S H A R O N L . C O N T R E R A S , P H . D . | S U P E R I N T E N D E N T
Goal I Dynamic Indicators of Basic Literacy Skills (DIBELS) Key Performance Indicators Baseline Presentation
FEBRUARY 22 , 2018
MissionGuilford County students will graduate as responsible
citizens prepared to succeed in higher education,
or in the career of their choice.*
*This mission was adopted by the Guilford County Board of Education on December 12, 2000.
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Components
of Early Literacy
Instruction
3
Phonemic
Awareness
FluencyPhonics
ComprehensionVocabulary
Development
(National Reading Panel, 2000)
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Foundational Reading Skills
Matter
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Success in foundational skills needed to read and write well during
the primary grades is indicative of later achievement in literacy.
Seventy-four percent of children who perform poorly in reading in third grade continue to do so into
high school.
National Early Literacy Panel
Parameters
of the
Data Analysis
and the
DIBELS
Assessment
• These analyses use 2017-18 Dynamic Indicators of Basic Early Literacy Skills (DIBELS) beginning-of-year (BOY) data for Kindergarten students and 2016-17 DIBELS end-of-year (EOY) data for Grade 3 students.
• The DIBELS assessment is administered to all K-3 students three times each year.
• The DIBELS Composite score is a combination of multiple DIBELS scores and provides the best overall estimate of each student’s early literacy skills and/or reading proficiency.
• Beginning in 2017-18, composite scores are categorized into four benchmark levels:
• In prior years, there were only three benchmark levels – no “Above Benchmark”.
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Benchmark Status Level
Overall likelihood of achieving
subsequent early literacy or reading
goals
Above Benchmark 90% to 99%
At Benchmark 80% to 90%
Below Benchmark 40% to 60%
Well Below Benchmark 10% to 20%
(DIBELS Next Manual, 2014)
GCS Board Goal
Goal I lists Dynamic Indicators
of Basic Early Literacy Skills
(DIBELS) as a Key Performance
Indicator
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Goal I: By 2022, the percentage
of students who will read
proficiently by the end of third
grade will increase to 63%.
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Goal I DIBELS Key Performance Indicators
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• Percentage of students demonstrating reading readiness when entering
kindergarten as measured by DIBELS.
• Percentage of students demonstrating reading proficiency by end of third
grade (as measured by DIBELS).
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DIBELS Analyses:
Kindergarten Beginning-of-
Year (BOY) 2017-18
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DIBELS Composite Scores in Kindergarten by Race/Ethnicity:
BOY 2017-18
9
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students Black Hispanic White All Others
28% 30%
44%
17%26%
18% 19%
22%
16%
16%
15%15%
13%
16%
13%
39% 36%
21%
51%45%
Above Benchmark
At Benchmark
Below Benchmark
Well Below Benchmark
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DIBELS Composite Scores in Kindergarten by Race/Ethnicity and Gender:
BOY 2017-18
10
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
MALE FEMALE
30% 26%
19%17%
15%
15%
36%42%
Well Below Benchmark Below Benchmark At Benchmark Above Benchmark
MALE FEMALE
32%27%
21%
17%
15%
16%
31%40%
MALE FEMALE
44% 45%
22% 21%
14% 13%
21% 21%
MALE FEMALE
18% 16%
17%15%
15%16%
50% 53%
All
StudentsBlack Hispanic White
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DIBELS Composite Scores in Kindergarten English Language Learners
(ELL) and Students With Disabilities (SWD): BOY 2017-18
11
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ELL NON-ELL
52%
24%
20%
18%
13%
15%
16%
42%
Well Below Benchmark Below Benchmark At Benchmark Above Benchmark
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SW D NON-SW D
40%
27%
22%
18%
13%
15%
26%
40%
1212
DIBELS Composite Scores in Kindergarten by Title I School Status:
BOY 2017-18
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students at AllSchools
Students at Title ISchools
Students at Non-TitleI Schools
28%35%
15%
18%
20%
16%
15%
15%
15%
39%30%
54%
Well Below Benchmark Below Benchmark At Benchmark Above Benchmark
DIBELS Key
Findings
Kindergarten BOY
2017-18
• 54% of Kindergarten students in GCS for 2017-18 were at
or above benchmark on the beginning-of-year DIBELS
assessment.
• Only 34% of Hispanic students entered Kindergarten at or
above benchmark compared with half of Black students
and 67% of White students with Hispanics females scoring
the lowest of all groups..
• A lower percentage of Black male students achieved at or
above benchmark when compared to Black female
students.
• A larger percentage of students with disabilities (SWD)
scored well below benchmark when compared to their non-
disabled peers.
• A larger percentage of English Languages Learners (ELL)
scored well below benchmark when compared to their non-
ELL peers.
• A smaller percentage of students at Title I schools (45%)
were at or above benchmark than students at Non-Title I
schools (69%).
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DIBELS Analyses:
Grade 3 End-of-Year (EOY)
2016-17
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DIBELS Composite Scores in Grade 3 by Race/Ethnicity:
EOY 2016-2017
15
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students Black Hispanic White All Others
23%30% 30%
11%17%
13%
15% 14%
9%
13%
65%55% 56%
80%70%
At Benchmark
Below Benchmark
Well Below Benchmark
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DIBELS Composite Scores in Grade 3 by Race/Ethnicity and Gender:
EOY 2016-2017
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
MALE FEMALE
25%20%
14%
12%
61%68%
Well Below Benchmark Below Benchmark At Benchmark
MALE FEMALE
33%27%
15%
14%
52%59%
MALE FEMALE
34%25%
15%
13%
51%
62%
MALE FEMALE
12% 9%
10%8%
78%83%
All Students Black Hispanic White
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DIBELS Composite Scores in Grade 3 English Language Learners (ELL)
and Students With Disabilities (SWD): EOY 2016-17
17
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ELL NON-ELL
39%
20%
17%
12%
45%
68%
Well Below Benchmark Below Benchmark At Benchmark
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SW D NON-SW D
56%
18%
13%
13%
31%
70%
1818
DIBELS Composite Scores in Grade 3 by Title I School Status:
EOY 2016-17
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students at AllSchools
Students at Title ISchools
Students at Non-TitleI Schools
23%30%
13%
13%
14%
10%
65%56%
77%
Well Below Benchmark Below Benchmark At Benchmark
DIBELS Key
Findings
Grade 3 EOY
2016-17
• 65% of Grade 3 students in GCS for the year 2016-
2017 were at benchmark on the end-of-year (EOY)
DIBELS assessment.
• A much higher percentage of White third graders
were at benchmark (80%) than Black and Hispanic
students (56%).
• For all racial-ethnic groups, higher percentages of
female students were at benchmark than male
students.
• A lower percentage of students with disabilities
scored at benchmark when compared to their non-
disabled peers.
• A larger percentage of students with disabilities
scored well below benchmark when compared to
their non-disabled peers.
• A smaller percentage of students at Title I schools
(56%) were at benchmark than students at Non-
Title I schools (77%).
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Next Steps
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• End-of-Year (EOY) DIBELS data for Grade 3 students
will be shared as progress towards Key Performance
Indicators each July.
• Progress of the 2017-18 Kindergarten cohort and
subsequent cohorts of Kindergarten students will be
reported to the Board each July.
• Each October, we will report on the Kindergarten
Beginning-of-Year DIBELS data to assess the Key
Performance Indicator about Kindergarten readiness.
S H A R O N L . C O N T R E R A S , P H . D . | S U P E R I N T E N D E N T
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