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DIBELSnet® is a r egistered trademark of Dynamic Measurement Group Progress Monitoring Meetings
Administration, Data Entry and Reports
DIBELSnet® 2
DIBELSnet® is a r egistered trademark of Dynamic Measurement Group Setting Up Groups
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DIBELSnet® is a r egistered trademark of Dynamic Measurement Group Assigning Students to Groups
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DIBELSnet® is a r egistered trademark of Dynamic Measurement Group Assigning Students to Groups
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DIBELSnet® is a r egistered trademark of Dynamic Measurement Group Entering Progress Monitoring Scores
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DIBELSnet® is a r egistered trademark of Dynamic Measurement Group Group Progress Monitoring Graphs
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DIBELSnet® is a r egistered trademark of Dynamic Measurement Group Student Progress Monitoring Graphs
Progress Monitoring with DIBELS Next®
© Dynamic Measurement Group, Inc. / October 27, 2012
Portions of this document are reprinted from the DIBELS Next Assessment Manual and the DIBELS Next
Survey Manual.
Progress monitoring is the practice of testing students briefly but
frequently on the skill areas in which they are receiving
instruction, to ensure that they are making adequate progress.
DIBELS Next provides two types of testing, benchmark
assessment and progress monitoring. Benchmark assessment, or
screening, refers to testing all students three times per year for
the purpose of identifying those who may be at risk for reading
difficulties. Once students are identified as at risk for reading
difficulties, they can receive progress monitoring testing more
frequently to ensure that the instruction they are receiving is
helping them make progress.
Why monitor progress?
Monitoring student progress toward
instructional objectives is an effective and
efficient way to determine if the
instructional plan is working. Ongoing
progress monitoring allows teachers to
make data-based decisions about the
effectiveness of their instruction.
Instruction can be modified or changed in
a timely manner instead of waiting months
to find out whether the student reached
the goal. When teachers use student
progress monitoring data to inform
instruction, students’ learning improves
(Fuchs, Deno, & Mirkin, 1984).
The purposes of progress monitoring are:
• to provide ongoing feedback about the effectiveness of instruction,
• to determine students' progress toward important and meaningful goals, and
• to make timely decisions about changes to instruction so that students will meet those goals.
DIBELS Next and Progress Monitoring
DIBELS Next was designed specifically for screening and progress monitoring. The DIBELS Next
measures are designed to be used frequently and are sensitive enough to detect student learning and
growth over time. The skills that are measured by DIBELS Next are the basic early literacy skills – those
skills that should be the essential components of reading instruction.
Using DIBELS Next for progress monitoring is efficient because the same assessment can be used for
both progress monitoring and benchmark assessment. After conducting a benchmark assessment with
DIBELS Next, a great deal is known about the skills on which a student may need instructional support.
Progress monitoring on the skills that are the focus of instruction provides teachers with an indicator of
the effectiveness of that instruction.
Progress monitoring is an important component of a Response-to-Intervention (RtI) data-based decisionmaking model. RtI models, such as the Outcomes-Driven Model described in the DIBELS Next
Assessment Manual, are used to improve student outcomes by matching the amount and type of
instructional support with the needs of the individual students.
DIBELS Next Progress Monitoring Materials
When conducting progress monitoring with a DIBELS Next measure, the measure follows the same
administration and scoring procedures that are used for benchmark assessment.
