DIBELS Deep and Survey: A Brief Introduction

Transcription

1 Deep and Survey: A Brief Introduction Roland H. Good III, Ph.D. Kelly A. Powell-Smith, Ph.D., NCSP New York State Reading First and Adolescent Literacy Conference Overview Introduction & Purpose of Deep and Survey Measures Included in Deep and Survey Deep and Survey Procedures Selected Example Cases and Measures Questions and Discussion New York, NY June 22, , Dynamic Measurement Group 2 Survey Introduction & Purpose Survey Within The Outcomes- Driven Model What is Survey? Set of materials for K-6 in one testing booklet. Guidelines for backtesting. Purpose(s) To determine type(s) and level(s) of progress monitoring material for students with reading below grade level. To determine primary of instructional opportunity for increasing overall reading. Identify Need Validate Need Plan Support Evaluate Effectiveness of Support Implement Support Survey To better target an entry point into Deep or better pinpoint areas for further diagnostic assessment. Review Outcomes 2008, Dynamic Measurement Group , Dynamic Measurement Group 4

2 What does Include? Survey Also included 1 st -6 th grade Oral Reading Fluency and Retell Fluency Nonsense Word Fluency Phoneme Segmentation Fluency First Sound Fluency Qualitative Reading Checklist (for DORF) Phrasing, intonation, observing punctuation Adjusting pace Self-corrections Decoding strategies Types of errors 2008, Dynamic Measurement Group , Dynamic Measurement Group 6 Survey Procedures: Overview Amount of time needed: 5-20 minutes Where to start: Begin with student s grade level if you need to validate benchmark test score(s) Begin at starting point suggested by benchmark data according to the Survey decision guidelines Skipping levels and discontinuing rules: Procedures for skipping levels are included along with criteria for when to stop testing Skipping Levels in DORF If the student earns a score of 10 or less WRC on the first passage given, then the other two passages at that grade level may be skipped. Drop down another grade level. For students in 3rd grade and above, if the their median score is 20 WRC or less in any level of DORF material, drop down two levels. 2008, Dynamic Measurement Group , Dynamic Measurement Group 8

3 Definitions Mastery Level the highest level at which the student has demonstrated generally adequate for that grade level Instructional Level the lowest level at which the student has generally not mastered the necessary for adequate grade level performance. Level the optimum level for monitoring student progress. It should simultaneously illustrate: (a) the student s current level of, (b) an instructional goal that the student needs to attain, and (c) student progress toward the goal. 2008, Dynamic Measurement Group 11 Out-of-Grade-Level Progress Monitoring for Ian (Fourth Grader) Ian, fourth grader progress monitored in second grade materials X X 45/5, 52/7, 42/8 Accelerate goal 2008, Dynamic Measurement Group 13 Ms. Karla Ian Matt (Second Grade Student) NWF Matt (Second Grade Student) DORF & RTF Accelerate goal Accelerate goal Mr. Good Matt Sep Oct Nov Dec Jan Feb Mar Mr. Good Matt 25 19/0, 12/0, 23/0 2008, Dynamic Measurement Group , Dynamic Measurement Group 16

4 Anna (Fifth Grader) DORF and RTF Survey Beta Study Dynamic Measurement Group, Inc. Revised: 5/27/06 Page Wk 1 Wk 2 Wk 3 Wk 4 Sept. Oct. Nov. Dec. 70, 76, 93 *Each tick is 4 points. Goal of 124 is an initial estimate. Jan. Feb. March April May June Name: Anna Teacher: Mr. Good Dynamic Indicators of Basic Early Literacy Skills TM 6th Ed. Fifth Grade Oral Reading Fluency Participants Approx. 500 students Grades 1st - 6th 12 sites in 9 states Four regions represented Northwest, West, Southwest, Midwest, Southeast Materials Survey test book Survey student materials Administration & Scoring Guide 2008, Dynamic Measurement Group , Dynamic Measurement Group 19 Deep Deep Within The Outcomes- Driven Model Purpose Identify Need to provide a set of time and cost efficient brief diagnostic assessments designed to provide specific information for targeting instruction corresponding to the 5 essential components of effective reading programs. Validate Need Plan Support Evaluate Effectiveness of Support Implement Support Deep Review Outcomes 2008, Dynamic Measurement Group , Dynamic Measurement Group 21

