Overview/Sample Pages

Transcription

1 Overview/Sample Pages

2 Sample Pages/Overview

3 iii Welcome to DIBELS Next Survey What is DIBELS Next Survey? DIBELS Next Survey is an advanced assessment tool for students who have not yet reached their grade-level benchmark goals. Survey materials are designed to test back this group of students using DIBELS measures to: identify a student s instructional level; determine an appropriate level for progress monitoring; set goals; and make instructional decisions. Why use DIBELS Next Survey? DIBELS is organized primarily for prevention, and while DIBELS measures can be used to identify the instructional needs of students who are well below grade level, Survey provides educators with the materials, guidelines, and knowledge to: make decisions about their students learning needs; devise a plan of instructional support; and improve student learning outcomes. How easily is DIBELS Next Survey administered? Survey users are already trained in the standardized administration and scoring procedures in DIBELS, and they will quickly recognize that testing and scoring materials are similarly structured. Survey s assessment model requires only 5 20 minutes per student, and each student is tested back only in the materials necessary to quickly pinpoint which level of material is most appropriate for instruction and progress monitoring. Explicit directions for when and how to conduct Survey, tips for setting goals, and detailed case examples are also included.

4 1 Introduction DIBELS data are collected routinely for many schools as part of preventing student reading difficulties, as well as for systems-level school improvement efforts in reading. DIBELS is meant to be used in a preventative model focused on student outcomes (i.e., the Outcomes-Driven Model). The measures are indicators of critical early literacy skills, specifically, Phonemic Awareness, Alphabetic Principle and Phonics, Accurate and Fluent Reading of Connected Text, and Reading Comprehension. Student scores on the DIBELS measures are compared to benchmarks that are predictive of healthy reading development. When the scores suggest that reading development is not on track (i.e., falling short of the benchmark goals), additional support can be provided to maximize the likelihood that students will be successful, thus preventing later reading difficulties. Some students are not successful in reaching early literacy benchmarks and struggle to develop reading skills. Some of these students may have reading skills significantly below their grade-level peers. For these students, remediation rather than prevention becomes the focus. For some of these students, specialized instruction (e.g., special education or Title 1 services) or other additional instructional support beyond what is provided typically in the core curriculum may be necessary. Using DIBELS to make instructional decisions for students like these, who are significantly below grade level, presents a greater challenge because DIBELS is organized primarily for prevention. While the measures can be used to identify instructional needs of these students, using them in such a way requires advanced knowledge, skills, and guidance.

5 2 DIBELS Next Survey Manual Purpose The purpose of DIBELS Next Survey is to provide educators with guidelines and decision rules for using DIBELS Next measures for students who are in remedial status (i.e., below grade-level reading skills) to: identify a student s instructional level; determine an appropriate level for progress monitoring; set goals; and make instructional decisions. The decision to conduct DIBELS Next Survey may be based upon a student s DIBELS Composite Score and/or performance on individual DIBELS Next measures (see Figure 1). Figure 1. When to Conduct DIBELS Next Survey DIBELS Composite Score If the student s DIBELS Composite Score from their current grade-level benchmark assessment is below the cut point for risk (at the Well Benchmark level) for their grade level, DIBELS Next Survey may be appropriate. Examine the scores of the individual DIBELS Next measures from the student s grade-level benchmark assessment to decide where to begin conducting Survey (see below). DORF If any of these three conditions apply, then use Survey to test in lower levels of DORF, or test back with NWF if grade DORF: OR OR 1. If BOTH the Words Correct and Accuracy scores are at the Benchmark score level 2. If EITHER or BOTH the Words Correct or Accuracy score are at the Well Benchmark score level 3. If the Words Correct score falls below the OPTIMAL progress monitoring level at any time (see Table 2, page 9) NWF PSF If BOTH NWF CLS and NWF WWR scores are at the Benchmark or Well Benchmark score level, then use Survey to test back with PSF. If the PSF score is at the Well Benchmark score level, then use Survey to test back with FSF. DIBELS Next Survey is used to determine how a student performs on reading tasks at different grade levels. Thus, Survey involves testing back in the DIBELS Next materials. For example, if Suzie is in fourth grade and performs below expectations for her grade level, Survey will help determine how she performs relative to expectations at lower grade levels. This information can help teachers and other school personnel set appropriate goals for Suzie, identify appropriate progress monitoring material, and determine primary areas of instructional opportunity for increasing Suzie s overall reading skills. This information also may help to pinpoint areas for further assessment to determine specific instructional needs.

6 Introduction 3 Typically, DIBELS Next Survey would be used with students who have not reached their grade-level benchmark goals and continue to struggle in acquiring basic early literacy skills. Survey also may be used with students who score in the Well Benchmark range during benchmark assessment as a way to obtain additional information useful for instructional planning and goal setting. Thus, Survey fits within the Plan Support step of the Outcomes-Driven Model (see Figure 2). Figure 2. The Outcomes-Driven Model DIBELS Next Benchmark Assessment Identify Need for Support Review Outcomes Validate Need for Support Plan Support 1 Evaluate Effectiveness of Support Implement Support DIBELS Next Progress Monitoring 1 DIBELS Next Survey is used within Plan Support step. The practice of a Survey-Level Assessment is not new in education and has been described relative to Curriculum-Based Evaluation (see Howell & Nolet, 2000) and Curriculum-Based Measurement (see Shinn, 1998). The Survey-Level Assessment typically involves testing in successively lower-level materials until a point is found at which the student performs successfully, or until the lowest-level materials have been administered. DIBELS Next Survey facilitates this process for educators by providing testing materials, procedures for where to begin and end testing in the sequence of measures, and guidelines for setting goals and monitoring student progress. It is important to keep in mind that Survey is intended to be used as a guideline for making decisions about progress monitoring and instruction. Survey is not intended to be used as an exhaustive diagnostic assessment tool. Prior to using Survey, users must be trained in DIBELS Next administration and scoring procedures. Finally, as with all DIBELS Next measures, professional judgment is required.

