TECHNOLOGY IN ACTION!

Using DIBELS to Improve Reading Outcomes in Grades 3-5

THE DIBELS PROJECT:OUR VISION

To improve the essential reading skills of Fluency and Comprehension, Brosville Elementary will implement a standardized, broad–outcome benchmark assessment and progress monitoring program in grades 3-5. Performance data will help identify students in need of more intensive instruction, inform effective teaching strategies, allocate appropriate resources, and foster the home/school connection. In communicating project progress to faculty, staff, parents and community stakeholders, the following technologies will be utilized:1. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

materials and online database2. Power Point Presentations3. School Media Lab Facilities4. A Wiki planning site for the DIBELS Leadership Team5. District email accounts, Google Docs, and other Microsoft

Office applications including Excel and Word

The DIBELS Project

BROAD-OUTCOME MEASURES: A CRITICAL COMPONENT

WHY USE BROAD OUTCOME MEASUREMENT?

“Is the student learning and making progress toward a long-term goal?”

• Broad-Outcome Measures are basic skill probes often referred to as “indicators”

• Used to measure a student’s overall academic health

• Examples may include oral reading fluency, comprehension, computation fluency

• Frequently show up as screeners

BROAD-OUTCOME MEASURES: MORE THAN JUST A SCREENER!

They can also… Identify students who need additional support Monitor pre-referral interventions Assist general educators plan more effective

instruction Help special educators design more effective

instructional programs for students who do not respond to general education

Document student progress for accountability purposes, including IEPs

Communicate with parents or other professionals about student progress

HOW IS BROSVILLE USING BOMS? Primarily used for screening purposes:

Brigance (K) PALS (K-2) Fall, Winter, Spring PALS (3rd grade) Fall only

Currently, grades 3-5 are not utilizing a standardized Broad Outcome Measurement tool. This is the purpose of our project!!

HOW CAN DIBELS HELP US? Take student temperature of “overall reading health”

with a focus on Comprehension and Fluency Research indicates positive correlation between

BOMS and high-stakes testing Two measures will be utilized for both benchmark

assessment and weekly progress monitoring: DORF: Oral Reading Fluency and Retell of Information

Students given three 1-minute reading probes Median WCPM/Errors recorded Administered individually

DAZE: Reading Comprehension Students administered one 3-minute timed silent

reading cloze passage Number correct/incorrect recorded Administered in class-wide format

SAMPLE DIBELS DATABASE SPREADSHEET

HOW SHOULD OUR NUMBERS FALL OUT?

Intensive

Support

5%Strategic Support

15%

Met or Exceeded Benchmark Composite

80%

80% will “get it” as a result of

initial instruction. Need Core Support

15% will need additional strategic support or different strategies to “get it”.

5% will need more intensive, personalized interventions to be successful.

USING THE DATA• Initial use…

– Identify (and quantify!) students in need of support

– Small-group instruction in the classroom– Better focus I/E instructional time

• Moving forward…– Ongoing weekly progress monitoring for

those students who did not make benchmark– Data collection for CSIT purposes

The DIBELS Project

USING TECHNOLOGY TO GET US THERE!

THE DIBELS DATABASE SYSTEM

WIKI PLANNING SITE

SMARTBOARD CLASSROOM SITES

MICROSOFT OFFICE APPLICATIONS

Excel PowerPoint Word

DISTRICT EMAIL ACCOUNTS & GOOGLE DOCS