Using DIBELS in the Classroom Based on the book: I

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Using DIBELS in the ClassroomBased on the
bookIve Dibeld, Now What?By Susan Hall

• Presented by
• Cathy Whitney
• Barbara Thompson

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READING
Reading does not develop naturally and calls on
specific areas in the brain for language
processing. Reading is highly dependent on
language development and quality instruction.
Teachers with a strong foundation of knowledge
enhanced by scientifically based reading
research, from which to make judgments about what
to teach, how to teach it, when to teach it, and
to whom ensure a successful outcome when working
with all students but especially with students at
risk of failing to learn to read or with those
who have already fallen behindAppropriate
instruction is language basedintensive,
systematic, direct, and comprehensive

J. Birsh Multisensory Teaching of Basic Language
Skills, Birsh
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Objectives

• Define the five components of reading
• Review foundations of DIBELS assessment
• Interpret DIBELS student data
• Create an effective instructional plan for
  students based on data
• Use strategies and materials effectively in
  intervention activities

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Resources

• Ive Dibeld, Now What? Susan L. Hall
• PPLSP
• DIBELS.org

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DIBELS Dynamic Indicators of Basic Early
Literacy Skills I. Course prefix and
number ED589 II. Course Title DIBELS Ive
Dibeld, Now What Using the data to plan
Interventions III. Credit 1 hour (16 hours
contact time) IV. Dates/Times Aug. 1-2, 2007
(8AM-4PM) V. Instructor Catherine
Whitney VI. Location Tesla/School District
11 VII. Contact 719-964-3156
cell cwhitneyfamj_at_aol.com VIII. Course
Description This two-day class will teach you how
to use the DIBELS information to guide your
instruction and make critical decisions about
student needs. We will begin by looking at data
from the University of Oregon data site.
Participants will use data to determine
instructional recommendations, optimize
instructional time, group students and identify
strategies to directly enhance student skill
development. Participants will receive the book,
Ive Dibeld, Now What? And make materials to use
in teaching each of the five components of
reading. You will be ready to DIBEL and DABBLE
with interventions. IX. Course Objectives At
the end of this class, participants will be able
to Define the Five Big Ideas of reading as
defined in CBLA. Interpret data using the graphs
and charts on the University of Oregon DIBEL data
site. Create an effective instructional plan for
students. Use strategies and materials
effectively in instruction. X. Text, Reading
and Instructional Resources 1. Provided
materials 2. Website dibels.uoregon.edu
3. Ive Dibeld, Now What?
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XI. Assignments, Evaluation Procedures and
Grading Policy Class Participation. Each
participant is expected to attend all class
sessions, participate in discussions, and read
required materials in order to prepare for the
class (40 points) Application. Each participant
will interpret data and create a plan of
research-based instruction and interventions. (30
points) Participants will create and practice
using materials to effectively instruct students
using prescriptive interventions. (30
points) Grading 94-100 A 84-93 B 74-83 C
64-73 D XII. Class Schedule Day 1 Review five
components of Reading 8 hours Review DIBELS
assessments (updates) Read, process, and
interpret data Create plan of
instruction Create plan of interventions Day
2 Presentation of research-based strategies 8
hours Resources Create materials to use with
instruction
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Prevention

• One of the most significant findings is how
  important early intervention is to averting later
  problems for students at risk of reading
  difficulties (Torgesen 2004.)
• It is considerably more efficient and effective
  to deliver intervention earlier rather than later
  in the elementary school years (NICHD)it takes
  four times as long to remediate a student with
  poor reading skills in fourth grade as in late
  kindergarten or early first grade (Lyon
  Fletcher 2001.)
• That means the earlier we can provide reading
  help to a student, the less time that student
  will need to catch up (Hall 2006)
• DIBELS is a predictor of reading success, the
  data should be used to guide instruction

P 11
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Components of an Effective School-wide Literacy
Model
Curriculum and Instruction -Research-based
programs -Adequate instructional
time -Differentiated flexible groups
Assessment -Assessment system for Identifying
students Planning instruction Monitoring
program Evaluating outcomes
Goals -student success -100 of students will
read
Literacy Environment and Resources -Strong
leadership -Integrated system of professional
development
Reproduced by permission from Good Kaminiski,
Dynamic Measurement Group, Mentoring Workshop,
2006
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What does DIBELS tell us?

