HOW DO WE USE DIBELS WITH AN OUTCOMES-DRIVEN MODEL?

Identify the Need for Support

Validate the Need for Support

Plan Support

Evaluate Effectiveness of Support

Review Outcomes

Implement Support

Benchmark Assessment

Progress Monitoring

Benchmark Assessment

DIBELS Next Measure Big 5 Idea in Reading

First Sound Fluency & Phoneme Segmentation Fluency

Phonemic Awareness

Nonsense Word Fluency -Correct Letter Sounds -Whole Words Read

Basic Phonics Skills

Oral Reading Fluency -Accuracy

Advanced Phonics

Oral Reading Fluency -Accuracy -Correct Words/Minute

Fluency

Oral Reading Fluency -Correct Words/Minute -Retell -Retell QualityDAZE

Comprehension

OUTCOMES-DRIVEN MODELStep Questions Data

Identify Need

Are there students who may need support? How many? Which students?

Benchmark data: Your Students’ Composite Score, DIBELS Next Measure Breakdown, Growth this Year, Finding Students in Need, Seeing Achievement Gaps

Validate Need

Are we confident that the indentified students need support?

Benchmark data and additional information: Repeat assessment, use additional data, knowledge of/information about student

Plan Support

What level of support for which students? How to group students? What goals, specific skills, curriculum/program, instructional strategies?

Benchmark data and additional information: Your Students’ Composite Score, DIBELS Next Measure Breakdown, , Finding Students in Need, Seeing Achievement Gaps

Evaluate Support

Is the support effective for individual students?

Progress monitoring data: DIBELS Effectiveness Formula, Your Students’ Composite Score

Evaluate Outcomes

As a school/district: How effectives is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?

Benchmark data: Your students’ composite score, DIBELS Next Measure Breakdown, Growth this Year, DIBELS Effectiveness Formula, Seeing Achievement Gaps

TRY IT OUT…

Kindergarten Classroom

• Spring

• 50% at benchmark on PSF and NWF

• Goal???

(winter partner)

TRY IT OUT…

First Grade Classroom

• 80% at benchmark on ORF

• 40% on NWF

• Goal???

(winter partner)

TRY IT OUT…

Second Grade Classroom

• Fall

• 90% benchmark on NWF

• 40% benchmark on ORF

• Goal???

(spring partner)

TRY IT OUT…

Fourth Grade Classroom

• 65% benchmark on Composite Score

• 90% benchmark on DORF Fluency

• 60% benchmark on DORF Accuracy

• 55% benchmark on DAZE

• Goal???

(spring partner)

TRY IT OUT…

Sixth Grade Classroom

• 80% benchmark on Composite Score

• 60% benchmark on DORF Fluency

• 95% benchmark on DORF Accuracy

• 90% benchmark on DAZE

• Goal???

(spring partner)

WHAT SKILLS SHOULDWE TEACH?

Scenario Review

1. What if a student is low on First Sound Fluency and Phoneme Segmentation Fluency?

• Target Phonemic awareness

2. What if a students is low on Nonsense Word Fluency?

• If NWF accuracy is below 97%, target accuracy w/ beginning phonics

• If NWF accuracy is at/above 97%, but low recoding, target blending with phonemic awareness blending skills

• If NWF accuracy is at/above 97%, target building automaticity (fluency)

(summer partner)

WHAT SKILLS SHOULDWE TEACH?

Scenario Review

1. What if a student is low on oral reading fluency?

• Target fluency with connected text if accuracy is greater than 95%

• Target alphabetic principle if accuracy is less than 95%

• Target comprehension and/or vocabulary if student is making meaning distortion errors

2. What if a student is low on ORF + DAZE

• Teach fluency & comprehension

(fall partner)

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EXPECTED ORF GROWTH RATESGrade Realistic Goal Ambitious Goal

1st 2.0 words/week 3.0 words/week

2nd 1.5 words/week 2.0 words/week

3rd 1.0 words/week 1.5 words/week

4th .85 words/week 1.1 words/week

5th .50 words/week .80 words/week

6th .30 words/week .65 words/week

Fuchs, Fuchs, Hamlett, Walz, & Germann (1993)