December 5th V7 Master NoAnim - University of Oregon€WRC Primary Primary Primary ... Retell Not...
Transcript of December 5th V7 Master NoAnim - University of Oregon€WRC Primary Primary Primary ... Retell Not...
USING THEUO RECOMMENDED DIBELS NEXT BENCHMARK GOALS TO MAKE SCREENING DECISIONS
New Resource: DIBELS Next Recommended Goals Page
http://dibels.uoregon.edu/training/recommendedgoals/ 2
New Resource: Webinar Page
• Watch recordings of prior Webinars.
• Download presentation slides.
• View Frequently Asked Questionsfrom prior webinars.
https://dibels.uoregon.edu/training/webinar/
The recording and slides for today’s webinar will be posted later this week, followed by the questions & answers later this month.
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Goals for Today’s Webinar
• Provide an overview of the DIBELS Next Recommended Goals Interpretive Framework
• Provide examples of DDS reports linked to the type of questions that you might ask
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HOW CAN WE USE DIBELS TO CHANGE READING OUTCOMES?
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88%
87%
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437‐447.
A Tale of Two Students
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What are DIBELS?
• Brief and easy to administer measures • Indicators of students’ progress over time• Exhibit research‐based technical adequacy
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DIBELS measures are indicators
Daze
DORF
NWF
PSF
FSF
LNF
F W S F W S F W S F W S
Kindergarten Grade 1 Grade 2 Grade 3‐6
Accuracy & Fluency
Vocabulary Knowledge
ComprehensionAlphabetic Principle
Phonological Awareness
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Need for Support (NFS)
20% chance of success
90% chance of success
50% chance of success
IF the learning trajectory is not
changed
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Matching Resources to Student Need
Intensity of Support Needed
Amou
nt of R
esou
rces Neede
d
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Different Reports for
Different Decisions
MiddleBeginning End
Problem‐Solving Model(Deno, 1989, 2005)
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Evaluate the plan
Develop a planIdentify Validate
Determine Need for Support
Implementthe plan
Stage I: Conduct School Audit and Assess
Student Performance
Stage I: Conduct School Audit and Assess
Student Performance
School levelSchool level
Student LevelStudent Level
Stage II:Analyze School and Student Performance
Stage II:Analyze School and Student Performance
Identify Priorities and Develop Action Plan
Identify Priorities and Develop Action Plan
Analyze Individual Performance and Plan Instructional
Groups
Analyze Individual Performance and Plan Instructional
Groups
Stage III:Design
Instructional Interventions
Stage III:Design
Instructional Interventions
Design Core Instructional Interventions
Design Core Instructional Interventions
Customize Intensive and Strategic
Interventions
Customize Intensive and Strategic
Interventions
Stage IV:Set Goals and
Monitor Progress Formatively
Stage IV:Set Goals and
Monitor Progress Formatively
Establish and Implement Progress‐
Monitoring System
Establish and Implement Progress‐
Monitoring System
Customize Progress‐
Monitoring System for Intensive &
Strategic Interventions
Customize Progress‐
Monitoring System for Intensive &
Strategic Interventions
Stage V:Evaluate
Intervention Efficacy and
Adjust Instruction
Stage V:Evaluate
Intervention Efficacy and
Adjust Instruction
Evaluate School‐Level PerformanceEvaluate School‐Level Performance
Intensify InterventionIntensify
Intervention
(Deno, 1989, 2005)
(Simmons, Kame’enui, Good, Harn, Cole, & Braun, 2002)
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Connecting the Problem‐Solving Model to DDS Reports
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Evaluate the plan
Develop a planIdentify Validate Implement
the plan
MiddleBeginning End
Determine Need for Support
OVERVIEW OF THE DIBELS NEXT RECOMMENDED GOALS INTERPRETIVE FRAMEWORK
Why and how we use DIBELS
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What is a Primary Measure?
• A measure that is used to sort selected DDS reports for screening decisions.
• As with all prior editions of DIBELS, the primary measure for Grades 2 – 6 is Oral Reading Fluency (see DIBELS 6th edition Administration & Scoring Guide, pp. 63‐66).
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Primary Measures: Key Terms
• Primary DIBELS measure: The measure that is the strongest predictor of later reading outcomes. DDS reports sort by this measure.
• Optional DIBELS measures: Measures that have not been demonstrated to add appreciably once the primary measure has been used.