• Outcome effectiveness of program
• Screening identify students at risk
• Diagnosis Information to guide instruction
• Progress Monitoring on-going assessment

p. 32-36
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(No Transcript)
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DIBELS ASSESSMENT
Indicator Letter Naming Fluency
p.32-34, 37
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What intervention is needed?
Student
ORF RTF
ISF-PSF
NWF
ORF
WUF
PA MBFH
AP MBFH
ACCURACY FLUENCY WITH CONNECTED TEXT MBFH
COMPREHENSION MBFH
VOCABULARY MBFH
PROGRESS MONITOR
PROGRESS MONITOR
PROGRESS MONITOR
PROGRESS MONITOR
PROGRESS MONITOR

• IF PROGRESS KEEP ON THIS COURSE
• IF LITTLE OR NO PROGRESS MAKE A CHANGE TIME,
  GROUP, INTERVENTION

p. 35
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Grouping StudentsNine Step Process p 60

• PREPARING TO GROUP STUDENTS
• Identify the benchmark students and set them
  aside
• Determine which indicator to use for sorting
  intervention students
• Rank order intervention students by selected
  indicator
• GROUPING STUDENTS
• 4. Form a group among the lowest students
• 5. Form a group among the highest students
• Place remaining intervention students in a group
• REFINING GROUPS
• 7. Look for students who need practice
  with an excluded skill
• 8. Look for any benchmark students who may
  have been missed
• 9. Find any exceptionally high students

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CREATING GROUPS
P 60
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Lets Practice

• Using the data on page 62 create groups listing
• Time
• Group (size)
• Area of intervention (later we will add
  strategies)

P 35
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• Beginning Benchmark
• Aimline
• Intervention

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Looking at error patterns

• Analyze the whole picture
• Note areas of concern
• Study error patterns
• Summarize observations
• Revisiting Intervention Groups
• P. 83-107 Charts P. 105-108

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Lets Create a Plan

• Core Program (RTI tier I)
• Daily instruction focused on 5 Big Ideas
• (meets the needs of 80 of students)
• Strategic students (RTI tier II)
• Additional small group (3-5) instruction with
  explicit focus on target skill
• Intensive students (RTI tier III)
• Additional more intensive small group (1-3)
• intervention with systematic, explicit
  instruction

P 113
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P 56, 125
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Phonological Awareness Continuum
Deletion Addition Substitution
Phonemic Awareness
Blending Segmentation
Isolation Identity Categorization
Phonemes
Onset-Rime Rhyming
Syllable
Words in a Sentence
Ive DibeldPage 132
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Lesson Plan
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Record Keeping
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Letter Naming Fluency

• Indicator of risk in conjunction with other
  assessment measures (bi-directional relationship
  between letter-name and phoneme
  awarenessknowledge of one enhances knowledge of
  the other (Gillon 2003)
• According to Ehri Wilce, 1979 (researchers)
  found that children who did not know letter
  names had more difficulty learning letter sounds
• NO PROGRESS MONITORING

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Lets review LNF

• One-minute
• Directions (state exactly)
• Slash letters named incorrectly
• Bracket at end
• If student does not get any correct letter names
  within the first 10 letters (1 row), discontinue
  and record score of zero
• Prompt (ONCE ONLY) Remember to tell me the
  letter name not the sound it makes.
• Maximum time for each letter is 3 seconds (give
  letter name, point to next letter, ask What
  letter?

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Intervention Activities, p. 174

• Singing (turtle, person, rocket)
• Other tunes
• Matching Letters (Alphabet Arc)
• Resource Reading Readiness Manual, Neuhaus

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Phonemic Awareness

• The ability to hear and produce individual
  phonemes

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PHONEMIC AWARENESSWhat does the research tell us?

