DIBELS: Dynamic Indicator of Basic Early Literacy Skills

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DIBELSDynamic Indicator of Basic Early Literacy
Skills DIBELS Coordinator Meeting December 19,
2006
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DIBELS Updates
Nonsense Word Fluency CLS (Correct Letter
Sounds) WRC (Words recoded Completely)
NEW Oral Reading Fluency Median Words Read
Correctly Median Errors NEW
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DIBELS Updates
Nonsense Word Fluency CLS (Benchmark 50 CLS
by Middle of 1st) WRC (Goal 15 WRC by Middle
of 1st) Oral Reading Fluency Median Words
Read Correctly Median Errors (Accuracy 90
or higher)
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OLD BOOKLET
NEW BOOKLET
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OLD BOOKLET
NEW BOOKLET
X X X
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OLD BOOKLET
NEW BOOKLET
X X
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Section 1DIBELS Reports
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SUMMARY REPORT
Sub-test Acronyms
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Testing Periods
SUMMARY REPORT
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SUMMARY REPORT
Some goals increase throughout the year, while
others do not
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SUMMARY REPORT
Percent of students scoring in each category by
grade level.
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DIBELS Terminology
Odds in favor of achieving subsequent literacy
goals
Odds unclear regarding subsequent literacy goals
Odds against achieving subsequent literacy goals
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DIBELS Terminology
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Class List Report
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Class List Report
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Class List Report
Percentiles are based on district norms
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Class List Report
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Class List Report
Based on all sub-tests
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Class List Report
Sorted by most important sub-test for the
specific time of year and grade level
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Individual Performance Profile
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Section 2 Progress Monitoring
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Progress Monitoring
Progress monitoring is primarily for students who
are below benchmark on DIBELS and are receiving
intervention instruction. The numbers of students
in progress monitoring should decrease over time.
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Class List Report
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Progress Monitoring
Begin Progress Monitoring at the lowest deficit
skill. ISF gt PSF gt NWF gt ORF
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Progress Monitoring
Standard Progress Monitoring uses the following
sub-tests
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Progress Monitoring
Off-Level Progress Monitoring involves monitoring
with a sub-test typically used at a lower grade
level.
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Progress Monitoring
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Progress Monitoring Booklet
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SETTING THE GOAL The aimline connects where you
are to where you want to get to, and shows you
the course to follow to get there.
Aimline
X
X
X
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10
9
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EVALUATING SUPPORT MODIFY INSTRUCTION?
Whoops! Time to make a change!
Aimline
X
X
X
X
X
X
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4
10
10
13
9
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EVALUATING SUPPORT Is Instructional Support
Sufficient Now?
A change in intervention
Aimline
X
X
X
X
X
X
X
X
X
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4
22
10
10
13
9
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Progress Monitoring On-Line Report
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Section 3 Grouping
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DIBELS Grouping
Enter students scores on the DIBELS Grouping
Worksheet. Scores may be color-coded for easy
reference.
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DIBELS Grouping Worksheet
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DIBELS Grouping Worksheet
Color-Coded Example
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DIBELS Grouping
Look at the students test booklets to identify
specific errors. Add this information to the
grouping worksheet.
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1st Grade NWF Example student booklet
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3
Misses all short vowel sounds except U. Makes
them long vowels. Needs to improve on blending
sounds together also.
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DIBELS Grouping Worksheet
Adding miscue information from student booklets
and teacher observations can help pinpoint
deficits. This information is useful for
grouping students and planning intervention
strategies.
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Error Miscue Analysis Flow Chart
These flow charts help pinpoint specific deficits
within each DIBELS test.
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How to Increase Reading Proficiency
This resource can be used in conjunction with the
Error Miscue Analysis Flowcharts to help
determine instructional strategies based on
specific deficits.
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NWF lessons begin on Page 4
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NWF lessons continue on Page 5
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NWF lessons end on Page 6