HOW DO WE USE DIBELS WITH AN OUTCOMES-DRIVEN MODEL? Identify the Need for Support Validate the Need...
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Transcript of HOW DO WE USE DIBELS WITH AN OUTCOMES-DRIVEN MODEL? Identify the Need for Support Validate the Need...
HOW DO WE USE DIBELS WITH AN OUTCOMES-DRIVEN MODEL?
Identify the Need for Support
Validate the Need for Support
Plan Support
Evaluate Effectiveness of Support
Review Outcomes
Implement Support
Benchmark Assessment
Progress Monitoring
Benchmark Assessment
DIBELS Next Measure Big 5 Idea in Reading
First Sound Fluency & Phoneme Segmentation Fluency
Phonemic Awareness
Nonsense Word Fluency -Correct Letter Sounds -Whole Words Read
Basic Phonics Skills
Oral Reading Fluency -Accuracy
Advanced Phonics
Oral Reading Fluency -Accuracy -Correct Words/Minute
Fluency
Oral Reading Fluency -Correct Words/Minute -Retell -Retell QualityDAZE
Comprehension
OUTCOMES-DRIVEN MODELStep Questions Data
Identify Need
Are there students who may need support? How many? Which students?
Benchmark data: Your Students’ Composite Score, DIBELS Next Measure Breakdown, Growth this Year, Finding Students in Need, Seeing Achievement Gaps
Validate Need
Are we confident that the indentified students need support?
Benchmark data and additional information: Repeat assessment, use additional data, knowledge of/information about student
Plan Support
What level of support for which students? How to group students? What goals, specific skills, curriculum/program, instructional strategies?
Benchmark data and additional information: Your Students’ Composite Score, DIBELS Next Measure Breakdown, , Finding Students in Need, Seeing Achievement Gaps
Evaluate Support
Is the support effective for individual students?
Progress monitoring data: DIBELS Effectiveness Formula, Your Students’ Composite Score
Evaluate Outcomes
As a school/district: How effectives is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?
Benchmark data: Your students’ composite score, DIBELS Next Measure Breakdown, Growth this Year, DIBELS Effectiveness Formula, Seeing Achievement Gaps
TRY IT OUT…
Kindergarten Classroom
• Spring
• 50% at benchmark on PSF and NWF
• Goal???
(winter partner)
TRY IT OUT…
First Grade Classroom
• 80% at benchmark on ORF
• 40% on NWF
• Goal???
(winter partner)
TRY IT OUT…
Second Grade Classroom
• Fall
• 90% benchmark on NWF
• 40% benchmark on ORF
• Goal???
(spring partner)
TRY IT OUT…
Fourth Grade Classroom
• 65% benchmark on Composite Score
• 90% benchmark on DORF Fluency
• 60% benchmark on DORF Accuracy
• 55% benchmark on DAZE
• Goal???
(spring partner)
TRY IT OUT…
Sixth Grade Classroom
• 80% benchmark on Composite Score
• 60% benchmark on DORF Fluency
• 95% benchmark on DORF Accuracy
• 90% benchmark on DAZE
• Goal???
(spring partner)
WHAT SKILLS SHOULDWE TEACH?
Scenario Review
1. What if a student is low on First Sound Fluency and Phoneme Segmentation Fluency?
• Target Phonemic awareness
2. What if a students is low on Nonsense Word Fluency?
• If NWF accuracy is below 97%, target accuracy w/ beginning phonics
• If NWF accuracy is at/above 97%, but low recoding, target blending with phonemic awareness blending skills
• If NWF accuracy is at/above 97%, target building automaticity (fluency)
(summer partner)
WHAT SKILLS SHOULDWE TEACH?
Scenario Review
1. What if a student is low on oral reading fluency?
• Target fluency with connected text if accuracy is greater than 95%
• Target alphabetic principle if accuracy is less than 95%
• Target comprehension and/or vocabulary if student is making meaning distortion errors
2. What if a student is low on ORF + DAZE
• Teach fluency & comprehension
(fall partner)
SAMPLE GRAPH #1
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SAMPLE GRAPH #2
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SAMPLE GRAPH #3
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SAMPLE GRAPH #4
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EXPECTED ORF GROWTH RATESGrade Realistic Goal Ambitious Goal
1st 2.0 words/week 3.0 words/week
2nd 1.5 words/week 2.0 words/week
3rd 1.0 words/week 1.5 words/week
4th .85 words/week 1.1 words/week
5th .50 words/week .80 words/week
6th .30 words/week .65 words/week
Fuchs, Fuchs, Hamlett, Walz, & Germann (1993)