Using DIBELS to Guide Instruction

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Using DIBELS to Guide Instruction

• Or
• What Is a Trajectory Anyway?

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Purpose of DIBELS

• 1. Predict which children are likely to
  experience difficulty learning to read.
• 2. Undo that prediction

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The Three Tiers of DIBELS

• At risk (Test every one to two weeks)
• Some risk (Test every two to four weeks)
• Low risk (Just use the three benchmark tests,
  fall, winter and spring.)

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So, lets look at a first- grade test to see how
this score is obtained.
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First Grade Benchmark
Benchmark 1 Beginning/Fall Benchmark 2 Middle/Wint Benchmark 3 End/Spring
Letter Naming Fluency
Phoneme Seg. Fluency
Nonsense Word Fluency
Oral Reading Fluency (Middle score) (Middle score)
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What are we trying to accomplish?

• Close the trajectory gap!!
• Easier early on!

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Research suggests that early identification and
prevention of reading problems in kindergarten
and first grade could reduce up to 70 the number
of children served in special education and
compensatory programs.Reid Lyon, 2001
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There is an 88 probability of being a poor
reader in fourth grade if you were a poor reader
in first grade! Juel, 1988
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Rates of Expected Weekly Reading Growth (Increase
in WPM)Good and Kaminsky, 2002
Grade Realistic Ambitious
1 2.00 3.00
2 1.50 2.00
3 1.00 1.50
4 0.85 1.10
5 0.50 0.80
6 0.30 0.65
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We have only 384 days in which to teach reading
in first and second grade!This is before
absences, field trips, assemblies, etc.
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DIBELS subtests

• Initial Sound Fluency
• Letter naming fluency
• Phoneme segmentation fluency
• Nonsense word fluency
• Oral reading fluency
• Retell fluency
• Word use fluency

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The Big Ideas as They Relate to DIBELS
Phoneme Awareness Initial sound fluency Phoneme segmen fluency
Phonics Nonsense word fluency
Fluency Oral Reading Fluency
Comprehension Oral Reading Fluency Retell fluency
Vocabulary Word use fluency
(Big Ideas) (DIBELS)
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So, if we adjust instruction in response to
DIBELS scores, we adjust instruction to address
the five big ideas (plus 1).
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Language Arts Standards/Definitions/Benchmarks/ Performance Objectives Grade 1 Curriculum Survey of Essential Skills National Rankings Curriculum Survey of Essential Skills National Rankings Instructional Focus Grade 1 Priority Proficiencies for Promotion
Standard Reading and Listening for Comprehension
Definition Students will apply strategies and skills to comprehend information that is read, heard, and viewed.
K-4 Benchmark 1A Listen to, read, react to, and retell information
1. Listen to and retell short stories. E25 E84 Listen, comprehend, and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates Tell or re-tell stories, folk tales, or narratives for a listening audience Listening Oral Language Development Comprehension of Literary Text Vocabulary M Listens to and retells stories
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What would an administrator observe in response
to low scores in

• Letter naming fluency?
• Initial sound fluency?
• Phoneme segmentation fluency?
• Nonsense word fluency?

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What would an administrator observe in response
to low scores in

• Oral reading fluency?
• Retell fluency?
• Word use fluency?

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Points to consider in targeted, strategic
instruction

• Size of group
• Methodologies
• Amount of time
• (In addition to Reading Outline)

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PED Use of DIBELS

• The legislature asked for guidance in determining
  cut off DIBELS scores to use in withdrawing
  funding for full-day kindergartens from schools
  that did not have 95 of their students in the
  low risk category.

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At Risk Criteria

• The committee, using information from the
  University of Oregon, recommended that 80 of the
  children in this category move to low risk to
  meet satisfactory improvement.

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At Some Risk Criteria

• The committee, using information from the
  University of Oregon, recommended that 75 of the
  children in this category move to low risk to
  meet satisfactory improvement.

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(Data are in percentages of students at each
level)
Indicator Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten Grade 1 Grade 1 Grade 1 Grade 1 Grade 1 Grade 1 Grade 2 Grade 2
Indicator LNF LNF PSF PSF NWF NWF PSF PSF NWF NWF ORF ORF ORF ORF
03-04 04-05 03-04 04-05 03-04 04-05 03-04 04-05 03-04 04-05 03-04 04-05 03-04 04-05
At Risk 12.0 8.5 8.0 0.0 8.0 6.8 1.5 0.0 2.9 3.5 10.1 17.5 52.4 24.6
Some Risk 20.0 6.8 12.0 17.0 12.0 10.2 7.3 0.0 17.4 31.6 21.7 24.6 20.6 16.9
Low Risk 68.0 84.8 80.0 83.1 80.0 83.1 91.3 100 79.7 64.9 68.1 57.9 27.0 58.5
LNF Letter Naming Fluency PSF Phonemic
Segmentation Fluency NWF Nonsense Word
Fluency ORF Oral Reading Fluency
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Indicator Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten
Indicator LNF LNF LNF PSF PSF PSF NWF NWF NWF
1st ADm 3rd Adm age 1st ADm 3rd Adm age 1st ADm 3rd Adm age
At Risk 19 14 -26.3 4 6.9 8 13.8
Some Risk 23 21 -8.7 12 20.7 13 22.4
Low Risk 20 23 15.0 42 72.4 37 63.8

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A school must have satisfactory improvement in
both the at risk and at some risk categories
to be identified as having made adequate
improvement.
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The committee argued that this information be
used to identify which kindergartens need
assistance!
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Are there implications from this use of DIBELS
for the First and Second Grades?
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Drum Roll

• I am now qualified to train trainers!
• This means I can train a person in your building
  who will in turn train the your teachers to
  administer the DIBELS! (Please e-mail suggestions!

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Remember, lets keep our eyes on the prize!