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Third through Sixth Grade MeasuresTime of Year
Measure Beginning Middle End
DORF‐WRC Primary Primary Primary
DORF‐Acc Useful Useful Useful
Retell Not endorsed Not endorsed Not endorsed
Daze Optional, Endorsed Optional, Endorsed Optional, Endorsed
Note. DORF = DIBELS Oral Reading Fluency; WRC = Words Read Correctly; Acc = Accuracy; Daze = DIBELS Maze; Primary = Primary measure for the time period; Useful = Other required measures; Endorsed = Optional, endorsed measures; Not Endorsed = Optional, not endorsed measures
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Kindergarten MeasuresTime of Year
Measure Beginning Middle End
FSF Primary Useful
LNF Useful Useful Useful
PSF Useful Optional, Endorsed
NWF‐CLS Primary Primary
NWF‐WWR Optional, Endorsed Useful
Note. FSF = First Sound Fluency; LNF = Letter Naming Fluency; PSF = Phonemic Segmentation Fluency; NWF = Nonsense Word Fluency; CLS = Correct Letter Sounds; WWR = Whole Words Read; Primary = Primary measure for the time period; Useful = Other required measures; Endorsed = Optional, endorsed measures; Not Endorsed = Optional, not endorsed measures
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First Grade MeasuresTime of Year
Measure Beginning Middle End
LNF Useful
PSF Not endorsed
NWF‐CLS Primary Useful Useful
NWF‐WWR Useful Useful Useful
DORF‐WRC Primary Primary
DORF‐Acc Useful Useful
Retell Not endorsed Not endorsed
Note. LNF = Letter Naming Fluency; PSF = Phonemic Segmentation Fluency; NWF = Nonsense Word Fluency; CLS = Correct Letter Sounds; WWR = Whole Words Read; DORF = DIBELS Oral Reading Fluency; WRC = Words Read Correctly; Acc = Accuracy; Primary = Primary measure for the time period; Useful = Other required measures; Endorsed = Optional, endorsed measures; Not Endorsed = Optional, not endorsed measures
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Second Grade MeasuresTime of Year
Measure Beginning Middle End
NWF‐CLS Useful
NWF‐WWR Useful
DORF‐WRC Primary Primary Primary
DORF‐Acc Useful Useful Useful
Retell Not endorsed Not endorsed Not endorsed
Note. NWF = Nonsense Word Fluency; CLS = Correct Letter Sounds; WWR = Whole Words Read; DORF = DIBELS Oral Reading Fluency; WRC = Words Read Correctly; Acc = Accuracy; Primary = Primary measure for the time period; Useful = Other required measures; Endorsed = Optional, endorsed measures; Not Endorsed = Optional, not endorsed measures
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Summary of how to think about primary measures
Primary measures help us:• improve the efficiency and reliability of screening
• identify a need for support• prioritize measures to improve school and individual student decision making
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INTERPRETING DDS REPORTSThinking about Primary Measures in Context
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Finding the Right Report
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Efficient Access to Reports
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Efficient Access to Reports
Don’t forget about the drop down menus.
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KINDERGARTEN BEGINNING OF THE YEAR EXAMPLE
Primary Measure and Class List
Time of YearMeasure Beginning Middle EndFSF Primary Useful
LNF Useful Useful Useful
PSF Useful Optional, Endorsed
NWF‐CLS Primary Primary
NWF‐WWR Optional, Endorsed Useful
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DDS gives you the option to look at the report online
or to create an easy‐to‐print pdf.
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Class List General Orientation
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Ask & AnswerWhich measure is the primary measure for this grade level at this time of year?
Kindergarten Beginning of Year
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Ask & AnswerWhich measure is this report sorted by?
Kindergarten Beginning of Year
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Ask & AnswerWhich measure should I look at to group students?
Kindergarten Beginning of Year
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Need for Support (NFS)
20% chance of success
90% chance of success
50% chance of success
IF the learning trajectory is not
changed
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Ask & AnswerHow will this teacher serve all of these students in need of intensive support?
Provide high‐quality, explicit instruction for all!
Kindergarten Beginning of Year
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2ND GRADE MIDDLE OF THE YEAR EXAMPLE
Primary Measure and Class List
Time of Year
Measure Beginning Middle End
NWF‐CLS Useful
NWF‐WWR Useful
DORF‐WRC Primary Primary Primary
DORF‐Acc Useful Useful Useful
Retell Not endorsed Not endorsed Not endorsed
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Class List General Orientation
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Ask & AnswerWhich measure is the primary measure for this grade level at this time of year?
2nd Grade Beginning of Year
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Ask & AnswerWhich measure is this report sorted by?
2nd Grade Beginning of Year
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Ask & Answer
2nd Grade Beginning of Year
Which measure should I look at to group students?
