DIBELS Digging Deeper

Digging Deeper with
RtI TAC Summer Institute
June 2011
Michelle Fitzsimmons
Debbie DePalma
Session 1 Overview
DIBELS as an informal diagnosticpurpose of DIBELS
Use 4 step process to analyze DIBELS
booklet pages (I’ve DIBEL’d Now
Review Assessment Audit and Share
Additional Assessments to Dig Deeper
DIBELS as Informal Diagnostic
DIBELS measures, by design, are indicators of each of the
Basic Early Literacy Skills.
For example, DIBELS do not measure all possible phonemic
awareness skills such as rhyming, alliteration, blending, and
segmenting. Instead, the DIBELS measure of phonemic
awareness, Phoneme Segmentation Fluency (PSF), is
designed to be an indicator of a student’s progress toward the
long-term phonemic awareness outcome of segmenting
The notion of DIBELS as indicators is a critical one. It is
this feature of DIBELS that distinguishes it from other
assessments and puts it in a class of assessments known
as General Outcome Measures.
Diagnostic Assessment
Occurs before instruction
Often focuses on one area or domain of
It can provide educators with information
about each student's prior knowledge before
beginning instruction.
Educators can use a diagnostic assessment
to assist them in developing lesson plans
and providing differentiated instruction to
meet students' needs.
Screening and Diagnostic
We first use screening tests to
determine a general pattern of
difficulty. Then we use diagnostic
tests to determine specific needs.
What system do you have in place to ensure
this happens?
Analyzing Student Booklet
Step 1 analyze the whole picture
Step 2 Note areas of concern or
Step 3 Study error patterns of the
booklet pages
Step 4 Summarize Observations for
intervention lesson plan
Review of Student Data
Emily and Enrique Mid Year First Grade
See Handout
Step 1 Analyze Whole Picture
Emily whole picture:
PSF emerging
NWF deficit
ORF Some risk
How are Emily and Enrique the same?
What does this tell us about DIBELS
Step 2 Note areas of Concern
Where does each student fall in terms
of benchmark expectations?
Describe each students strengths and
concerns based on beginning and mid
year data
 Enrique:
 Emily:
Step 3 Error Patterns (refer to handouts)
Divide into groups:
 Group 1 PSF data
 Group 2 NWF data
 Group 3 ORF data
Step 4 Summarize observations
for Intervention Lesson Plan
Share whole group the finding for each
of Emily’s probes:
What does this mean for Tier 1, Tier 2
and Tier 3 instruction?
Apply 4 Step Process
Choose one student booklet, using the
graphic organizer complete the 5 step
process for 1 student
Digging Deeper Assessments
Donna Goldberg- PA Assessment
Decoding Surveys
95% Group assessment
Running Reading Records & DIBELS
Running Reading Records
Oral Reading Fluency
-determine text level
-assess performance on
independent text- accuracy,
fluency and comprehension
-understand fluency
- monitor progress
guided reading
- during independent reading
Points to
Running reading records
determine text level based on
Fountas and Pinnell Text
leveling criteria.
ORF assess and
monitors student
progress on
predetermined text,
leveled by text
Sequence of Assessments
Benchmark screening assessment
Progress Monitor to validate scores
Analyze Student Responses
Diagnostic Assessments validate/dig
Use information to develop
differentiated plans for students
Progress Monitor- adjust instruction
as needed
Current State- Data Rubric
Review the data rubric, highlight green
areas of strength, yellow areas you
developing in, and pink, areas that
need attention
Describe the 3 most important next
steps for you- chart on paper
Child-Focused Instruction
Review data at the student level.
Understand the learning strengths
and needs of each child.
Use flexible grouping to target
instruction. (Guided Reading, Writer’s
Workshop, Small Group Skill Instruction)
Flexible Grouping Strategy
(T) Total group: there may be information and new
skills that need to be shared or demonstrated to the
whole class.
(A) Alone: Sometimes students need to practice by
working alone as they will on standardized tests. In
life, we often think and work independently of
(P) Partners: partnering gives students a narrow
audience with whom to share ideas, discuss new
information, or process learning. (may be random or
(S) Small groups: there are many ways of forming
small groups. Groups of three to five may be
constructed for a variety of purposes.
What Do I Teach During Small
Group Instruction and Intervention?
What do I teach?
How do I teach?
How does the lesson format change based on
student reading proficiency?
Students at an advanced level of instruction
Students at a benchmark level of instruction
Students at a strategic level of instruction
Students at an intensive level of instruction
How do I extend learning for struggling
Differentiated Small Group
Utilize various forms of student assessment
data to assist in instructional planning.
oral reading fluency
accuracy rate
phonics skills students may have
deficits in, which impact their fluency.
Comprehension/vocabulary data
Question to Consider:
How does the classroom
teacher balance time
devoted to the different
Fitting It All Together
Through the Four Part Lesson Plan,
teachers are provided with a
structure that incorporates grade
level skill development, targeted
skill instruction based on need,
vocabulary development and
reading with connected text into a
guided reading lesson.
Explicit Lesson Planning
Warm-Up (PA, Phonics, Word Study (5 minutes)
Whole Word Reading/ Vocabulary Development
(5 minutes)
Sentence Reading and Dictation or
Development based on vocabulary words.
Reading of Connected Text/Literature Circles
- Speaking and Listening Skills
- Vocabulary
- Comprehension
- Strategy Use
- Follow-up Activity or Project
Written Response to Text
Differentiated Lesson Plan
Review lesson plans for Intensive,
Strategic and Benchmark students.
What do you notice?
How could this be utilized at your
grade level?
Final Thoughts
Effective balanced instruction requires a
very comprehensive, integrated
approach, demanding that teachers
know a great deal about literacy research
related to emergent literacy, assessmentbased instruction, phonological and
phonemic awareness, the alphabetic
principle, phonics, word study, selecting
appropriate leveled readers, reader
response, writing process, and
constructivist learning. (IRA, 2003)