DIBELS:One Piece of the Puzzle           March 5, 2012
Establishing Context• K-3 Elementary School (became K-6)• Component of a Collaborative Response Model• Required a common p...
Why DIBELS?• 5 Thread of Reading    – Phonemic      awareness, phonics, fluency, vocabulary, com      prehension•   Common...
Effective When…• Part of a responsive school-wide model that  includes collaborative team meetings and  pyramid of interve...
Literacy Assessment Profile• DIBELS   – Benchmark (3 times a year)   – Progress Monitoring• GRADE      (Group Reading Asse...
Ineffective When…• Used as the sole or primary measure of  student reading achievement• Progress monitoring for all studen...
What We Learned• Focus on purpose – Dynamic Indicators of  Basic Early Literacy Skills• Utilize with a pilot grade when st...
Questions?  Kurtis Hewson (@hewsonk27)   Lorna Adrian (@lornaadrian)           @jigsaw_learning       jigsawlearning@shaw....
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DIBELS: One Piece of the Puzzle

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Presentation for the Horizon School Division AISI PD Day, regarding the utilization of DIBELS within a Collaborative Response Model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com

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DIBELS: One Piece of the Puzzle

  1. 1. DIBELS:One Piece of the Puzzle March 5, 2012
  2. 2. Establishing Context• K-3 Elementary School (became K-6)• Component of a Collaborative Response Model• Required a common progress monitoring tool – Are students progressing?
  3. 3. Why DIBELS?• 5 Thread of Reading – Phonemic awareness, phonics, fluency, vocabulary, com prehension• Common assessment across grades• Quick administration – easy to train• Tools already developed• Ability to disaggregate data• Inexpensive
  4. 4. Effective When…• Part of a responsive school-wide model that includes collaborative team meetings and pyramid of interventions• Flag students for conversation• Focus on trends, not scores• Focused on student growth• Indicate students for further investigation• One assessment within a student profile to build a complete picture of student reading achievement
  5. 5. Literacy Assessment Profile• DIBELS – Benchmark (3 times a year) – Progress Monitoring• GRADE (Group Reading Assessment and Diagnostic Evaluation) – Annual common assessment (May) – Inform student transition, instructional effectiveness, teacher PD• Teacher Assessments – Further diagnostic information – In relation to learner outcomes• Triangulation of Data – Also included library circulation, home reading survey, reading attitudes survey
  6. 6. Ineffective When…• Used as the sole or primary measure of student reading achievement• Progress monitoring for all students• Summative (reporting to parents)• Focus on scores, not trends• Drives instruction (fluency is more than words per minute)• Used as sole evidence of success (or failure) of school reading programs• Determine teacher effectiveness
  7. 7. What We Learned• Focus on purpose – Dynamic Indicators of Basic Early Literacy Skills• Utilize with a pilot grade when starting• Determine passages for progress monitoring• Administer using an assessment team – Not generally administered by classroom teachers• Assessment schedule determined annually – Two days benchmarking – Progress monitoring every two weeks• For use by staff – not generally communicated to families• Kept student progress at the forefront
  8. 8. Questions? Kurtis Hewson (@hewsonk27) Lorna Adrian (@lornaadrian) @jigsaw_learning jigsawlearning@shaw.cahttp://jigsawlearning.wordpress.com

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