Unlike the benchmark assessment materials, which are arranged by grade, DIBELS Next progress
monitoring materials are arranged by measure. A Progress Monitoring Scoring Booklet contains 20
alternate scoring forms for a measure, as well as a cover sheet on which the scores are recorded and
graphed. Progress Monitoring Scoring Booklets are available for:
• First Sound Fluency (FSF)
• Phoneme Segmentation Fluency (PSF)
• Nonsense Word Fluency (NWF)
• DIBELS Oral Reading Fluency (DORF) Level 1
DIBELS and DIBELS Next are registered trademarks of Dynamic Measurement Group, Inc. http://dibels.org/
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•
•
•
•
•
DIBELS Oral Reading Fluency (DORF) Level 2
DIBELS Oral Reading Fluency (DORF) Level 3
DIBELS Oral Reading Fluency (DORF) Level 4
DIBELS Oral Reading Fluency (DORF) Level 5
DIBELS Oral Reading Fluency (DORF) Level 6
Daze progress monitoring materials are organized similarly, with the exception that students fill out the
Daze worksheets themselves, rather than the assessor marking a scoring form. In the download version
of DIBELS Next, 20 alternate Daze worksheets are available per grade, and can be produced as
individual worksheets or in a booklet. In the published version of DIBELS Next, the first 10 Daze progress
monitoring worksheets are provided in a Daze Progress Monitoring Student Booklet. The other 10
worksheets per grade are available for download. Daze progress monitoring materials are available for:
• Daze Level 3
• Daze Level 4
• Daze Level 5
• Daze Level 6
DORF and Daze "levels" correspond to the grade level of the passages. The DORF and Daze progress
monitoring materials use the term "level" rather than "grade" because some students may be monitored
on out-of-grade materials.
Note that for DORF, while three passages are administered during benchmark assessment, a single
passage is sufficient for progress monitoring, since instructional decisions are based on at least three test
administrations.
Letter Naming Fluency (LNF) does not include progress monitoring materials because letter naming is not
directly related to one of the basic early literacy skills, and is not a primary focus of instruction. LNF is
included during benchmark assessment because it is a strong predictor of future reading skills, but
targeting letter naming as a primary focus of instruction does not appear to help progress toward later
reading outcomes.
Progress Monitoring Procedures
Selecting Students for
Progress Monitoring
Students who are below the benchmark goal on one or more measures may receive
progress monitoring in targeted areas that are the focus of instruction or intervention.
Teachers may also choose to monitor other students if there are concerns regarding their
progress. For example, if a student has met the benchmark goal but has highly variable
performance, poor attendance, or behavioral issues, the teacher may choose to monitor
that student, particularly if the student’s score is just barely above the benchmark goal.
Any student whose basic early literacy skills are not on track for attaining future reading
outcomes is a potential candidate for focused, differentiated, small group instruction, the
intensity of which should match the need for support. When teachers provide instruction in
a way that is designed to target basic early literacy skills, we recommend that they use
progress monitoring to gauge the effectiveness of the instructional supports provided.
If many students within a classroom or grade score below or well below the benchmark
goals, it may be more beneficial to focus first on analyzing and improving the core reading
instruction that all students receive.
Decisions about the number of students to monitor at one time are based on local needs,
resources, and priorities.
DIBELS and DIBELS Next are registered trademarks of Dynamic Measurement Group, Inc. http://dibels.org/
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Selecting DIBELS
Next Materials for
Progress Monitoring
In most cases, progress monitoring will focus on one measure at a time, which should
represent the student’s instructional level of the skill area targeted for instruction. In some
cases it may be appropriate to monitor a student using more than one DIBELS measure,
in particular for students who are monitored in out-of-grade materials. For example, a
second-grade student might be monitored once per week with NWF and once per month
with first grade DORF as a way to track acquisition of the alphabetic principle and the
application of those skills to connected text.
Students should be monitored in material that matches the skill area targeted for
instruction. For example, students with low scores on Nonsense Word Fluency - Correct
Letter Sounds (NWF-CLS) should receive instruction on accurately and automatically
matching sounds to letters and should be monitored with NWF-CLS. Kindergarten and
first grade students typically would be monitored on grade-level materials unless they are
not producing measurable behavior on those materials. Grade-level materials for
kindergarten include FSF, PSF, and NWF, and for first grade include PSF, NWF, and
DORF. Students in grades two through six may be monitored in grade-level or out-ofgrade-level materials.
Progress monitoring forms should be administered in the order they appear in the booklet.