7 Measures Included in DIBELS Next Survey 5 Measures Included in DIBELS Next Survey DIBELS Next Survey uses four measures from DIBELS Next. Brief descriptions of each measure are listed here in Table 1. All measures are individually administered. Detailed information on the measures is found in the DIBELS Next Assessment Manual. Table 1. DIBELS Next Measures Measures First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) DIBELS Oral Reading Fluency (DORF) Description The assessor says words, and the student says the first sound for each word. The assessor says words, and the student says the individual sounds for each word. The student is presented with a list of VC and CVC nonsense words (e.g., sig, rav, ov) and asked to read the words. The student is presented with a reading passage and asked to read aloud. The student is then asked to retell what he/she just read. Standardized administration and scoring directions should be used for all DIBELS Next measures. Scores are recorded on the front page of the DIBELS Next Survey scoring booklet. Students are given measures appropriate to their grade level or lower dependent upon student skill according to the DIBELS Next Survey Decision-Making Guidelines (see Figure 9, page 17).

8 10 DIBELS Next Survey Manual DIBELS Next Survey Case Example Figure 4 shows the DIBELS Next Survey test book cover page for a fourth-grade student, Ian. Survey testing for Ian began by administering three fourth-grade DORF reading passages and determining the number of words read correctly, the number of errors, percent accuracy, retell, and retell Quality of Response rating for each passage. Figure 4. DIBELS Next Survey Data for Ian, a Fourth-Grade Student SURVEY Survey Assessment DIBELS Next Survey Scoring Booklet DORF (Circle the medians) Name: Student ID: School Year: Teacher: School: Words Correct Errors Retell Retell Quality Accuracy Words Correct Score Level (circle) Benchmark 120 Accuracy Score Level (circle) Benchmark 98% Benchmark Well Well 6.3 Benchmark 0 94 Benchmark 0 95% 5.1 Benchmark 130 Benchmark 99% 5.2 Benchmark Well Well 5.3 Benchmark Benchmark 0 96% Benchmark 115 Benchmark 98% % Benchmark Well Well Benchmark 0 94 Benchmark 0 94% Benchmark 100 Benchmark 97% % Benchmark Well Well Benchmark 0 79 Benchmark 0 93% Benchmark 87 Benchmark 97% % Benchmark Well Well Benchmark 0 64 Benchmark 0 92% Benchmark 47 Benchmark 90% % Benchmark Well Well Benchmark 0 31 Benchmark 0 81% NWF 1 CLS WWR CLS Score WWR Score Benchmark 58 Benchmark 13 PSF K Score FSF K Score Ian Grade Ms. Scott Glenoaks Benchmark Well Benchmark 0 46 Benchmark 40 Benchmark Well Benchmark 0 24 Benchmark 30 Benchmark Well Benchmark 0 19 Benchmark 96 97% Benchmark 97 98% Benchmark 95 97% Benchmark 94 96% Benchmark 93 96% Benchmark 82 89% Benchmark 6 12 Well Benchmark 0 5 Revised 12/1/10 Median scores are Well Benchmark, in fourth-, third-, and second-grade material, so testing back continues down to firstgrade DORF. Instructional level is focused on second-grade skills. Progress monitoring materials are DORF Level 2.

9 DIBELS Next Survey Case Example 11 As shown in Figure 4, Ian s median Words Correct, median Errors, median Retell, and median Retell Quality of Response were each circled. His accuracy was calculated based on the median Words Correct and median Errors. Based on these data, his score levels (Benchmark, Benchmark, and Well Benchmark) for Words Correct and Accuracy were determined and circled. The data on the fourth-grade passages indicate that Survey testing should continue; his median Words Correct score fell within the Well Benchmark range and his accuracy was also Well Benchmark. Thus, he was tested on thirdgrade passages following the same procedures as for fourth grade. The results of testing in third-grade passages indicated that Survey testing should continue (i.e., his Words Correct and Accuracy scores were both at the Well Benchmark score level). Next, he was tested using second-grade passages. Results indicated that Survey testing should continue with first-grade DORF (i.e., his median Words Correct and Accuracy scores on second-grade DORF were at the Well Benchmark score level). Finally, Ian was tested using first-grade DORF passages. Ian s median scores on first-grade DORF Words Correct and Accuracy were both in the Benchmark score range. In addition, his Retell and Retell Quality of Response were adequate. Survey testing stopped at this point. Based upon these data, Ian s teacher determined that his mastery level was first grade, his instructional level was second grade, and the material most appropriate for progress monitoring was second-grade DORF. Additional examples of DIBELS Next Survey results for students across various grade levels are found in the Appendix.

10 36 DIBELS Next Survey Manual References Cummings, K., Atkins, T., Allison, R., & Cole, C. (2008). Response to intervention: Investigating the new role of special educators. Teaching Exceptional Children, 40(4), Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, Fuchs, L. S., Fuchs, D., & Deno, S. L. (1985). The importance of goal ambitiousness and goal mastery to student achievement. Exceptional Children, 52, Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision-making (3rd ed.). Belmont, CA: Wadsworth. National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author. Shinn, M. R. (Ed.) (1998). Advanced applications of curriculum-based measurement. New York: Guilford. Sugai, G., Horner, R. H., & Gresham, F. M. (2002). Behaviorally effective school environments. In M. R. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp ). Bethesda, MD: National Association of School Psychologists. Tilly, W. D. (2008). The evolution of school psychology to science-based practice: Problem-solving and the three-tiered model. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V (pp ). Bethesda, MD: National Association of School Psychologists.