Goal I Dynamic Indicators of Basic Literacy Skills (DIBELS) Key ...€¦ · Early Literacy Skills...
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S H A R O N L . C O N T R E R A S , P H . D . | S U P E R I N T E N D E N T
Goal I Dynamic Indicators of Basic Literacy Skills (DIBELS) Key Performance Indicators Baseline Presentation
FEBRUARY 22 , 2018
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MissionGuilford County students will graduate as responsible
citizens prepared to succeed in higher education,
or in the career of their choice.*
*This mission was adopted by the Guilford County Board of Education on December 12, 2000.
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Components
of Early Literacy
Instruction
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Phonemic
Awareness
FluencyPhonics
ComprehensionVocabulary
Development
(National Reading Panel, 2000)
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Foundational Reading Skills
Matter
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Success in foundational skills needed to read and write well during
the primary grades is indicative of later achievement in literacy.
Seventy-four percent of children who perform poorly in reading in third grade continue to do so into
high school.
National Early Literacy Panel
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Parameters
of the
Data Analysis
and the
DIBELS
Assessment
• These analyses use 2017-18 Dynamic Indicators of Basic Early Literacy Skills (DIBELS) beginning-of-year (BOY) data for Kindergarten students and 2016-17 DIBELS end-of-year (EOY) data for Grade 3 students.
• The DIBELS assessment is administered to all K-3 students three times each year.
• The DIBELS Composite score is a combination of multiple DIBELS scores and provides the best overall estimate of each student’s early literacy skills and/or reading proficiency.
• Beginning in 2017-18, composite scores are categorized into four benchmark levels:
• In prior years, there were only three benchmark levels – no “Above Benchmark”.
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Benchmark Status Level
Overall likelihood of achieving
subsequent early literacy or reading
goals
Above Benchmark 90% to 99%
At Benchmark 80% to 90%
Below Benchmark 40% to 60%
Well Below Benchmark 10% to 20%
(DIBELS Next Manual, 2014)
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GCS Board Goal
Goal I lists Dynamic Indicators
of Basic Early Literacy Skills
(DIBELS) as a Key Performance
Indicator
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Goal I: By 2022, the percentage
of students who will read
proficiently by the end of third
grade will increase to 63%.
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Goal I DIBELS Key Performance Indicators
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• Percentage of students demonstrating reading readiness when entering
kindergarten as measured by DIBELS.
• Percentage of students demonstrating reading proficiency by end of third
grade (as measured by DIBELS).
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DIBELS Analyses:
Kindergarten Beginning-of-
Year (BOY) 2017-18
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DIBELS Composite Scores in Kindergarten by Race/Ethnicity:
BOY 2017-18
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students Black Hispanic White All Others
28% 30%
44%
17%26%
18% 19%
22%
16%
16%
15%15%
13%
16%
13%
39% 36%
21%
51%45%
Above Benchmark
At Benchmark
Below Benchmark
Well Below Benchmark
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DIBELS Composite Scores in Kindergarten by Race/Ethnicity and Gender:
BOY 2017-18
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
MALE FEMALE
30% 26%
19%17%
15%
15%
36%42%
Well Below Benchmark Below Benchmark At Benchmark Above Benchmark
MALE FEMALE
32%27%
21%
17%
15%
16%
31%40%
MALE FEMALE
44% 45%
22% 21%
14% 13%
21% 21%
MALE FEMALE
18% 16%
17%15%
15%16%
50% 53%
All
StudentsBlack Hispanic White
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DIBELS Composite Scores in Kindergarten English Language Learners
(ELL) and Students With Disabilities (SWD): BOY 2017-18
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ELL NON-ELL
52%
24%
20%
18%
13%
15%
16%
42%
Well Below Benchmark Below Benchmark At Benchmark Above Benchmark
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SW D NON-SW D
40%
27%
22%
18%
13%
15%
26%
40%
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DIBELS Composite Scores in Kindergarten by Title I School Status:
BOY 2017-18
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students at AllSchools
Students at Title ISchools
Students at Non-TitleI Schools
28%35%
15%
18%
20%
16%
15%
15%
15%
39%30%
54%
Well Below Benchmark Below Benchmark At Benchmark Above Benchmark
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DIBELS Key
Findings
Kindergarten BOY
2017-18
• 54% of Kindergarten students in GCS for 2017-18 were at
or above benchmark on the beginning-of-year DIBELS
assessment.
• Only 34% of Hispanic students entered Kindergarten at or
above benchmark compared with half of Black students
and 67% of White students with Hispanics females scoring
the lowest of all groups..
• A lower percentage of Black male students achieved at or
above benchmark when compared to Black female
students.
• A larger percentage of students with disabilities (SWD)
scored well below benchmark when compared to their non-
disabled peers.
• A larger percentage of English Languages Learners (ELL)
scored well below benchmark when compared to their non-
ELL peers.
• A smaller percentage of students at Title I schools (45%)
were at or above benchmark than students at Non-Title I
schools (69%).
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DIBELS Analyses:
Grade 3 End-of-Year (EOY)
2016-17
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DIBELS Composite Scores in Grade 3 by Race/Ethnicity:
EOY 2016-2017
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students Black Hispanic White All Others
23%30% 30%
11%17%
13%
15% 14%
9%
13%
65%55% 56%
80%70%
At Benchmark
Below Benchmark
Well Below Benchmark
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DIBELS Composite Scores in Grade 3 by Race/Ethnicity and Gender:
EOY 2016-2017
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
MALE FEMALE
25%20%
14%
12%
61%68%
Well Below Benchmark Below Benchmark At Benchmark
MALE FEMALE
33%27%
15%
14%
52%59%
MALE FEMALE
34%25%
15%
13%
51%
62%
MALE FEMALE
12% 9%
10%8%
78%83%
All Students Black Hispanic White
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DIBELS Composite Scores in Grade 3 English Language Learners (ELL)
and Students With Disabilities (SWD): EOY 2016-17
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ELL NON-ELL
39%
20%
17%
12%
45%
68%
Well Below Benchmark Below Benchmark At Benchmark
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SW D NON-SW D
56%
18%
13%
13%
31%
70%
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DIBELS Composite Scores in Grade 3 by Title I School Status:
EOY 2016-17
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students at AllSchools
Students at Title ISchools
Students at Non-TitleI Schools
23%30%
13%
13%
14%
10%
65%56%
77%
Well Below Benchmark Below Benchmark At Benchmark
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DIBELS Key
Findings
Grade 3 EOY
2016-17
• 65% of Grade 3 students in GCS for the year 2016-
2017 were at benchmark on the end-of-year (EOY)
DIBELS assessment.
• A much higher percentage of White third graders
were at benchmark (80%) than Black and Hispanic
students (56%).
• For all racial-ethnic groups, higher percentages of
female students were at benchmark than male
students.
• A lower percentage of students with disabilities
scored at benchmark when compared to their non-
disabled peers.
• A larger percentage of students with disabilities
scored well below benchmark when compared to
their non-disabled peers.
• A smaller percentage of students at Title I schools
(56%) were at benchmark than students at Non-
Title I schools (77%).
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Next Steps
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• End-of-Year (EOY) DIBELS data for Grade 3 students
will be shared as progress towards Key Performance
Indicators each July.
• Progress of the 2017-18 Kindergarten cohort and
subsequent cohorts of Kindergarten students will be
reported to the Board each July.
• Each October, we will report on the Kindergarten
Beginning-of-Year DIBELS data to assess the Key
Performance Indicator about Kindergarten readiness.
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S H A R O N L . C O N T R E R A S , P H . D . | S U P E R I N T E N D E N T
QUESTIONS?