kindergarten Progress
© 2018, Dynamic Measurement Group 11
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
21
Figure 5. HLM Model 3: Suppose a child enters preschool with low skills, makes low growth in preschool, and makes high growth in kindergarten.
-1,600
-1,400
-1,200
-1,000
-800
-600
-400
-200
0R
esea
rch
Lexi
le
Beginning of Year Middle of Year End of Year
+ 1 SDMean context- 1 SD
Above BenchmarkBenchmarkCut Point for Risk
DIBELS Next benchmark goals
Kindergarten classroom context
Compensatory Kindergarten Progress
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Figure 6. HLM Model 4: Suppose a child enters preschool with low skills, makes high growth in preschool, and makes high growth in kindergarten.
-1,400
-1,200
-1,000
-800
-600
-400
-200
0
200
Res
earc
h Le
xile
Beginning of Year Middle of Year End of Year
+ 1 SDMean context- 1 SD
Above BenchmarkBenchmarkCut Point for Risk
DIBELS Next benchmark goals
Kindergarten classroom context
Complementary Kindergarten Progress
© 2018, Dynamic Measurement Group 12
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
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How to Sustain Preschool Effects
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Hypotheses proposed:Focused kindergarten curricula teaching advanced contentAlignment of instructional content between preschool and kindergartenOnsite support/coaching for teachersSummer schoolFamily involvement
Entwisle, Alexander, & Olson, 2001; Galindo & Sheldon, 2012; Yoshikowa et al., 2016
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Thinking is RequiredOne Size Does Not Fit All
© 2018, Dynamic Measurement Group 13
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
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Formative Assessment
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John Hattie evaluated more than 800 meta-analyses of 138 influences on student achievement: • Student• Teacher• Teaching• Curricula• School• Home
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Formative Evaluation and Progress Monitoring, d = 0.90
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-0.2
-0.1
0.0
0.10.2
0.3 0.4 0.5 0.60.7
0.8
0.91.0
1.11.2
High
Medium
Low
Neg
ativ
e
Formative Evaluation, d = 0.90
Zone of desired effects
Teacher effects
Developmental effects
Reverse effects
The 3rd largest effect on student achievement out of 138 possible influences.
© 2018, Dynamic Measurement Group 14
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
27
How to Sustain Preschool Effects
How about if we do formative assessment and progress monitoring?
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Notion of Measures as Indicators
Teachers have to understand the skillsWhat they areHow they developHow to teach them
© 2018, Dynamic Measurement Group 15
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
29
What Are DIBELS®?
D
98.6
I
B E L S
ynamic
ndicators
asic iteracyarly killsof
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Understand Bench Mark Goals
If the student achieves a score
The odds of achieving subsequent early literacy
goals are:
The likely need for support to achieve subsequent early literacy goals is:
at or above the benchmark goal __________ ____________
below the benchmark goal and at or above the cut point for risk
__________ _______________
below the cut point for risk __________ _______________
80% – 90%
40% – 60%
10% – 20%
Core Support
Strategic Support
Intensive Support
What they areWhat they are notHow to use them
© 2018, Dynamic Measurement Group 16
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
31
Benchmark Status What it Means:
Design Specifications
Likelihood of Meeting Later
Reading Goals
At or Above
Benchmark
Below Benchmark
Well Below
Benchmark
Overall likelihood of achieving subsequent early literacy/reading
goals is 80% to 90%
Overall likelihood of achieving subsequent early literacy/reading
goals is 40% to 60%
Overall likelihood of achieving subsequent early literacy/reading
goals is 10% to 20%
> 90%
90%
80%
70%
60%
50%
40%
30%
20%
10%
< 10%
There are Shades of Red, Yellow, and Green
80% to 90%
40% to 60%
10% to 20%
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Just weighing the pig doesn’t make itfatter: Use the data
© 2018, Dynamic Measurement Group 17
Keynote Presentation DMG SuperInstitute Las Vegas, NV, July, 2018
3333
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Testing Environment
Thank You!
For more information:rkamin@dibels.org
info@dibels.org
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