DIBELS: One Piece of the Puzzle (handout)
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Handout for Horizon School Division AISI PD Day presentation. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
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DIBELS: One Piece of the Puzzle
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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Students reported a lack of formative assessment, surface-level learning approaches, and focusing only on select assessment points. Audits and surveys found inconsistent marking standards between teaching teams, variable feedback quality and quantity, and students unclear on expectations. The findings suggest transforming assessment practices from a transmission model to social constructivism and formative assessment to improve student learning, engagement, achievement and satisfaction.
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Team based learning is a method that promotes critical thinking and places responsibility for learning on students by forming diverse teams to complete assignments, provide peer feedback, and take individual and team readiness assessments on assigned readings to ensure accountability and generate interaction between students.
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Team based learning is a method of learning that promotes critical thinking and places responsibility for learning on students. It involves forming diverse teams to complete assignments, taking individual and team readiness assessment tests on assigned readings to ensure accountability, and providing peer feedback which is essential for content learning and retention. The goal is for teams to apply their knowledge through interactive assessments and decision making.
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Through analyzing achievement data, providing targeted instruction and intervention, and offering professional development, Wildwood Elementary worked to increase the academic performance of its low-income students in mathematics. Key aspects of the intervention included coordinating support services, adhering to mathematical targets, and examining data frequently. As a result, Wildwood closed the achievement gap between low-income and non-low-income students in both reading and mathematics, earned recognition as a School of Distinction, and was removed from the state's list of failing schools.
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DIBELS and RtI both focus on providing effective core instruction to all students, monitoring student progress through formative assessments, and identifying students who need additional support. DIBELS assessments are used within the RtI framework to determine the level of support individual students need (core, strategic, intensive) and to monitor their response to interventions in order to provide appropriate instruction and make adjustments as needed. The document provides guidance on how to use DIBELS data to write intervention plans for students identified as needing strategic or intensive support.
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This document discusses the key components of the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessment. It explains that DIBELS measures were developed based on Curriculum-Based Measurement to efficiently monitor early literacy skills development from K-6. It outlines the specific DIBELS measures that assess phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. These include measures such as Initial Sound Fluency, Phonemic Segmentation Fluency, Nonsense Word Fluency, and Oral Reading Fluency.
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The Port Washington-Saukville school district has implemented a collaborative approach to Response to Intervention (RTI) using data to improve student outcomes in reading. They began with the Early Ongoing Collaboration and Assistance Initiative to collect baseline data in reading fluency and provide targeted interventions. Over time, the district expanded data collection to include kindergarten literacy assessments, DIBELS screening, and additional grade-level assessments. Staff analyze assessment data collectively to inform instruction and interventions. The district also utilizes assessment walls, solution team meetings, and a future computerized system to effectively monitor student progress within a multi-tiered system of support.
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1) The document outlines an agenda and presentation for a professional development conference on the topic of a school district's professional development committee model.
2) It includes details on introducing committee members, explaining how the committee was formed and its goals, demonstrating activities done for professional development days, and highlighting other professional development opportunities like site visits, learning communities, conferences, and a partner institute.
3) Accompanying the presentation are suggestions to include videos and have participants complete puzzle pieces to represent the key topics discussed and their own professional development practices.
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The document discusses assessment in education. It defines assessment as the process of gathering information from multiple sources to develop an understanding of what students know and can do, with the goal of improving learning. Assessment involves teachers evaluating students' knowledge, skills, and abilities through various methods. It can be formative, to guide instruction, or summative, to evaluate learning at the end of a period. Effective assessment provides timely feedback, is integrated with teaching, and uses diverse valid measures to benefit student performance.
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