DIBELS – Part II SED 368 Fall 2012 Review DIBELS
Description: DIBELS Part II SED 368 Fall 2012 Review DIBELS Benchmarks 3 timesyear At grade-level learners may need only benchmarks Can be used as a screener to help identify at-risk learners DIBELS Progress Monitoring Probes Used to record progress
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slide1. DIBELS – Part II SED 368
Fall 2012<br>
slide2. Review DIBELS Benchmarks
3 times/year
At grade-level learners may need only benchmarks
Can be used as a screener to help identify at-risk learners
DIBELS Progress Monitoring Probes
Used to record progress toward goal
May be needed for at-risk learners
Help to determine the utility of instruction
Can be administered weekly, bi-weekly, or monthly<br>
slide3. Steps in Conducting CBM Step 1: How to Place Students in a Reading CBM Task for Progress Monitoring
Step 2: How to Identify the Level for Material for Monitoring Progress for Oral Reading Fluency and Maze Fluency
Step 3: How to Administer and Score Reading CBM<br>
slide4. DIBELS Timeline<br>
slide5. Steps in Conducting CBM, cont. Step 4: How to Graph Scores
Step 5: How to Set Goals
Step 6: How to Apply Decision Rules to Graphed Scores (Change instruction/raise goals)
Step 7: How to Use the CBM Data to Describe Students’ Strengths and Weaknesses<br>
slide6. Step 4: Graphing Student Scores Graphing student scores is vital
Graphs provide teachers with a straightforward way of
Reviewing a student’s progress
Monitoring the appropriateness of student goals
Judging the adequacy of student progress
Comparing and contrasting successful and unsuccessful instructional aspects of a student’s program<br>
slide7. Step 4: Graphing Student Scores Horizontal axis: the number of weeks of instruction (dates CBM administered)
Vertical axis: range of scores for the task<br>
slide8. Step 4: Graphing Student Scores<br>
slide9. Step 4: Graphing Student Scores<br>
slide10. Step 4: Graphing Student Scores Options for creating graphs
Graph paper & Pencil (students can use this to graph their own progress)
Excel
ChartDog
Other graphing software<br>
slide11. Step 5: How to set goals For typically developing students, identify the end of the year CBM benchmark - DIBELS Next Benchmark Goals
National norms
Intra-individual framework<br>
slide12. Step 5: How to set goals National Norms (ORF)
For typically developing students, a table of average rates of weekly increase can be used to find end-of-year performance goal<br>
slide13. Step 5: How to set goals<br>
slide14. Step 5: How to set goals Hasbrouck-Tindal_chart (ORF)
Example: A 3rd grade student at 50 WCPM
# Weeks: 15 Weeks
Rate of Improvement: 1.1 words/week
1. 15 * 1.1 = 16.5 WCPM
2. 50 + 16.5 = 66.5 WCPM
66.5 WCPM = New Goal<br>
slide15. Step 5: How to set goals Example Use the Hasbrouck & Tindal Chart
2nd Grade Student - 47 WCPM
Using the rate of improvement for the 50th percentile, calculate the end of the year goal.<br>
slide16. Step 5: How to set goals Intra-Individual Framework
Weekly rate of improvement is calculated using at least 8 data points
Baseline rate is multiplied by 1.5
Product multiplied by number of weeks until end of school year
Added to student’s baseline score to produce end-of-year performance goal<br>
slide17. Step 5: How to set goals 1st 8 scores: 10, 12, 9, 14, 12, 15, 12, 14
Difference between the highest and lowest scores:
15 – 9 = 6
Divide by the number of scores: 6 ÷ 8 = 0.75
Baseline rate multiplied by 1.5: 0. 75 × 1.5 = 1.125
Multiplied by weeks left: 1.125 × 14 = 15.75
Product added to median: 15.75 + 11 = 27.75
28 is end-of-year performance goal<br>
slide18. Example 1st 8 scores: 25, 28, 22, 29, 32, 27, 28, 30
Difference between the highest and lowest scores:
32-22= 10
Divide by the number of scores: 10 ÷ 8 = 1.25
Baseline rate multiplied by 1.5: 1.25 × 1.5 = 1.875
Multiplied by weeks left: 1.875 × 14 = 26.25
Product added to median: 26.75 + 28 = 54.25
54 is end-of-year performance goal<br>
slide19. Step 5: How to set goals<br>
slide20. Monitoring the Appropriateness of the Goal After drawing the goal-line, teachers continually monitor student graphs
After 7-8 CBM scores, teachers draw a trend-line to represent actual student progress
Goal-line and trend-line are compared
Trend-line is drawn using the Tukey method<br>
slide21. Monitoring the Appropriateness of the Goal Tukey method (cont.)
