Instruction Goals Assessment For Each Student For All Students Using Assessment Data to Improve...

Instruction

GoalsAssessment

For Each

Student

For All Students

Using Assessment Data to Using Assessment Data to

Improve Outcomes for Each StudentImprove Outcomes for Each Student

Institute on Beginning Reading IIInstitute on Beginning Reading II

Harn © 2003 2

AcknowledgmentsAcknowledgments

Oregon Department of Education

Institute for the Development of Educational

Achievement, College of Education, University

of Oregon

U.S. Department of Education,

Office of Special Education Programs

Harn © 2003 3

Content DevelopmentContent Development

Content developed by:

Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of EducationUniversity of Oregon University of Oregon

Beth Harn, Ph.D. Michael D. Coyne, Ph. D. University of Oregon University of Connecticut

David Chard, Ph. D.University of Oregon

Additional support:

Patrick Kennedy-PaineKatie Tate Nicole Sherman-Brewer University of Oregon Oregon Reading First

Harn © 2003 4

CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Edward J.

Kame’enui or Dr. Deborah C. Simmons.

Selected slides were reproduced from

other sources and original references

cited.

Harn © 2003 5

Schoolwide:

Each & All

Prevention Oriented Scientifically

Based

Results Focused

IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice

Harn © 2003 6

For Each

Student

Instruction

GoalsAssessment

For All Students

Ongoing Progress Monitoring and Differentiated and

Individualized Instruction for Each Student

A Schoolwide Beginning Reading A Schoolwide Beginning Reading ModelModel

Harn © 2003 7

Today’s Focus

1. Goals: What outcomes do we want for our students in our

state, district, and schools?

2. Knowledge: What do we know and what guidance can we

gain from scientifically based reading research?

3. Progress Monitoring Assessment: How are we doing? What

is our current level of performance as a school? As a

grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to reach

our goals and outcomes?

5. Core Instruction: What are the critical components that

need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do and

what instructional adjustments need to be made?

IBR Guiding QuestionsIBR Guiding Questions

Harn © 2003 8

The goals and objectives of today’s session:

1. Identify the types of student performance

DIBELS reports.

2. Determine what kinds of information are

available from reports.

3. Interpret reports to improve instructional

decision making.

Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do

Harn © 2003 9

Using data to improve educational decision making DIBELS data can be used to make decisions

at two levels: School & class level

How is our reading program meeting the needs of all students?

Individual student level How is our reading program meeting the

needs of our most at-risk students?

Once You’ve Collected the DataOnce You’ve Collected the Data

Harn © 2003 10

Types of Reports Available for Types of Reports Available for Interpreting DIBELS DataInterpreting DIBELS Data

All reports can be accessed or generated at http://dibels.uoregon.edu/

School-Level Reports: Histogram Box Plots Grade List

Class & Student Level Reports: Class List Grade List Individual Student Profile

Harn © 2003 11

Enter/Edit Data

View/Create Reports

InterpretReports

Administrative Menu

MigrateStudents

System Status

FAQ

ManualContact

Information

DIBELS WebDIBELS Web

Harn © 2003 12

1. What essential big idea is assessed?

2. What is the established goal for that measure?

Critical value? Critical time period?

3. How is student performance displayed?

4. How do you identify students needing additional instructional support?

How to Interpret Each ReportHow to Interpret Each Report

Harn © 2003 13

Big Idea DIBELS Measure

Phonological Awareness

Alphabetic Principle

Fluency and Accuracy

Vocabulary

Comprehension

Initial Sounds Fluency (ISF)Phonemic Segmentation Fluency

(PSF)

Nonsense Word Fluency (NWF)

Oral Reading Fluency (ORF)

Word Use Fluency (WUF)

Oral Reading Fluency & Retell Fluency (RTF)

Q1: What Essential Big Idea is Q1: What Essential Big Idea is Assessed?Assessed?

Harn © 2003 14

During each Benchmark data collection period, multiple essential skills are assessed:

Depending on the grade and time of year, some measures are more important than others.

Essential Measures at the Beginning of K

Essential Measure at

the End of K

Essential Measure at the

Middle of K


Harn © 2003 15

Essential Measures in Fall of

1st

Essential Measures

in Winter of 1st

Essential Measure in

Spring of 1st


Harn © 2003 17

For every goal, there are two questions to answer:

1. How much? Determine the critical value for the measure.

2. By when? Determine when the child should attain proficiency of the skill to remain on-track.

How far away a child is from the critical benchmark indicates the level of instructional

intensity needed.

Q2: What is the Established Goal for Q2: What is the Established Goal for that Measure?that Measure?