5 Deep Phonemic Awareness Deep Phonics Deep Phonemic Awareness Two probes Deep PA Probe 1 samples the following : blending word parts in compound words, segmenting compound words, blending syllables, segmenting syllables, blending onset-rime, matching rimes, segmenting onset-rime, saying rhyming words, recognizing rhyming words. Deep PA Probe 2 samples the following : blending 2 and 3 phoneme words, recognizing and producing initial sounds, recognizing and producing final sounds, segmenting 2-3 phoneme words and segmenting a 3 phoneme words with blends. Deep Alphabetic Principle and Phonics Quick Screen & Five Additional Probes Covering Range of AP Skills in Grades K-3. Probe 1 kindergarten (e.g., letter-sound correspondence, blending VC and CVC words). Probes 2 and 3 first grade (e.g., blending CVCC, CCVC, CCVCC words, blending words with consonant digraphs, blending one-syllable words with vowel diagraphs and diphthongs, etc.). Probe 4 second grade (e.g., blending two-syllable words with r-controlled vowels, blending words with inflectional endings, blending multisyllabic words, etc.). Probe 5 covers third grade (e.g., blending two-syllable words with diphthongs, blending words with irregular vowel teams, blending words with consonant trigraphs). 2008, Dynamic Measurement Group , Dynamic Measurement Group 27 Validity of Deep Phonemic Awareness Deep Phonemic Awareness Level Deep Phonemic Awareness 1 (PA1) Deep PA2 PSF NWF Kindergarten a.72* (44) Deep Phonemic Awareness 2 (PA2) Kindergarten b.61* (57).44* (57) First Grade a.44* (45) Note: Sample size is in parentheses. Fall. b Winter. *p < , Dynamic Measurement Group 34 Validity of Deep Phonics Kindergarten Deep Phonics Level Deep Phonics 1 NWF ORF Kindergarten b.76* (54) First Grade a.50* (46) Deep Phonics 2 First Grade b.66* (57).62* (57) First Grade Deep Phonics 3 First Grade b.76* (56).77* (56) Second Grade a.33 (30).61* (47) Deep Phonics 4 Second Grade Second Grade a.47* (27).70* (42) Third Grade a.48* (38) Deep Phonics 5 Third Grade Third Grade a.66* (41) Fourth Grade a.56* (42) Note: Sample size is in parentheses. a Fall. b Winter. 2008, Dynamic Measurement Group *p <

6 Discussion Discussion: What about RtI? Next steps in Deep Research & Development Revise current measures Expand Scientific Research Based evidence of reliability and validity Conduct a normative study with PA & AP? Finalize linkage to and Survey Expansion of domains (CFOL) Availability on the Palm Putting greater emphasis on the I in RtI! Utility for Teachers Use the information to better differentiate instruction both within and across instructional tiers. Utility for School Psychologists Use the information in consultation with teachers about where and how to make adjustments to instruction for students, in particular, students in Tiers 2 and 3. Could assist in the identification of appropriately targeted materials to be used by parent or peer tutors. 2008, Dynamic Measurement Group , Dynamic Measurement Group 37 Remember: Recommended Websites We can change outcomes for children. Effective Instruction of Big Ideas is: Focused Systematic Explicit Comprehensive Intensive Supportive 2008, Dynamic Measurement Group Big IDEAS in Beginning Reading Oregon Reading First Reading Rockets Florida Center for Reading Research Vaughn Gross Center for Reading and Language Arts , Dynamic Measurement Group 39