At the middle of second you must first look at ORF and then ORF accuracy.
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Ask & AnswerHow should I teach such a wide range of students?
Provide high‐quality, explicit, differentiated instruction for all!
2nd Grade Beginning of Year
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3RD GRADE BEGINNING OF THE YEAR EXAMPLE
Primary Measure and Class List
Time of Year
Measure Beginning Middle End
ORF‐WRC Primary Primary Primary
ORF‐Acc Useful Useful Useful
Retell Not endorsed Not endorsed Not endorsed
Daze Optional, Endorsed
Optional, Endorsed
Optional, Endorsed
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Class List General Orientation
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Let’s look at the primary measure for the beginning of 3rd grade,
Oral Reading FluencyWords Correct
If we look at the primary measure, over half of our class would need strategic or intensive support.
We may not have the resources.
3rd Grade Beginning of Year
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The students identified as in need of strategic support, will likely benefit
from the same high‐quality core instruction that is
delivered to students who are above the benchmark cut point.
3rd Grade Beginning of Year
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3rd Grade Beginning of Year
Grouping Option A Based on Primary Measure Only
Grouping Option B Based on Primary,
Required & Endorsed
3rd Grade Beginning of Year
Which one is right?
It depends on instructional goals and your resources!
Looking at two measures together illustrates that students across
categories may be more similar than students within a
category
0
2
4
6
8
10
12
14
16
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0 20 40 60 80 100 120 140
Maze Scores
ORF Scores
Validate Need for Support: Grade 3
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3rd Grade Beginning of Year
You can also use your class list to look for those similarities
We can look at other DDS reports too!Let’s take a closer look at the histogram.
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Histogram General
Orientation
Histogram Report - DIBELS NextDistrict: PD School DistrictSchool: Teaching & LearningGrade: Third GradeYear: 2012-2013Period: MiddleMeasure: DIBELS Oral Reading Fluency - Words CorrectNeed for Support: Recommended Goals
Likely to NeedIntensive Support30% (n=26)
Score range: 0-88Well Below BenchmarkScore range: 0-88Well Below Benchmark
Likely to NeedStrategic Support26% (n=23)
Score range: 89-114Below BenchmarkScore range: 89-114Below Benchmark
Likely to NeedCore Support44% (n=39)
Score range: 115-300At or Above BenchmarkScore range: 115-300At or Above Benchmark
Split Bars
Split bars are used when the cutoff scores occur in the middle of a score range. The number of students is indicated by the size of the part.
Split Bars
Split bars are used when the cutoff scores occur in the middle of a score range. The number of students is indicated by the size of the part.
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Ask & AnswerWhat percentage of students across the grade level are likely to need:• Core Support?• Strategic Support?• Intensive Support?
3rd Grade Middle of the Year
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Ask & AnswerHow many students scored in a specific range of scores?
3rd Grade Middle of the Year
The Histogram displays the distribution of
student scores. It highlights students who score close to meaningful cut
points.
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Ask & AnswerWhich reports can help you identify the need for support for all students throughout the year?
CLASS LIST
HISTOGRAM
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Ask & AnswerWhich reports can help you validate the need for support for all students throughout the year?
CLASS LIST
HISTOGRAM
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Summary
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Evaluate the plan
Develop a planIdentify Validate Implement
the plan
MiddleBeginning End
Determine Need for Support
Questions and Answers
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Thank you!
For free resources please visit:DIBELS Data System
Research and Training pages https://dibels.uoregon.edu
You can call us at (888) 497‐4290. We’re here to support you!
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ReferencesDeno, S. L. (1989). Curriculum‐based measurement and alternative special
education services: A fundamental and direct relationship. In M. R. Shinn (Ed.), Curriculum‐based measurement: Assessing special children (pp. 1–17). New York: Guilford Press.
Deno, S. (2005). Problem‐solving assessment. In R. Brown‐Chidsey (Ed.). Assessment for intervention: A problem‐solving approach (pp. 10‐40). New York: Guilford Publications.
University of Oregon, Center on Teaching and Learning (2012). 2012‐2013 DIBELS Data System Update Part I: DIBELS Next Composite Score (Technical Brief No. 1202). Eugene, OR: University of Oregon.
Simmons, D. C., Kame’enui, E. J., Good, R. H., III, Harn, B. A., Cole, C., & Braun, D. (2002). Building, implementing, and sustaining a beginning reading improvement model: Lessons learned school by school. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 537‐569). Washington, DC: National Association of School Psychologists.
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