Out-of-Grade Monitoring
Careful consideration should be given to selecting an optimum level of progress
monitoring material for each student. It should simultaneously illustrate: (a) the student’s
current level of skills, (b) an instructional goal that the student needs to attain, and (c)
progress toward the goal. To be able to illustrate progress, the material must be at a level
in which changes in student skills will be apparent. In particular, if the measurement
material is too difficult, progress will not be apparent and the student and teacher or
interventionist may become discouraged. The progress monitoring level may be the same
as the instructional level. However, when monitoring progress in out-of-grade materials,
use the highest level of material in which change can be shown in skills targeted for
instruction. For example, when targeting phonemic awareness for instruction any time
after the first half of kindergarten, PSF should be used for progress monitoring instead of
FSF. If PSF is too difficult or frustrating for the student, then FSF should be used. For
DORF, the optimal progress monitoring material is the highest level of material where the
student reads with at least 90% accuracy and has a DORF Words Correct score above 20
in first grade, 40 in second grade, or 50 in third through sixth grades.
If grade-level material does not fall within these optimal progress monitoring levels,
consider "back-testing" to identify the student's appropriate progress monitoring level.
DIBELS Next Survey, available from Cambium/Sopris at
http://www.soprislearning.com/dibelsnextsurvey/, provides testing materials and
procedures for this process.
Testing Forms
Progress monitoring forms should be administered in the order they appear in the booklet,
starting from the first form. The progress monitoring forms for one measure or level are of
approximately equal difficulty. Instructional decisions are based on at least three test
administrations.
DIBELS and DIBELS Next are registered trademarks of Dynamic Measurement Group, Inc. http://dibels.org/
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Setting Progress
Monitoring Goals
We recommend setting ambitious but realistic goals. A progress monitoring goal must
include the score to aim for in the selected material as well as the timeframe for achieving
the selected goal. When monitoring a student in grade-level materials, use the standard
DIBELS benchmark goals and the standard timeframe in which those goals should be
reached. Benchmark goals for DIBELS Next can be found on the Dynamic Measurement
Group website at http://dibels.org/.
When monitoring a student in below-grade materials, the following steps are
recommended:
Step 1. Determine the student’s current level of performance.
Step 2. Determine the score to aim for based on the end-of-year goal for the
level of materials selected for monitoring.
Step 3: Set the timeframe so that the goal is achieved in half the time in which it
would normally be achieved (e.g., moving the end-of-year benchmark
goal to be achieved by the mid-year benchmark date). The intent is to
establish a goal that will accelerate progress and support a student to
catch up to their peers.
Step 4: Draw an aimline connecting the current performance to the goal.
Determining the
Frequency of
Progress Monitoring
Students receiving progress monitoring should be monitored as frequently as needed to
make timely decisions about the effectiveness of the instructional support. The frequency
of progress monitoring should match the level of concern about the student’s skill
development and need for support. Students who need more support should be monitored
more frequently.
If monitoring in grade-level materials and the student’s scores fall into the Below
Benchmark level, then monitoring one or two times per month is likely sufficient.
If monitoring in grade-level materials for students whose scores fall into the Well Below
Benchmark level, then progress monitoring once per week is ideal, though once every
other week may be sufficient.
Any time you are monitoring a student in out-of-grade materials, progress monitoring once
per week is ideal, though every other week may be sufficient.
A note about the Daze measure: Scores for Daze increase more slowly than they do for
other DIBELS measures, so more frequent monitoring may not be as informative. For
students who need to be monitored on Daze, we recommend monitoring once per month.
DIBELS and DIBELS Next are registered trademarks of Dynamic Measurement Group, Inc. http://dibels.org/
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Conducting Progress
Monitoring
Assessment
Who should collect progress monitoring data?