Harn © 2003 18

Measure How Much? By When?

Initial Sounds Fluency 25 or more Middle of K

Phonemic Segmentation

Fluency35 or more End of K

Nonsense Word Fluency 50 or more Middle of 1st

Oral Reading Fluency

1st: 40 or more2nd: 90 or more3rd: 110 or more

1st: End of year2nd: End of year3rd: End of year

Q2: What is the Established Goal for Q2: What is the Established Goal for that Measure?that Measure?

Harn © 2003 19

Developing Skill Goal Skill

Low Risk Established

Some Risk Emerging

At Risk Deficit

Depending on the student’s performance and time of year, a student’s score will be described as one of the following:

DIBELS Terminology For A Student’s DIBELS Terminology For A Student’s PerformancePerformance

Harn © 2003 20

At the beginning-of-the year, the developing skills are the following: Kindergarten: Phonological Awareness (ISF)

First Grade: Alphabetic Principle (NWF)

2nd & 3rd Grades: Fluency and Accuracy with Connected Text (ORF)

At the beginning-of-the year, the goal skills are the following: First Grade: Phonological Awareness (PSF)

DIBELS Terminology For A Student’s DIBELS Terminology For A Student’s PerformancePerformance

Harn © 2003 21

Describing Student PerformanceDescribing Student Performance

For each DIBELS measure, the student’s performance at the expected goal is described as:

1. Established

2. Emerging

3. Deficit

Harn © 2003 22

Describing Student PerformanceDescribing Student Performance

Established: Student has met or exceeded the benchmark value for the measure. Implication: Current instructional program is meeting the

child's needs

Emerging: Student is at-risk for not meeting the next critical benchmark. Implication: Modify instructional program and monitor more

often (1-2 x a month)

Deficit: Student is at significant risk of not meeting the next critical benchmark without significant changes to the instructional program. Implication: Modify instructional program significantly and

monitor student performance more often (2-3 x a month)

Harn © 2003 23

Kindergarten Measures

Beginning Middle End

Measure Score Status Score Status Score Status

ISF< 44-7≥ 8

At riskSome riskLow risk

< 1010-24≥ 25

DeficitEmergingEstablished

LNF< 22-7≥ 8


< 1515-26≥ 27


< 2829-39≥ 40


PSF< 6

7-17≥18


< 910-34≥ 35


NWF< 4

5-12≥ 13


< 1415-24≥ 25


Progressive Benchmarks: Is the Student Progressive Benchmarks: Is the Student On-Track to Achieve the Benchmark On-Track to Achieve the Benchmark

Goal?Goal?

Harn © 2003 24



LNF< 25

25-36≥ 37


PSF< 10

10-34≥ 35


< 1010-34≥ 35


< 1010-34≥ 35


NWF< 1313-23≥ 24


< 2930-49≥50


< 2930-49≥ 50


ORF< 7

8-19≥ 20


< 1920-39≥ 40


First Grade Measures


Goal?Goal?

Harn © 2003 25


Goal?Goal?



2nd Grade

ORF

< 2626-43≥ 44


< 5252-67≥ 68


< 7070-89≥ 90


3rd Grade ORF

< 5353-76≥ 77


< 6767-91≥ 92


< 7980-109≥ 110


2nd & 3rd Grade ORF Scores

Harn © 2003 26

School-Level Report: Histogram A histogram summarizes the distribution of scores of all

children in a grade within a school/district. It provides information on both the number and percentage of children

performing at specified values.

3

9

Q3: How is Student Performance Q3: How is Student Performance Displayed?Displayed?

Phoneme Segmentation Fluency

Harn © 2003 27

Interpreting HistogramsInterpreting Histograms

At this school, how many students received a score between the following scores?

0-4: ______ 25-29: ________ 45-49: _______ What percent of these beginning-of-the-year first graders have

established skills in phonological awareness? ____

Phoneme Segmentation Fluency

Harn © 2003 28

In this school, how many students would you select to receive additional instructional assistance and why? __________________________________________________________________________

44% Low risk for reading difficulties25% Some risk for reading difficulties31% At risk for reading difficulties


Interpreting Histograms: 2nd GradeInterpreting Histograms: 2nd Grade

Harn © 2003 29

Using the School Summary Sheet,

analyze your school’s histograms and

identify the percent of students at each

status level. At risk

Some risk

Low risk

Applying It to Your School: Applying It to Your School: Interpreting HistogramsInterpreting Histograms

Harn © 2003 30

School-Level Report: Box Plot A box plot illustrates an entire grade’s

distribution of scores in relation to the goalBox Plot of End of Year Grade 2 ORF Results

Progressive ORF Goals


Harn © 2003 31

Interpreting Box PlotsInterpreting Box Plots

At the beginning of the year, how many words per minute were students reading at the following percentiles?