• Phonemic awareness is the ability to notice,
  think about and work with the individual sounds
  in words (Partnership for Reading, 2003, p. 2)
• Phonemic awarenesscontributes significantly to
  the effectiveness of beginning reading and
  spelling instruction (NICHD, 2000, p. 2-43)
• When children do not have good word-identification
  skills, they fall behind in reading and without
  appropriate intervention have only a one in eight
  chance of catching up to grade level. (Juel,
  1998)

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Lets review ISF

• ISF
• - Pre-school K
• - Initial sounds first group of sounds (i.e.
  onset) - Correct once, if needed during
  directions, then move on
• - What they say takes precedence over what
  they point to
• - Need three data points to show benchmark
• - Words from Educators Word Frequency Guide
  (Zeno, 1995)
• (words that were picturable)
• Accommodations
• ELL It is okay to pre-teach the vocabulary if
  the child does not know it
• Other If a child can not remember the wordsadd
  a step to giving directions, after you say each
  of the four words for the pictures, go back and
  ask the child What is this? Go on to next
  word, give the word, then ask the child, What is
  this? continue for all four pictures, then ask
  the questions as normal. (ISF is not a memory
  test)

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Lets review PSF

• Mid K end of first
• - PSF can be used with older students (Any
  student of any age who struggles with reading and
  cannot achieve the established benchmark score of
  35 is likely to need instruction in phonemic
  awareness. Dibels, the Practical Manual, p 164)
• - Studies show that approximately 90 of
  struggling readers have poor phonemic awareness.
  ( Shaywitz, 2003)
• PSF scores may fall when beginning reading
• - If a student has ORF and NWF scores above
  benchmark and is reading NWF whole words but
  scores in the Emerging category for PSF, we do
  not recommend intervention instruction in PSF.
  Dibels, the Practical Manual, p 165)

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Learning Language

• Listening to Sounds
• Listening to sequence of sounds
• Rhyming
• Words and Sentences
• Syllables
• Initial and Final Sounds
• Phonemes

Phonemic Awareness in Young Children, Adams, p
12-13
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Interventions p 188-213

• Syllables (Clap, Snap, Tap / Syllable puzzles)
• Rhyming
• Sound Dominos
• Initial Sound Sort / Picture Card Sort
• Turtle Talk
• Tap and Sweep
• Say It and Move It
• Addition
• Substitution
• Deletion

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Lets create a plan

• The objective is to move the student as quickly
  as possible up the phonological awareness
  continuum to phonemic awareness(p 142)
• Student Data
• List of activities
• Specific sounds or words to use for reading and
  spelling
• Allocation of staff
• Allocation of time

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PhonicsAlphabetic Principle

• The ability to recognize the relationship between
  the letter symbol and the letter sound
• systematic phonics instruction is the direct
  teaching of a set of letter-sound relationships
  in a clearly defined sequence. The set includes
  the major sound/spelling relationships of both
  consonants and vowels. NRP, Put Reading First
• Nonsense words because
• -if real words, could be from memory???
• Never Ever use the DIBELS materials for practice!
• Dont teach the test teach the SKILL!
• Ive Dibeld, p 275

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Lets review NWF

• Additional goal Recode 15 words by mid-year
  first grade
• One minutes start timer after you say Begin
• Maximum time per letter sound is 3 seconds
• Hesitates for 3 seconds, point to the next
  letter/word and say, What sound/word?
• If student does not get any sounds correct in the
  first 5 words, discontinue and record a score of
  zero.
• Prompt ONCE Remember to tell me the letter
  sound, not the name.

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Interventions p 221-246

• Letter-Sound Cards
• Touch and Say (blending.)
• Stamp Mat
• Word Chains
• Multisyllabic words
• Decodable Text

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Oral Reading Fluency

• The results suggest that the three separate
  components of oral reading ability (accuracy,
  rate and fluency) are very much related to each
  other and to reading comprehension, as measured
  by the main NAEP assessment. Fluent readers in
  this study were likely to read higher percentages
  of words accurately, to read the passage at a
  faster rate, and to have scored higher, on
  average, on the NAEP reading assessment than
  nonfluent readers. More than one-half of the
  students read the passage fluently, with a fairly
  high degree of accuracy, and at a rate of at
  least 105 words per minute. However, a group of
  students whose average scale score and labored
  oral reading performance suggested they were
  struggling also demonstrated, on average, the
  lowest performance on measures of accuracy, rate,
  and fluency.
• Executive Summary from the 2002 National
  Assessment of Education Progress (NCES) which
  includes a report from the NAEP 2002 Special
  Study of Oral Reading (fourth-graders)

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What is Oral Reading Fluency?

