DIBELS Progress DIBELS Progress MonitoringMonitoring

DIBELS Progress DIBELS Progress MonitoringMonitoring

Courtesy of: Courtesy of: Elkhart Community SchoolsElkhart Community Schools

Lafayette School CorporationLafayette School CorporationMSD of Wayne TownshipMSD of Wayne Township

Ardys N. Morgan, Ed.D.Ardys N. Morgan, Ed.D.

The School Improvement Partnership, Inc.The School Improvement Partnership, Inc.

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What Curriculum-Based Assessment

determine student instructional needs through ongoing performance

Curriculum-Based Measurement monitor the effectiveness of instruction or

intervention very sensitive to small changes in student

performance quick and easy to administer

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DIBELS What:

short, measures of skills fundamental to early reading success

measure what children know and can do compared to specific skills necessary for good readers

narrow indicators of broader skills – always the broader skill is the focus of instruction

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Progress Monitoring

Collecting and analyzing data to determine student progress toward outcomes

Making instructional decisions based on the review and analysis of student data

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Progress Monitoring Establish baseline, set up graph, set goal,

draw aimline

Measure and plot student performance – trend line

Analyze student performance – check data points below the aimline

Make Instructional changes if indicated

Continue to measure and monitor student performance

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Making Instructional Decisions

Data interpretation requires the examination of performance across time

No single data point can be used to interpret outcomes – one piece of data does not make a trend

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Considerations Is the teacher implementing the

instructional strategies?

Is the student actively engaged in instruction?

Is the aimline appropriate?

Student responding to the instruction and materials?

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Making instructional decisions

Describe and summarize student performance

1. Level of performance

2. Slope of performance (trajectory)

3. Variability of performance

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Decision Rules Using aimlines and decision rules takes

much of the guess work out of data analysis

If student performance: is well below the aimline for three data points - a

different strategy may be used is below the aimline for three data points but is

parallel to the aimline – may monitor closely is dramatically improving – stay the course

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Intervention Plan

Different intervention Additional time or practice within the

same intervention Major course correction Minor course correction

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Decision-making

Compare data before the intervention or modification in intervention Change in performance level Change in slope Change in variability

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Decision RulesData Pattern Interpretation SuggestionProgress at or near zero – high error rate

Task is too difficult Teach prerequisite skills

Progress stalled at 20-50% correct

Student performs some parts of the task

Provide more direct/intensive instruction

Progress stalled close to goal

Student is ready for fluency building

Provide frequent opportunities for practice to increase accuracy and rate

Making progress, errors decreasing

Program is working Continue present instructional program

Meets or exceeds aimline

Instructional program is successful

Implement process to generalize and move on to new task