20%ile: _____ 50%ile: _____ 80%ile: _____ In the middle of the year, how many words per minute were

students reading at the following percentiles?20%ile: _____ 50%ile: _____ 80%ile: _____

Beginning Middle

Harn © 2003 32

Boxplot of End of Year Grade 2 ORF Results

2.46 words/week

2.46 words/week

.77 words/week 1.53 words/week

.65 words/week

.94 words/week

Evaluating the Effectiveness of a School’s Reading Program

Interpreting Box PlotsInterpreting Box Plots

Harn © 2003 33

Percentile Beginning Middle DifferenceGrowth

(13 weeks)

80%ile 90 118 28 2.15

50%ile 58 82 24 1.85

20%ile 36 44 8 .62

Interpreting Box Plots: Is the Reading Interpreting Box Plots: Is the Reading Program Meeting the Needs of All?Program Meeting the Needs of All?

Harn © 2003 34


School-Level Report: Grade List

A grade list report rank orders an entire grade’s performance on a specific measure at a specified time.

Grade list reports allow a school to readily identify students at differing levels of performance across classrooms.

Harn © 2003 35

Name


Instructional RecommendationScore Percentile Status

John 1 2 At Risk Intensive - Needs Substantial Intervention

Lee 1 2 At Risk Intensive - Needs Substantial Intervention

Thomas 6 4 At Risk Intensive - Needs Substantial Intervention

Sheila 19 14 At Risk Intensive - Needs Substantial Intervention

Aaron 21 16 At Risk Intensive - Needs Substantial Intervention

Timothy 27 22 Some Risk Strategic - Additional Intervention

Tiffany 28 23 Some Risk Strategic - Additional Intervention

Jose 31 25 Some Risk Strategic - Additional Intervention

Austin 38 36 Some Risk Strategic - Additional Intervention

Kayla 40 38 Some Risk Strategic - Additional Intervention

Ashley 41 39 Some Risk Strategic - Additional Intervention

Mitchell 42 40 Some Risk Strategic - Additional Intervention

Greg 44 43 Low Risk Benchmark - At Grade Level

Darek 47 46 Low Risk Benchmark - At Grade Level

Jerry 48 47 Low Risk Benchmark - At Grade Level

Jesus 64 59 Low Risk Benchmark - At Grade Level

Melissa 68 63 Low Risk Benchmark - At Grade Level

Justin 88 80 Low Risk Benchmark - At Grade Level

Maria 89 82 Low Risk Benchmark - At Grade Level

Jake 112 92 Low Risk Benchmark - At Grade Level

Tammy 113 93 Low Risk Benchmark - At Grade Level

Which 2nd graders are in most need of instructional

support?

Example of a Grade 2 Grade List Example of a Grade 2 Grade List ReportReport

Harn © 2003 36

Class List/Teacher Report, Fall Grade 1 provides a class-level report of children’s performance on all

measures administered in relation to the goals.

Name

Letter Naming Fluency

Phoneme SegmentationFluency

Nonsense Word Fluency

Instructional RecommendationScore %ile Status Score %ile Status Score %ile Status

Casey 2 1 At risk 6 4 Deficit 0 1 At Risk Intensive - Needs Substantial Intervention

Greg 17 12 At risk 30 17 Emerging 6 6 At Risk Intensive - Needs Substantial Intervention

Cassie 15 9 At risk 17 8 Emerging 8 8 At Risk Intensive - Needs Substantial Intervention

Sandra 23 23 At risk 29 15 Emerging 15 18 Some Risk Strategic - Additional Intervention

Rachel 28 32 Some risk 30 17 Emerging 19 26 Some Risk Strategic - Additional Intervention

Ben 20 17 At risk 38 31 Established 20 29 Some Risk Strategic - Additional Intervention

Jill 59 92 Low risk 30 17 Emerging 24 39 Low Risk Benchmark - At Grade Level

Ivan 26 28 Some risk 41 39 Established 24 39 Low Risk Benchmark - At Grade Level

Katie 27 30 Some risk 31 19 Emerging 28 51 Low Risk Benchmark - At Grade Level

Erin 23 23 At risk 44 49 Established 28 51 Low Risk Strategic - Additional Intervention