In the first and third groups:
Find median data point and the median date
Mark the intersection of these two with “X”
Draw a line connecting the first group “X” and third group “X”
This line is the trend-line<br>
slide22. Drawing the Trend Line<br>
slide23. Drawing the Trend Line – Practice I<br>
slide24. Drawing the Trend Line – Practice I<br>
slide25. Drawing the Trend Line – Practice II<br>
slide26. Drawing the Trend Line – Practice II<br>
slide27. Step 6: How to Apply Decision Rules to Graphed Scores After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions
Standard decision rules help with this process<br>
slide28. Step 6: How to Apply Decision Rules to Graphed Scores Based on 4 most recent consecutive scores:
If scores are above goal-line, end-of-year performance goal needs to be increased
If scores are below goal-line, student instructional program needs to be revised<br>
slide29. Step 6: How to Apply Decision Rules to Graphed Scores<br>
slide30. Step 6: How to Apply Decision Rules to Graphed Scores<br>
slide31. Step 6: How to Apply Decision Rules to Graphed Scores Based on the student’s trend-line:
If trend-line is steeper than goal-line, end-of-year performance goal needs to be increased
If trend-line is flatter than goal-line, student’s instructional program needs to be revised
If trend-line and goal-line are fairly equal, no changes need to be made<br>
slide32. Step 6: How to Apply Decision Rules to Graphed Scores<br>
slide33. Step 6: How to Apply Decision Rules to Graphed Scores<br>
slide34. Step 6: How to Apply Decision Rules to Graphed Scores<br>
slide35. Step 7: How to Use Data to Describe Student Strengths and Weaknesses Using CBM ORF, student miscues may be analyzed to describe possible student strengths and weaknesses
Student reads a CBM ORF passage and teacher writes down student errors
First 10 errors are analyzed using a Quick Miscue Analysis Table<br>
slide36. Step 7: How to Use Data to Describe Student Strengths and Weaknesses Teacher writes the written word from the ORF passage in the Written Word column
Student mistake, or miscue, is written in the Spoken Word column
Graphophonetic error preserves some important phonetics of the written word, even if it does not make sense (i.e., written word “friend” spoken word “fried.”)<br>
slide37. Step 7: How to Use Data to Describe Student Strengths and Weaknesses Syntax error preserves the grammar of (i.e., is the same part of speech as) the written word. Does the error have the same part of speech as the written word? (i.e. “ran” is the same part of speech as “jogged”)
Semantics error preserves the meaning of the sentence. Does the error preserve the meaning of the sentence? (i.e., “The woman is tall” means the same as “The lady is tall”).<br>
slide38. Step 7: How to Use Data to Describe Student Strengths and Weaknesses<br>
slide39. Step 7: How to Use Data to Describe Student Strengths and Weaknesses<br>
slide40. Step 7: How to Use Data to Describe Student Strengths and Weaknesses<br>
slide41. Step 7: How to Use Data to Describe Student Strengths and Weaknesses<br>
slide42. Example<br>
Fall 2012<br>
slide2. Review DIBELS Benchmarks
3 times/year
At grade-level learners may need only benchmarks
Can be used as a screener to help identify at-risk learners
DIBELS Progress Monitoring Probes
Used to record progress toward goal
May be needed for at-risk learners
Help to determine the utility of instruction
Can be administered weekly, bi-weekly, or monthly<br>
slide3. Steps in Conducting CBM Step 1: How to Place Students in a Reading CBM Task for Progress Monitoring
Step 2: How to Identify the Level for Material for Monitoring Progress for Oral Reading Fluency and Maze Fluency
Step 3: How to Administer and Score Reading CBM<br>
slide4. DIBELS Timeline<br>
slide5. Steps in Conducting CBM, cont. Step 4: How to Graph Scores
Step 5: How to Set Goals
Step 6: How to Apply Decision Rules to Graphed Scores (Change instruction/raise goals)
Step 7: How to Use the CBM Data to Describe Students’ Strengths and Weaknesses<br>
slide6. Step 4: Graphing Student Scores Graphing student scores is vital
Graphs provide teachers with a straightforward way of
Reviewing a student’s progress
Monitoring the appropriateness of student goals
Judging the adequacy of student progress
Comparing and contrasting successful and unsuccessful instructional aspects of a student’s program<br>
slide7. Step 4: Graphing Student Scores Horizontal axis: the number of weeks of instruction (dates CBM administered)
Vertical axis: range of scores for the task<br>
slide8. Step 4: Graphing Student Scores<br>
slide9. Step 4: Graphing Student Scores<br>
slide10. Step 4: Graphing Student Scores Options for creating graphs
Graph paper & Pencil (students can use this to graph their own progress)
Excel
ChartDog
Other graphing software<br>
slide11. Step 5: How to set goals For typically developing students, identify the end of the year CBM benchmark - DIBELS Next Benchmark Goals
National norms
Intra-individual framework<br>
slide12. Step 5: How to set goals National Norms (ORF)
