dibels – part ii sed 368 fall 2012. review dibels benchmarks – 3 times/year – at grade-level...
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DIBELS – Part II
SED 368 Fall 2012
Review
• DIBELS Benchmarks – 3 times/year– At grade-level learners may need only benchmarks– Can be used as a screener to help identify at-risk
learners• DIBELS Progress Monitoring Probes
– Used to record progress toward goal– May be needed for at-risk learners– Help to determine the utility of instruction – Can be administered weekly, bi-weekly, or monthly
Steps in Conducting CBM
• Step 1: How to Place Students in a Reading CBM Task for Progress Monitoring
• Step 2: How to Identify the Level for Material for Monitoring Progress for Oral Reading Fluency and Maze Fluency
• Step 3: How to Administer and Score Reading CBM
DIBELS Timeline
Steps in Conducting CBM, cont.
• Step 4: How to Graph Scores• Step 5: How to Set Goals• Step 6: How to Apply Decision Rules to
Graphed Scores (Change instruction/raise goals)
• Step 7: How to Use the CBM Data to Describe Students’ Strengths and Weaknesses
Step 4: Graphing Student Scores
• Graphing student scores is vital
• Graphs provide teachers with a straightforward way of– Reviewing a student’s progress– Monitoring the appropriateness of student goals– Judging the adequacy of student progress– Comparing and contrasting successful and
unsuccessful instructional aspects of a student’s program
Step 4: Graphing Student Scores • Horizontal axis: the number of weeks of
instruction (dates CBM administered)• Vertical axis: range of scores for the task
CBM Task Vertical Axis (0 - _)
FSF 60
PSF 81
NWF – CLS 143
NWF - WWR 50
DORF 94 – 140 (or higher)
DAZE 51 – 70
Step 4: Graphing Student Scores
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Weeks of Instruction
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The vertical axis is labeled with the range of student scores.
The horizontal axis is labeled with the number of instructional weeks.
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Weeks of Instruction
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The vertical axis is labeled with the range of student scores.
The horizontal axis is labeled with the number of instructional weeks.
Step 4: Graphing Student Scores
0
10
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80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Weeks of Instruction
Co
rrec
tly
Rea
d W
ord
s P
er M
inu
te
The vertical axis is labeled with the range of student scores.
The horizontal axis is labeled with the number of instructional weeks.
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Weeks of Instruction
Co
rrec
tly
Rea
d W
ord
s P
er M
inu
te
The vertical axis is labeled with the range of student scores.
The horizontal axis is labeled with the number of instructional weeks.
Step 4: Graphing Student Scores
Options for creating graphs– Graph paper & Pencil (students can use this to
graph their own progress)– Excel– ChartDog – Other graphing software
Step 5: How to set goals
• For typically developing students, identify the end of the year CBM benchmark - DIBELS Next Benchmark Goals
• National norms
• Intra-individual framework
Step 5: How to set goals
• National Norms (ORF)• For typically developing
students, a table of average rates of weekly increase can be used to find end-of-year performance goal
Step 5: How to set goals
Step 5: How to set goals
• Hasbrouck-Tindal_chart (ORF) Example: A 3rd grade student at 50 WCPM# Weeks: 15 WeeksRate of Improvement: 1.1 words/week
1. 15 * 1.1 = 16.5 WCPM 2. 50 + 16.5 = 66.5 WCPM
66.5 WCPM = New Goal
Step 5: How to set goals Example
• Use the Hasbrouck & Tindal Chart• 2nd Grade Student - 47 WCPM Using the rate of improvement for the 50th percentile, calculate the end of the year goal.