Page 47 75 Low risk 38 31 Established 33 62 Low Risk Benchmark - At Grade Level

Juanita 33 42 Some risk 30 17 Emerging 49 85 Low Risk Benchmark - At Grade Level

Jose 51 82 Low risk 52 74 Established 68 94 Low Risk Benchmark - At Grade Level

Taylor 65 96 Low risk 44 49 Established 98 99 Low Risk Benchmark - At Grade Level


Harn © 2003 37

Class list reports provide the following information for each student:

Raw scores on all measures administered Percentiles: compares a child’s performance to

other children in your school/district Skill status: Established, Emerging, Deficit or

Low, Some, At-Risk Instructional Recommendation: Benchmark,

Strategic, Intensive

Interpreting Class List ReportsInterpreting Class List Reports

Harn © 2003 38

DIBELS Instructional DIBELS Instructional RecommendationRecommendation

The Instructional Recommendation is created by analyzing a student’s performance across all of the measures administered. Provides a general description of the instructional

intensity needed for the student to achieve the next benchmark goal.

Instructional recommendation categories: Benchmark: Established skill performance across all

administered measures. Strategic: One or more skill areas are not within the

expected performance range. Intensive: One or more skill areas are significantly at-

risk for later reading difficulty

Harn © 2003 39

Name

Initial Sound Fluency Letter Naming Fluency

Instructional RecommendationScore %ile Status Score %ile Status

Roth 0 4 At Risk 0 5 At risk Intensive - Needs Substantial Intervention

Harry 0 4 At Risk 2 22 Some risk Intensive - Needs Substantial Intervention

Steve 0 4 At Risk 6 41 Some risk Intensive - Needs Substantial Intervention

Brock 7 24 Some Risk 1 15 At risk Intensive - Needs Substantial Intervention

Jess 7 24 Some Risk 5 37 Some risk Strategic - Additional Intervention

Tony 11 37 Low Risk 3 28 Some risk Strategic - Additional Intervention

Tom 12 40 Low Risk 5 37 Some risk Strategic - Additional Intervention

Daj 12 40 Low Risk 26 83 Low risk Benchmark - At Grade Level

Carrie 15 54 Low Risk 2 22 Some risk Strategic - Additional Intervention

Erin 16 58 Low Risk 18 69 Low risk Benchmark - At Grade Level

John 16 58 Low Risk 18 69 Low risk Benchmark - At Grade Level

Chris 18 64 Low Risk 24 79 Low risk Benchmark - At Grade Level

Maria 21 73 Low Risk 11 55 Low risk Benchmark - At Grade Level

Sara 23 77 Low Risk 29 87 Low risk Benchmark - At Grade Level

Jose 25 81 Low Risk 9 50 Low risk Benchmark - At Grade Level

Evan 28 85 Low Risk 3 28 Some risk Strategic - Additional Intervention

Tatiana 28 85 Low Risk 29 87 Low risk Benchmark - At Grade Level

Kindergarten Fall Teacher ReportKindergarten Fall Teacher ReportPut a box around students needing intensive Intervention

Underline students needing strategic intervention

Harn © 2003 40

Name

Letter Naming Fluency

Phoneme SegmentationFluency

Nonsense Word Fluency

Instructional RecommendationScore %ile Status Score %ile Status Score %ile Status

Casey 2 1 At risk 6 4 Deficit 0 1 At Risk Intensive - Needs Substantial Intervention

Greg 17 12 At risk 30 17 Emerging 6 6 At Risk Intensive - Needs Substantial Intervention

Cassie 15 9 At risk 17 8 Emerging 8 8 At Risk Intensive - Needs Substantial Intervention

Sandra 23 23 At risk 29 15 Emerging 15 18 Some Risk Strategic - Additional Intervention

Rachel 28 32 Some risk 30 17 Emerging 19 26 Some Risk Strategic - Additional Intervention

Ben 20 17 At risk 38 31 Established 20 29 Some Risk Strategic - Additional Intervention

Jill 59 92 Low risk 30 17 Emerging 24 39 Low Risk Benchmark - At Grade Level

Ivan 26 28 Some risk 41 39 Established 24 39 Low Risk Benchmark - At Grade Level

Katie 27 30 Some risk 31 19 Emerging 28 51 Low Risk Benchmark - At Grade Level

Erin 23 23 At risk 44 49 Established 28 51 Low Risk Strategic - Additional Intervention

Page 47 75 Low risk 38 31 Established 33 62 Low Risk Benchmark - At Grade Level

Juanita 33 42 Some risk 30 17 Emerging 49 85 Low Risk Benchmark - At Grade Level

Jose 51 82 Low risk 52 74 Established 68 94 Low Risk Benchmark - At Grade Level

Taylor 65 96 Low risk 44 49 Established 98 99 Low Risk Benchmark - At Grade Level

What is the essential

measure in Fall of 1st?

