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



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


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


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


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


NWF‐CLS Useful

NWF‐WWR Useful




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?


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Ask & AnswerWhich measure should I look at to group students?


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Need for Support (NFS)




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!


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2ND GRADE MIDDLE OF THE YEAR EXAMPLE


Time of Year


NWF‐CLS Useful

NWF‐WWR Useful




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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?


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Ask & Answer


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!


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3RD GRADE BEGINNING OF THE YEAR EXAMPLE


Time of Year


ORF‐WRC Primary Primary Primary

ORF‐Acc Useful Useful Useful


Daze Optional, Endorsed

Optional, Endorsed

Optional, Endorsed

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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.


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Grouping Option A Based on Primary Measure Only

Grouping Option B Based on Primary,

Required & Endorsed


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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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


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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december 5th v7 master noanim - university of oregon€wrc primary primary primary ... retell not...

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