Download - 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
“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.
From DIBELS Data System, University of Oregon, 2000-2005
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.
From DIBELS Data System, University of Oregon, 2000-2005
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
From DIBELS Data System, University of Oregon, 2000-2005
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
From DIBELS Data System, University of Oregon, 2000-2005
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?
How effective is our intervention (intensive) 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 supplemental (strategic) support?
How effective is our intervention (intensive) 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%
Benchmark45 students05-06 66%04-05 61%03-04 56%
Benchmark47 students05-06 70%04-05 69%03-04 61%
Benchmark47 students05-06 70%04-05 69%03-04 61%
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!