For typically developing students, a table of average rates of weekly increase can be used to find end-of-year performance goal<br>
slide13. Step 5: How to set goals<br>
slide14. Step 5: How to set goals Hasbrouck-Tindal_chart (ORF)
Example: A 3rd grade student at 50 WCPM
# Weeks: 15 Weeks
Rate of Improvement: 1.1 words/week
1. 15 * 1.1 = 16.5 WCPM
2. 50 + 16.5 = 66.5 WCPM
66.5 WCPM = New Goal<br>
slide15. Step 5: How to set goals Example Use the Hasbrouck & Tindal Chart
2nd Grade Student - 47 WCPM
Using the rate of improvement for the 50th percentile, calculate the end of the year goal.<br>
slide16. Step 5: How to set goals Intra-Individual Framework
Weekly rate of improvement is calculated using at least 8 data points
Baseline rate is multiplied by 1.5
Product multiplied by number of weeks until end of school year
Added to student’s baseline score to produce end-of-year performance goal<br>
slide17. Step 5: How to set goals 1st 8 scores: 10, 12, 9, 14, 12, 15, 12, 14
Difference between the highest and lowest scores:
15 – 9 = 6
Divide by the number of scores: 6 ÷ 8 = 0.75
Baseline rate multiplied by 1.5: 0. 75 × 1.5 = 1.125
Multiplied by weeks left: 1.125 × 14 = 15.75
Product added to median: 15.75 + 11 = 27.75
28 is end-of-year performance goal<br>
slide18. Example 1st 8 scores: 25, 28, 22, 29, 32, 27, 28, 30
Difference between the highest and lowest scores:
32-22= 10
Divide by the number of scores: 10 ÷ 8 = 1.25
Baseline rate multiplied by 1.5: 1.25 × 1.5 = 1.875
Multiplied by weeks left: 1.875 × 14 = 26.25
Product added to median: 26.75 + 28 = 54.25
54 is end-of-year performance goal<br>
slide19. Step 5: How to set goals<br>
slide20. Monitoring the Appropriateness of the Goal After drawing the goal-line, teachers continually monitor student graphs
After 7-8 CBM scores, teachers draw a trend-line to represent actual student progress
Goal-line and trend-line are compared
Trend-line is drawn using the Tukey method<br>
slide21. Monitoring the Appropriateness of the Goal Tukey method (cont.)
In the first and third groups:
Find median data point and the median date
Mark the intersection of these two with “X”
Draw a line connecting the first group “X” and third group “X”
This line is the trend-line<br>
slide22. Drawing the Trend Line<br>
slide23. Drawing the Trend Line – Practice I<br>
slide24. Drawing the Trend Line – Practice I<br>
slide25. Drawing the Trend Line – Practice II<br>
slide26. Drawing the Trend Line – Practice II<br>
slide27. Step 6: How to Apply Decision Rules to Graphed Scores After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions
Standard decision rules help with this process<br>
slide28. Step 6: How to Apply Decision Rules to Graphed Scores Based on 4 most recent consecutive scores:
If scores are above goal-line, end-of-year performance goal needs to be increased
If scores are below goal-line, student instructional program needs to be revised<br>
slide29. Step 6: How to Apply Decision Rules to Graphed Scores<br>
slide30. Step 6: How to Apply Decision Rules to Graphed Scores<br>
slide31. Step 6: How to Apply Decision Rules to Graphed Scores Based on the student’s trend-line:
If trend-line is steeper than goal-line, end-of-year performance goal needs to be increased
If trend-line is flatter than goal-line, student’s instructional program needs to be revised
If trend-line and goal-line are fairly equal, no changes need to be made<br>
slide32. Step 6: How to Apply Decision Rules to Graphed Scores<br>
slide33. Step 6: How to Apply Decision Rules to Graphed Scores<br>
slide34. Step 6: How to Apply Decision Rules to Graphed Scores<br>
slide35. Step 7: How to Use Data to Describe Student Strengths and Weaknesses Using CBM ORF, student miscues may be analyzed to describe possible student strengths and weaknesses
Student reads a CBM ORF passage and teacher writes down student errors
First 10 errors are analyzed using a Quick Miscue Analysis Table<br>
slide36. Step 7: How to Use Data to Describe Student Strengths and Weaknesses Teacher writes the written word from the ORF passage in the Written Word column
Student mistake, or miscue, is written in the Spoken Word column
Graphophonetic error preserves some important phonetics of the written word, even if it does not make sense (i.e., written word “friend” spoken word “fried.”)<br>
slide37. Step 7: How to Use Data to Describe Student Strengths and Weaknesses Syntax error preserves the grammar of (i.e., is the same part of speech as) the written word. Does the error have the same part of speech as the written word? (i.e. “ran” is the same part of speech as “jogged”)
Semantics error preserves the meaning of the sentence. Does the error preserve the meaning of the sentence? (i.e., “The woman is tall” means the same as “The lady is tall”).<br>
slide38. Step 7: How to Use Data to Describe Student Strengths and Weaknesses<br>
slide39. Step 7: How to Use Data to Describe Student Strengths and Weaknesses<br>
slide40. Step 7: How to Use Data to Describe Student Strengths and Weaknesses<br>
slide41. Step 7: How to Use Data to Describe Student Strengths and Weaknesses<br>
slide42. Example<br>