0
Lancaster Country Day School
Data Overview
Area of Focus: Literacy Skills
Data Source: DIBELS® 6th Edition
Intended Audien...
25
3
1
31
4 4
0
5
10
15
20
25
30
35
Low Risk Some Risk At Risk
NumberofStudents
Mid-Year Status
Initial Sound Fluency
Kind...
At the end of Kindergarten, students should
have established phonemic awareness skills
of 35-45 sounds per minute.
26
2
1
...
At the end of Kindergarten, students who
score 25 or more are making adequate
progress toward the middle of First Grade
be...
FIRST GRADE MEASURES
Let’s Take a Look
• Letter Naming Fluency (LNF)
• Phoneme Segmentation Fluency (PSF)
• Nonsense Word ...
At the end of First Grade, students should have 35-45 sounds per minute.
26
5
0
25
3
0
0
5
10
15
20
25
30
Established Emer...
At the end of First Grade, students should have 50 or more correct
letter sounds per minute.
22
7
2
17
9
2
0
5
10
15
20
25...
At the end of First Grade, students should have 40 or more correct
words per minute.
19
8
4
20
7
1
0
5
10
15
20
25
Low Ris...
REFLECTION & DISCUSSION
• What does this information tell you?
• What could be some considerations to
classroom practice?
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Data overview show

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  • Hello, my name is Antonio Hernandez. During our accreditation process for the Pennsylvania Association of Independent Schools, new to this year’s self-study is to provide evidence of ways Lancaster Country Day School uses formal data. In this Data Overview presentation, I hope to begin our journey in Lower School to build our assessment literacy and also begin our inquiry in using formal data to guide our practice as educational professionals. The main focus for this presentation will be to specifically look at measures in the area of early literacy skills. As part of the Lancaster-Lebanon IU13 non-public school cohort, DIBELS is the formal assessment being used to document data patterns on our students in Kindergarten, First Grade and Second Grade.
  • We begin with a snapshot look at data on how the Kindergarten students achieved in Initial sound Fluency. This measure of phonological awareness assesses a child’s ability to recognize and produce the initial sound in an orally presented word. This particular measure is given to children at the beginning of the year and midyear. The subsequent Kindergarten DIBELS data displays are results for the End of Year status during the final assessment period.
  • Next is a snapshot look at how kindergarten students achieved in Phoneme Segmentation Fluency. PSF assesses the student’s fluency in segmenting a spoken word into its component parts or sound segments.
  • Next is a snapshot look at how kindergarten students achieved in Nonsense Word Fluency. Nonsense Word Fluency (NWF) is a brief, direct measure of the alphabetic principle and basic phonics. It assesses knowledge of basic letter-sound correspondences and the ability to blend letter sounds into consonant-vowel-consonant (CVC) and vowel-consonant (VC) words. The test items used for NWF are phonetically regular nonsense words. To successfully complete the NWF task, students must rely on their knowledge of letter-sound correspondences and how to blend sounds into whole words. Take a moment in private to write down what this data display is sharing.
  • Now that you have some familiarity with DIBELS, we will now look at the First Grade set of measures. There are a total of four measures used at certain assessment periods throughout the year. The First grade set of measures consist of Letter Naming Fluency, Phoneme Segmentation, Nonsense Word Fluency and Oral Reading Fluency. Letter Naming Fluency is only given at the beginning of the year to determine which students who need intensive support. The following data displays will focus on Phoneme Segmentation Fluency, Nonsense Word Fluency and Oral Reading Fluency.
  • Here is a look at how First Grade students achieved in Phoneme Segmentation Fluency. Remember PSF assesses the student’s fluency in segmenting a spoken word into its component parts or sound segments.
  • Next is a look at how first grade students achieved in Nonsense Word Fluency. Remember, to successfully complete the NWF task, students must rely on their knowledge of letter-sound correspondences and how to blend sounds into whole words.
  • Now we will look at a snapshot of how First grade students achieved in Oral Reading Fluency. Oral Reading Fluency is a measure of advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension. Take a moment in private to write down what the data display is sharing.
  • Now that you had a moment to write down your thoughts and reflections, use the following discussion questions to guide your conversation with a fellow colleague. What does this information tell you? What could be some considerations to classroom practice? What other questions or further inquiries do you have?
  • Transcript of "Data overview show"

    1. 1. Lancaster Country Day School Data Overview Area of Focus: Literacy Skills Data Source: DIBELS® 6th Edition Intended Audience: Lower School Staff Antonio Hernandez, Jr. G25768420 The George Washington University
    2. 2. 25 3 1 31 4 4 0 5 10 15 20 25 30 35 Low Risk Some Risk At Risk NumberofStudents Mid-Year Status Initial Sound Fluency Kindergarten 08-09 School Year 09-10 School Year
    3. 3. At the end of Kindergarten, students should have established phonemic awareness skills of 35-45 sounds per minute. 26 2 1 31 6 1 0 5 10 15 20 25 30 35 Established Emerging Deficit NumberofStudents End of Year Status Phoneme Segmentation Fluency Kindergarten 08-09 School Year 09-10 School Year
    4. 4. At the end of Kindergarten, students who score 25 or more are making adequate progress toward the middle of First Grade benchmark goal. 19 6 4 29 5 5 0 5 10 15 20 25 30 35 Low Risk Some Risk At Risk NumberofStudents End of Year Status Nonsense Word Fluency Kindergarten 08-09 School Year 09-10 School Year
    5. 5. FIRST GRADE MEASURES Let’s Take a Look • Letter Naming Fluency (LNF) • Phoneme Segmentation Fluency (PSF) • Nonsense Word Fluency (NWF) • Oral Reading Fluency (ORF)
    6. 6. At the end of First Grade, students should have 35-45 sounds per minute. 26 5 0 25 3 0 0 5 10 15 20 25 30 Established Emerging Deficit NumberofStudents End of Year Status Phoneme Segementation Fluency First Grade 08-09 School Year 09-10 School Year
    7. 7. At the end of First Grade, students should have 50 or more correct letter sounds per minute. 22 7 2 17 9 2 0 5 10 15 20 25 Established Emerging Deficit NumberofStudents End of Year Status Nonsense Word Fluency First Grade 08-09 School Year 09-10 School Year
    8. 8. At the end of First Grade, students should have 40 or more correct words per minute. 19 8 4 20 7 1 0 5 10 15 20 25 Low Risk Some Risk At Risk NumberofStudents End of Year Status Oral Reading Fluency First Grade 08-09 School Year 09-10 School Year
    9. 9. REFLECTION & DISCUSSION • What does this information tell you? • What could be some considerations to classroom practice?
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