DIBELS
Part I
SEDL 368
• To access the materials, you will need to go to
https://www.dibels.org/next/index.php
• Download the booklet for the grade level of
the student you will be tutoring (after
placements have been finalized)
The Basics of CBM
• Purpose – ___________________
– Benchmark Assessment : Universal screening of
____ students
• ____times / year
– Progress Monitoring: Formative assessment of the
effectiveness of _______________
• More frequent – _____________benchmarks
• Not all students
The Basics of CBM
• CBM monitors student progress throughout
the school year
• Students are given reading ________ at
regular intervals
• _________, _________, _________
• Teachers use student data to quantify shortand long-term goals that will meet end-ofyear goals
The Basics of CBM
• CBM tests are brief and easy to administer
• All tests are different, but assess the
____________and the same _______ level
• CBM is tracking progress toward the
___________
• CBM scores are _________ for teachers to use
to make decisions about instructional
programs and teaching methods for each
student
CBM Research
• CBM research has been conducted over the
past __________
• Research has demonstrated that when
teachers use CBM for instructional decision
making:
– Students learn more
– _________________improves
– Students are more aware of their __________
Steps to Conducting CBM
• Step 1: How to Place Students in a Reading
CBM Task for Progress Monitoring
• Step 2: How to Identify the Level for Material
for Monitoring Progress
• Step 3: How to Administer and Score
Reading CBM
• Step 4: How to Graph Scores
Steps to Conducting CBM
• Step 5: How to Set Ambitious Goals
• Step 6: How to Apply Decision Rules to
Graphed Scores to Know When to Revise
Programs and Increase Goals
• Step 7: How to Use the CBM Database to
Qualitatively to Describe Students’ Strengths
and Weaknesses
Step 1: How to Place Students in a Reading CBM
Task – Benchmark
• Benchmarks – Complete 3 times/year (Fall –
Sept., Winter – Jan., Spring – May)
• Help track progress toward end goal
• ________________may need only
benchmarks
• Always benchmark _______________of the
student
Step 1: How to Place Students in a Reading CBM
Task – Progress Monitoring
• Progress Monitoring probes – may be
administered weekly, bi-weekly, or monthly
• Frequency of administration determined by
__________ of the student
• Help track progress toward end goal
• May progress monitor on a ________grade
level (e.g., 6th grader reading on a 3rd grade
level)
Step 1: How to Place Students in a Reading CBM
Task
• At Kindergarten
– ______________ (Benchmark)
– _______________(Benchmark & Progress
Monitor)
Kindergarten Benchmark Booklet
Kindergarten Progress Monitoring
Booklet
DIBELS Timeline
Step 1: How to Place Students in a Reading CBM
Task
• At Grade 1
– ______________(Benchmark)
– Phoneme Segmentation Fluency(Benchmark &
Progress Monitor)
– ________________ (Benchmark & Progress
Monitor)
– Oral Reading Fluency (Benchmark & Progress
Monitoring)
First Grade Benchmark Booklet
Step 1: How to Place Students in a Reading CBM
Task
• At Grade 2
– Nonsense Word Fluency (Benchmark & Progress
Monitor)
– __________________ (Benchmark & Progress
Monitoring)
Second Grade Benchmark Booklet
Step 1: How to Place Students in a Reading CBM
Task
• At Grades 3- 6
– Oral Reading Fluency (Benchmark & Progress
Monitor)
– __________________(Benchmark & Progress
Monitor)
Third Grade Benchmark Booklet
Third Grade ORF
Third Grade DAZE
Step 2: How to Identify the Level of
Material for Monitoring Progress
• Generally, students use the CBM materials
prepared for their grade level
• However, some students may need to read
from a different grade level if they are
______________ grade-level expectations
• Benchmark on grade level – ALWAYS!
• May progress monitor at lower level (ORF
measures ONLY)
Step 2: How to Identify the Level of
Material for Monitoring Progress
• Begin with the student’s actual grade level
• Test “___________”to determine appropriate
level
• Monitor the skills areas targeted for
instruction (i.e., where the student shows
weakness)
Step 2: How to Identify the Level of
Material for Monitoring Progress
Oral Reading Fluency Growth Rates
(Fuchs et al. 1993)
Grade
Realistic
Ambitious
1
2 WCM/week
2.5 WCM/week
2
1.5
2
3
1
1.5
4
.5
.65
5
.3
.65
MAZE
.4
.85
Example
• Fourth Grade: End of the year – 115/WCPM at
the minimum to be at benchmark
• Student is tested (3 probes) and reads 50 WCPM
(median score)
• 36 weeks in a school year
• Student should gain ______WCPM/week
• _________= gain of _____ words correct
• ______ + _____ = ____WCPM
• Is this the correct grade level?
Off-grade Level Progress Monitoring
• When progress monitoring off grade level, the
benchmark goal should try to be reached in
____________________
• For example, a 4th grader who is progress
monitored on 3rd grade level DORF should be
targeted for benchmark (100 WCPM) in the
_____________ of the school year rather than
the end