Step 5: How to set goals
• Intra-Individual Framework– Weekly rate of improvement is calculated using at
least 8 data points– Baseline rate is multiplied by 1.5– Product multiplied by number of weeks until end
of school year– Added to student’s baseline score to produce end-
of-year performance goal
Step 5: How to set goals
• 1st 8 scores: 10, 12, 9, 14, 12, 15, 12, 14 • Difference between the highest and lowest scores: 15 – 9 = 6
• Divide by the number of scores: 6 ÷ 8 = 0.75
• Baseline rate multiplied by 1.5: 0. 75 × 1.5 = 1.125
• Multiplied by weeks left: 1.125 × 14 = 15.75
• Product added to median: 15.75 + 11 = 27.75
• 28 is end-of-year performance goal
Example
• 1st 8 scores: 25, 28, 22, 29, 32, 27, 28, 30
• Difference between the highest and lowest scores: 32-22= 10
• Divide by the number of scores: 10 ÷ 8 = 1.25
• Baseline rate multiplied by 1.5: 1.25 × 1.5 = 1.875
• Multiplied by weeks left: 1.875 × 14 = 26.25• Product added to median: 26.75 + 28 = 54.25
• 54 is end-of-year performance goal
Step 5: How to set goals
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Weeks of Instruction
WIF
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Per
Min
ute X
Monitoring the Appropriateness of the Goal
• After drawing the goal-line, teachers continually monitor student graphs
• After 7-8 CBM scores, teachers draw a trend-line to represent actual student progress– Goal-line and trend-line are compared
• Trend-line is drawn using the Tukey method
Monitoring the Appropriateness of the Goal
• Tukey method (cont.)– In the first and third groups:
• Find median data point and the median date• Mark the intersection of these two with “X”
– Draw a line connecting the first group “X” and third group “X”
– This line is the trend-line
Drawing the Trend Line
Drawing the Trend Line – Practice I
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Drawing the Trend Line – Practice I
Drawing the Trend Line – Practice II
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Drawing the Trend Line – Practice II
Step 6: How to Apply Decision Rules to Graphed Scores
• After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions
• Standard decision rules help with this process
Step 6: How to Apply Decision Rules to Graphed Scores
• Based on 4 most recent consecutive scores:– If scores are above goal-line, end-of-year
performance goal needs to be increased– If scores are below goal-line, student instructional
program needs to be revised
Step 6: How to Apply Decision Rules to Graphed Scores
X
most recent 4 points
goal-line
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Most recent 4 points
X
goal-line
X
most recent 4 points
goal-line
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Most recent 4 points
X
goal-line
Step 6: How to Apply Decision Rules to Graphed Scores
Step 6: How to Apply Decision Rules to Graphed Scores
• Based on the student’s trend-line:– If trend-line is steeper than goal-line, end-of-year
performance goal needs to be increased– If trend-line is flatter than goal-line, student’s
instructional program needs to be revised– If trend-line and goal-line are fairly equal, no
changes need to be made
Step 6: How to Apply Decision Rules to Graphed Scores
Step 6: How to Apply Decision Rules to Graphed Scores
Step 6: How to Apply Decision Rules to Graphed Scores
Step 7: How to Use Data to Describe Student Strengths and Weaknesses
• Using CBM ORF, student miscues may be analyzed to describe possible student strengths and weaknesses
• Student reads a CBM ORF passage and teacher writes down student errors
• First 10 errors are analyzed using a Quick Miscue Analysis Table
Step 7: How to Use Data to Describe Student Strengths and Weaknesses
• Teacher writes the written word from the ORF passage in the Written Word column
• Student mistake, or miscue, is written in the Spoken Word column
• Graphophonetic error preserves some important phonetics of the written word, even if it does not make sense (i.e., written word “friend” spoken word “fried.”)
Step 7: How to Use Data to Describe Student Strengths and Weaknesses
• Syntax error preserves the grammar of (i.e., is the same part of speech as) the written word. Does the error have the same part of speech as the written word? (i.e. “ran” is the same part of speech as “jogged”)
• Semantics error preserves the meaning of the sentence. Does the error preserve the meaning of the sentence? (i.e., “The woman is tall” means the same as “The lady is tall”).
Step 7: How to Use Data to Describe Student Strengths and Weaknesses
Step 7: How to Use Data to Describe Student Strengths and Weaknesses
Step 7: How to Use Data to Describe Student Strengths and Weaknesses
Step 7: How to Use Data to Describe Student Strengths and Weaknesses
Example