Similar performance, why different Instructional Recommendations?

First Grade Fall Teacher ReportFirst Grade Fall Teacher Report

Harn © 2003 41

Name


Instructional RecommendationScore Percentile Status

Kelsey 12 2 At Risk Intensive - Needs Substantial Intervention

Tyler 25 9 At Risk Intensive - Needs Substantial Intervention

Nick 33 11 At Risk Intensive - Needs Substantial Intervention

Jemane 37 13 At Risk Intensive - Needs Substantial Intervention

Jessie 38 14 At Risk Intensive - Needs Substantial Intervention

Tim 40 15 At Risk Intensive - Needs Substantial Intervention

Jack 47 18 At Risk Intensive - Needs Substantial Intervention

Les 50 21 At Risk Intensive - Needs Substantial Intervention

AJ 54 24 Some Risk Strategic - Additional Intervention

Jon 63 31 Some Risk Strategic - Additional Intervention

Leann 76 46 Some Risk Strategic - Additional Intervention

Dan 81 52 Low Risk Benchmark - At Grade Level

Vick 83 53 Low Risk Benchmark - At Grade Level

Tom 88 59 Low Risk Benchmark - At Grade Level

Donovan 96 66 Low Risk Benchmark - At Grade Level

Vira 97 67 Low Risk Benchmark - At Grade Level

Frank 100 70 Low Risk Benchmark - At Grade Level

Wes 113 79 Low Risk Benchmark - At Grade Level

Destiny 135 92 Low Risk Benchmark - At Grade Level

Maria 148 96 Low Risk Benchmark - At Grade Level

3rd Grade Fall Teacher Report3rd Grade Fall Teacher Report

These students need instruction on significantly different reading

skills

Draw boxes around students who may have

similar instructional

needs

Harn © 2003 42

One student’s ORF Progress Across Years


Class or Student Level Report: Individual Student Performance Profile or Student History An individual student progress summary provides both a numerical

and pictorial display of student performance on one measure across a year(s) in relation to the established goal.

Harn © 2003 43

This same student’s DIBELS scores in Kindergarten and First Grade

Monitoring Individual Student Monitoring Individual Student ProgressProgress


Kindergarten

ISF=7 ISF=18

LNF=1 LNF=7

PSF=24

1st

PSF=59 PSF=66 PSF=40NWF=34 NWF=68 NWF=153

ORF=29 ORF=79

Harn © 2003 44

Different reports answer different questions:

Class list/Teacher reports rank order students by

instructional recommendation status from highest

to lowest

Grade list reports rank order students from

highest to lowest on the selected DIBELS

measure

Individual student performance reports all

DIBELS data collected on an individual student

across grades

Q4: How Do You Identify Students Q4: How Do You Identify Students Needing Additional Instructional Support?Needing Additional Instructional Support?

Harn © 2003 45

Using the School Summary Sheet and your Class List / Teacher Report, write the names and DIBELS scores of the students identified as needing: Strategic Instruction

Intensive Instruction

Group students with similar reading skills.

Identifying Students Needing Identifying Students Needing Additional Instructional SupportAdditional Instructional Support

Harn © 2003 46

Class and Student Level Questions: Who is the lowest reader in my class?

Class list report

Who is the lowest reader in the first grade?

Grade list report

How did my third grader perform in first grade?

Student history

Which report should I use to communicate an individual student’s reading performance to parents?

Individual student performance profiles

Each Report Helps to Answer Each Report Helps to Answer Different QuestionsDifferent Questions

Harn © 2003 47

School-Level Questions What percent of children have met the

phonological awareness goal by the end of Kindergarten?

Histogram

How is our reading program meeting the needs of all children in teaching fluency and accuracy with connected text across a school year?

Box Plot

Each Report Helps to Answer Each Report Helps to Answer Different QuestionsDifferent Questions

Harn © 2003 48

Types of reports available from dibels.uoregon.edu/

PDF Reports: Downloadable reports designed for printing. The school and district PDF reports combine the most common reports into a single file.

Web Reports: Individual reports designed for quick online viewing. Select the specific report you would like.

Enter/Edit Data

View/Create Reports

InterpretReports

Administrative Menu

MigrateStudents

System Status

FAQ

ManualContact

Information

Where Do We Get These Helpful Where Do We Get These Helpful Reports?Reports?

Instruction Goals Assessment For Each Student For All Students Using Assessment Data to Improve...

Documents

Transcript of Instruction Goals Assessment For Each Student For All Students Using Assessment Data to Improve...