Dibels data

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Dibels data

  1. 1. Rosemarie Dugi, PhD MSU Billings rdugi@msubillings.edu
  2. 2.  President Bush ◦ January 8, 2002  Increase student achievement  Adequate Yearly Progress (AYP)  Highly Qualified Teacher (HQT)
  3. 3.  Ensure that highly qualified teachers are in every classroom  Use researched-based practices as the foundation of instruction.  Develop tests to assess students so that data-driven decision become an integral part of the educational system.  Hold schools accountable for the performance of all students.
  4. 4.  Every public school student will be up to state standards in Reading and Math.  Closing the achievement gap ◦ Including students of SES and cultural, racial and ethnic backgrounds. ◦ As well as students with disabilities.
  5. 5.  Montana OPI  Highly Qualified defined in the federal No Child Left Behind (NCLB) Act of 2001 that any teacher teaching in a public elementary school or secondary school must meet these three characteristics: ◦ 1) possession of a bachelor's degree; ◦ 2) holds a teaching license ◦ 3) has demonstrated content knowledge in each subject taught.
  6. 6.  Develop academic standards for all students in Reading, Math, and Science.  Demonstrate proficiency on state standards by the end of 2013-2014 SY.  Measure student progress.  Federal Money to assist.  States required to submit accountability plans and assessments.
  7. 7.  Annual statewide assessments ◦ Must be based on the state’s academic standards, statewide assessments, and other indicators (graduations, attendance). ◦ Achievement of all public elementary and secondary students. ◦ Same for ALL students and school districts. ◦ Include REWARDS (recognition) and SANCTIONS (support and options).
  8. 8.  Montana – Reading  Early Detection  General Education  Research Based Interventions/strategies  Three Tiers
  9. 9.  Ongoing assessment of student performance  Use of researched-based instructional practices to provide quality instruction targeted to meet individual student needs  Data-based decision making.
  10. 10.  Tier 1: Core Classroom Instruction ◦ Instruction for ALL students ◦ 80-90% of student population  Tier 2: Strategic Instruction ◦ Targeted instruction addressing specific needs of students ◦ 5-10% of student population  Tier 3: Intensive Instruction ◦ Intensive targeted instruction for the most at-risk students ◦ 1-8% of student population
  11. 11. Intensive Strategic Core
  12. 12. Intensive Strategic Core  Instruction for ALL students  80-90% of student population  Assessment ◦ Fall/Winter/Spring
  13. 13. Intensive Strategic Core  Instruction for identified specific needs  5-10% of student population  Assessment ◦ Monthly
  14. 14. Intensive Strategic Core  Instruction for the Most-at-risk  1-8% of student population  Assessment ◦ Weekly
  15. 15.  Tier 4 ◦ Identification of students with a possible Learning Disability  SPED referral process  General Education  Interventions ◦ RTI  Decrease in students who would otherwise might be referred to SPED
  16. 16.  Activity
  17. 17.  A method of measuring student progress through direct assessment of academic skills.  CBM measures are: ◦ Valid and reliable results ◦ Quick to administer and score ◦ Directly related academic expectations  When using CBM the instructor gives the student brief timed examples or “PROBES” which are given under standardized conditions. ◦ The directions are read the same way each time a probe is given. ◦ Performance is scored for Fluency, Accuracy, and Speed.
  18. 18.  AIMsWeb ◦ K-8 benchmark and progress monitoring ◦ Early Literacy AND Early Numeracy measures ◦ Reading, Math, Spelling, Writing  DIBELS ◦ K-6 benchmark and progress monitoring ◦ DIBELS measures ◦ Big Ideas ◦ Indicators
  19. 19.  Simulation  Intro Video
  20. 20.  DIBELS were developed based on measurement procedures for Curriculum-Based Measurement (CBM).  Like CBM, DIBELS were developed to be economical and efficient indicators of a student’s progress toward achieving a general outcome.  A set of procedures and measures for assessing the acquisition of early literacy skills from K-6.  Short (one minute) fluency measures to regularly monitor the development of reading skills.
  21. 21. Phonemic Awareness Phonics Vocabulary Comprehension Fluency
  22. 22. The ability to hear, identify, and manipulate individual sounds in spoken words (Torgesen, 1998).  Research ◦ PA improves word reading, spelling, and comprehension. Poor readers who enter first grade with weak PA are most likely to be poor readers in the fourth grade.  Instruction ◦ Auditory Activities
  23. 23.  Phonics Instruction ◦ Systematic: pre-specified sequence of letter-sound correspondences taught in logical order  Most common sounds taught first  Progresses from simple to more complex  Once a few letter sound are learned, students are taught a decoding strategy  Students apply recently learned phonics to reading connected text ◦ Explicit
  24. 24. The ability to read text quickly, accurately, and with proper expression (NRP, 2000).  Research ◦ “repeated and monitored oral reading improves reading fluency and overall reading achievement” (Put Reading First, p.24).  Instruction ◦ Articulate the importance and provide modeling ◦ Reading levels ◦ Monitor fluency progress ◦ Oral reading with feedback ◦ Variety of research-based strategies  Repeated readings, timed, partner.
  25. 25. The knowledge of the meanings and pronunciation of words that are used in oral and written language.  Research and Instruction ◦ Can be developed  Directly (teach important, difficult, and useful words)  Indirectly
  26. 26.  Teach word learning strategies ◦ How to use dictionaries and reference aids ◦ How to use word parts to determine meaning of words. ◦ How to use context clues to determine meaning  Provide multiple exposure to words  Read aloud to students  Encourage independent wide reading
  27. 27. The ability to make sense of text and to monitor for understanding.  Research ◦ “text comprehension can be improved by instruction that helps readers use specific comprehension strategies”  Instruction ◦ Monitoring comprehension ◦ Using graphic organizers ◦ Main idea ◦ Summarizing
  28. 28. Phonemic Awareness ISF/PSF/LNF Phonics NWF Vocabulary WUF Comprehension ORF/RTF Fluency ORF
  29. 29. Phonemic Awareness ISF PSF LNF  The ability to hear, identify, and manipulate individual sounds in spoken words  Initial Sound Fluency (ISF) ◦ Assess a child’s skill at identifying and producing the initial sound of a given word.  Phonemic Segmentation Fluency (PSF) ◦ Assesses a student’s skill at producing the individual sounds within a given word.  Letter Naming Fluency (LNF) ◦ Assesses a student’s skill in recognizing upper and lower case letters of the alphabet.
  30. 30. Phonics NWF  Systematic: pre-specified sequence of letter-sound correspondences taught in logical order  Nonsense Word Fluency (NWF) ◦ Assesses a student’s knowledge of letter- sound correspondences as well their ability to blend letters together to from unfamiliar “nonsense” words.
  31. 31. Fluency ORF  The ability to read text quickly, accurately, and with proper expression  Oral Reading Fluency (ORF) ◦ Assesses a student’s skill at reading connected text in grade-level materials.
  32. 32. Vocabulary WUF  The knowledge of the meanings and pronunciation of words that are used in oral and written language  Word Use Fluency (WUF) ◦ Assesses a student’s ability to accurately use a provided word in the context of a sentence.
  33. 33. Comprehension ORF RTF  The ability to make sense of text and to monitor for understanding.  Oral Reading Fluency (ORF)  Retell Fluency (RTF) ◦ Assesses a student’s understanding of verbally read connected text.
  34. 34.  Big Ideas  Indicators  Activity

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