Designing an IRI with DIBELS Data

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Designing an IRI with DIBELS Data
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• Designing an
• IRI
• Intensive Reading Intervention
• Plan with DIBELS Data

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Objectives

• Improve literacy outcomes for all
  students by
• analyzing students DIBELS data
• identifying error patterns
• designing appropriate interventions
• monitoring progress
• evaluating instruction.

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Struggling Readers Do Not Catch Up!
The probability that a child would remain a poor
reader at the end of fourth grade, if the child
was a poor reader at the end of first grade was
.88. Connie Juel, 1994 74 of children who are
poor readers in third grade remain poor readers
in ninth grade. Francis, et al., 1996
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The Good News

• We now have the tools and technologies to
  identify children who are at risk of reading
  failure.
• Early identification and intervention can prevent
  reading failure.

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Rules and Regulations for Act 35

• Record assessment information in NORMES.
• Develop and record IRI.
• Provide intervention until student has reached
  benchmark goals in that measure.
• Monitor progress every 2 weeks.
• After reaching benchmark goals, monitor once each
  month until the end of the year.
• If students are not making adequate progress
  toward goals, refine plan.

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Dynamic Indicators of BasicEarly Literacy Skills
(DIBELS)

• Brief fluency measures of critical early reading
  skills
• Sensitive to change over time
• Snapshots of students progress

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DIBELS and the 5 Big Ideas of Reading
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Why Use DIBELS Data?

• Screening
• Grouping for Targeted Instruction
• Planning Instruction
• Monitoring Progress
• Evaluating

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Benchmark Goals

• Students must meet goals when indicated.
• Benchmark goals are MINIMAL.

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Step 1 Analyze the Whole PictureFirst Grade
Benchmark Assessment
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Step 2 Note Areas of Concern or Questions
about Big Picture

• Note inconsistencies between measures.
• Is this an accurate reflection of the childs
  ability?
• Are there areas that should be reassessed with
  the alternate form?

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Step 3 Study Error Patterns For Each Measure

• Look at accuracy rate.
• Look at fluency rate.
• Analyze what the child consistently gets correct.
• Analyze the mistakes and identify error patterns.
• Draw conclusions.

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Letter Naming Fluency


a
V

• V 1 h g S y Z W L N
• b b y
• K T D K T q d z w
• h w z m U r j G X u
  

What letters did the student miss?
Total 20
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Phoneme Segmentation Fluency
rich /r/ /i/ /ch/ hawk /h/ /o/ /k/
3 /6 s passed /p/ /a/ /s/ /t/
roof /r/ /oo/ /f/ 3 /7 sea
/s/ /ea/ shout /sh/ /ow/ /t/ 4
/5 arms /ar/ /m/ /z/
smile /s/ /m/ /ie/ /l/ 2 /7 fish /f/ /i/
/sh/ woof /w/ /oo/ /f/
5 /7 his /h/ /i/ /z/ ling
/l/ /i/ /ng/ 3 /6 life /l/ /ie/ /f/
patch /p/ /a/ /ch/ 0 /6
Total 20
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Nonsense Word Fluency
v o g t e l u t v o v l a c
13/14 z e k r o k e n z u b p e z
13/14 i v l i g f a f w e l k o z
8/14
Total 34
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Oral Reading Fluency
Going to Family Camp
My favorite part of family camp is the campfire
program at the lake. We wait until the stars and
moon are out. We walk down to the edge of the
water where a big bonfire is going. We all
snuggle together watching the flames because
its cold after dark. The camp director leads
everyone in songs.
Total 43
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Word Use Fluency - Keisha
Total 13
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Step 4 Summarize Observations for
Intervention Plan

• Record observations.
• Record instructional implications.

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Step 1 Analyze the Whole Picture Emily
First Grade Benchmark Assessment
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Step 2 Note Areas of Concern or Questions
about Big Picture

• Note inconsistencies between measures.
• Is this an accurate reflection of the childs
  ability?
• Are there areas that should be reassessed with
  the alternate form?

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Step 3 Study Error Patterns Phoneme
Segmentation Fluency

• Can the student segment phonemes?
• How many partial segmentations are there?
• How accurate is the segmentation?
• How fluent is the student?
• How accurate is the students knowledge of
• initial sounds?
• ending sounds?
• vowel sounds?
• Draw conclusions.

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Step 3 Study Error Patterns Nonsense
Word Fluency

• Is it sound-by-sound or whole word?
• How accurate is letter-sound correspondence?
• How fluent is the student?
• How accurate is the students knowledge of
• initial letters?
• final letters?
• middle vowels?
• Draw conclusions.

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Step 3 Study Error Patterns Oral
Reading Fluency

• How accurate is the student?
• How fluent is the student?
• How well did the student read non-phonetic sight
  words?
• How well did the student read phonetically
  regular words?
• Did the student get a missed word correct the
  second time it was read?
• Draw conclusions.

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Step 3 Study Error Patterns Word Use
Fluency

• Compare correct utterances to incorrect.
• Compare abstract to concrete words.
• Look at the response time.
• Were responses long or short?
• Did the length of response vary?
• Draw conclusions.

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Step 4 Summarize Observations for
Intervention Plan

• Progress Monitor LNF.
• Develop phonemic awareness skills within phonics
  lessons.
• Provide systematic, explicit phonics instruction.
• Practice phonics patterns in reading connected
  text.
• Boost overall language development.

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EMILYs IRI

• http//normes2.uark.edu/aip

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Emilys Groups Lesson Plan
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Independent Practice

• Analyze one student Benchmark booklet.
• Discuss and record observations.
• Discuss and record instructional implications.

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Grouping for Instruction

• Use DIBELS data to group students with similar
  needs.
• Focus on critical indicators.
• Small group size (3-4) is more effective.

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Linking Instruction to Student Need

• more explicit instruction
• more systematic instruction
• more time on task
• more intensity

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More Explicit Instruction

• extra modeling
• more examples
• clearer, more relevant models
• more opportunity to practice with explicit
  feedback

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More Systematic Instruction

• targeted to the students needs
• different (targeted) independent work
• extra instruction on todays learning

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Time on Task

• more time on task
• extra instruction on skills taught during whole
  group instruction
• smaller group size

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Intensity

• targeted to specific skill indicated by data
• increasing instructional time
• homogeneous small groups (3-5 students)

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Model Sample Interventions

• Phonemic Awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension

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Independent Practice

• Develop a one-day intervention
• plan for your intervention group.

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Periodic Revisions of the IRI Plan

• The intervention plan shall be revised
  periodically to reflect student needs as
  indicated on progress monitoring assessments.
• Progress monitor every two weeks.
• Revise if not progressing adequately on two
  successive progress monitoring.