• Fluency is the ability to read a text accurately
  and quickly. When fluent readers read silently,
  they recognize words automatically. They group
  words in ways that help them gain meaning from
  what they read. Fluent readers read aloud
  effortlessly and with expression. Their reading
  sounds natural, as if they are speaking.
• Armbruster et al. 2001,22, NRP Put Reading First
• Ive Dibeldp. 247

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What causes dysfluent reading?

• Low proportion of words recognized by sight
• Variations in processing speed of known words
• Low speed when reading unfamiliar words
• Using context to identify words
• Low speed when identifying word meanings

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Lets review ORF

• Looking for accuracy, fluency and expression
  (like natural talking)
• Look at your grade level benchmarks
• One-minute, begin when student says the first
  word of the passage (not the title)
• If student does not read a word within 3 seconds,
  say the word and mark the word as incorrect
• If the student does not read any words correctly
  in first row, discontinue and record a score of
  zero.
• May use marker (only if absolutely necessary as
  an accommodation)
• try without one first

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More ORF stuff

• Benchmark at grade level
• If necessary may use lower ORF until you find
  instructional level, may PROGRESS MONITOR at
  instructional levelrecord data at below grade
  level
• If student is not able to break the code, go back
  to phonological awareness interventionsrecord
  data at below grade levelolder students can be
  progress monitored using PSF and/or NWF when
  necessary

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Intervention p 253

• Repeated oral readings (Read Naturally)
• Partner read
• Echo read
• Fluency drills
• Fluency phones Self-phones

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Lets review WUF

• District norms
• Add to directions Your turn to use a word in
  a sentence.
• One minute
• Begin timer after proctor gives the first word
• Maximum time for each word is 5 seconds
• If students has not used any of the first 5 words
  correctly, discontinue the task and record a
  score of zero
• Definition, phrase, sentences, homophones, change
  of tense, number or part of speech

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Vocabulary

• Listening vocabulary
• Speaking vocabulary
• Reading vocabulary
• Writing vocabulary

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Three objectives

• Teach specific words
• Teach students to learn words indepently
• Help students develop an appreciation for words
  and to experience enjoyment and satisfaction in
  their use.
• Ive Dibeld, p 259

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How-to

• Student-friendly definition
• Implicit instruction occurs when a student reads
  a word independently and employs a strategy on
  his own to figure out a meaning for the word (ex.
  using context)
• Explicit instruction actively involves the
  student in making the meaning of the word clear
  during the teaching (ex. meaning making
  activities)
• morsel a very tiny piece of food
• sort items
• Ive Dibeld, p 261

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Intervention p 263

• Robust Vocabulary Instruction
• Colors and Shapes of Language
• Vocabulary Map
• Human Word Web

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Comprehension

• The goal of all reading instruction is to help
  students ultimately be able to read fluently with
  comprehension. Hall, 2006

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Effective Comprehension Instruction

• Direct explanation
• Modeling
• Guided Practice
• Application
• Ive Dibeld,p 272

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Framework for Reading Comprehension Lesson Plan
Understandings Students Should Extract or Construct
Text Problems to be Addressed
Before Reading Preparation for Students
During Reading Preparation for Students
After Reading Preparation for Students
Ive Dibeld, p 273-274
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Lets review Retell Fluency

• NEW Goal 25 or greater of ORF
• If the student is AT benchmark on ORF and states
  25 or more on RTF, student is at low risk
• If the student is NOT at benchmark on ORF,
  student is AT RISK regardless of score on RTF
• NEW The first time the student does not say
  anything for 3 seconds say Try to tell me
  everything you can.
• After the first prompt, if the student
• -does not say anything for 5 seconds, circle the
  total number of words in the retell, stop your
  stopwatch and discontinue the retell
• -gets off track for 5 seconds, circle the
  total number of words in the retell, stop your
  stopwatch and discontinue administering the
  retell
• One minute, begin when student begins

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Intervention p 273

• K-W-L Chart
• Green, Yellow, and Red Question Cards
• Making a movie
• Compare and Contrast
• Cause and Effect
• Ive Dibeld, p 274-281

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Lets Put It All Together

• Accurate assessment (FOR LEARNING)
• Diagnose student need
• Create a plan for intervention
• Tool-kit ready for action
• Monitor (AIMLINE/INTERVENTION LINE)
• Change strategy when student is not making
  progressDONT WAIT
• Reading success is the GOAL!