Any educator who has been trained on the DIBELS Next administration and scoring
procedures can collect progress monitoring data. The person who is providing the
instruction is the one who needs the progress monitoring information and is the most likely
person to collect the data. However, it can be just as effective for someone other than the
instructor to collect the data, as long as it is shared in a timely fashion. For example,
students who are receiving speech therapy might have their progress monitored by the
speech therapist. Special educators and reading specialists might monitor progress of the
students on their caseload and share the results with the classroom teacher. Classroom
teachers might progress monitor the small group of students with whom they are meeting
daily because they are the ones who are most in need of support. It can be helpful to
share the task of collecting progress monitoring data. It is important that the data be easily
and frequently accessed by the student’s instructor(s).
When should progress monitoring assessment be conducted?
In considering when to conduct progress monitoring, first decide on the amount of
assessment that is needed, based on the number of students, frequency of monitoring,
and the materials on which they are being monitored. Then match that assessment to the
available resources and personnel.
Progress monitoring should be conducted so as to minimize time taken from reading
instruction. For example, if the decision is to monitor progress weekly for a small group of
five students on DIBELS Oral Reading Fluency, one student could be assessed on
Monday for 2 minutes at the end of small group time. The second student could be
assessed on Tuesday, and so on for the remaining students. Each student would then be
monitored weekly, but only a single student per day.
Data Management
and Reporting
Progress monitoring data should be graphed and readily available to those who teach the
student. The scoring forms themselves should also be available, in order to examine the
student's response patterns.
The front cover of each DIBELS Next Progress Monitoring Scoring Booklet includes a
graph to record the scores. Components of an effective progress monitoring graph
include:
•
current level of performance
•
a target goal at a future point in time
•
a place to record ongoing progress monitoring scores
•
an aimline
An aimline provides a visual target for the rate of progress the student needs to make to
meet the goal on time. The aimline is drawn from the student’s current or initial skill level
(which is often the most recent benchmark assessment score) to the goal. Progress
monitoring scores can then be plotted over time and examined to determine whether the
student is making adequate progress in reference to the aimline.
Electronic data management systems that store and report DIBELS Next progress
monitoring data include:
1.
DIBELSnet (Dynamic Measurement Group) - https://dibels.net/
A new reporting service from the authors of DIBELS.
2.
mCLASS (Wireless Generation) - http://www.wirelessgeneration.com/
For users of Wireless Generation's mCLASS:DIBELS Next mobile assessment
solution.
DIBELS and DIBELS Next are registered trademarks of Dynamic Measurement Group, Inc. http://dibels.org/
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Evaluating Progress
and Modifying
Instruction
Progress monitoring data should be reviewed at regular intervals. This review can be
done by a classroom teacher and/or a team of educators working with a student. In
general, if three consecutive data points fall below the aimline, the team should meet and
make a considered decision about maintaining or modifying the instruction. If the student’s
progress is not likely to result in meeting the goal, then instruction should be changed.
Before increasing the intensity of instruction, easy explanations for lack of progress should
be considered and ruled out or changed, such as student or instructor absence or lack of
instructional fidelity. The overarching goal is to make ongoing, data-based decisions
regarding instruction to improve student outcomes.
Sharing Progress Monitoring Data With Parents and Students
Parents and students are important partners in any educator's efforts to improve reading outcomes. A
basic progress monitoring graph conveys much of the information parents want to know about their
children:
•
•
•
•
What is my child's current level of skill?
How different is my child's performance from the expectation?
What is the goal and when do we expect the goal to be achieved?
Is my child making sufficient progress toward the goal?
When progress monitoring occurs in the context of general education support, the procedures may be
discussed with parents, including the educational concerns, the instructional support that is being
provided, who will be collecting progress monitoring data, and how often the data will be shared. When
progress monitoring is part of an evaluation for special education eligibility, appropriate informed consent
procedures should be followed.
Under some conditions, sharing graphed data with a student may be appropriate if it would help to
motivate the student. If the student is prone to speed-reading, or is too far below the target and may be
discouraged, then it would not be appropriate to share the graphed data.
DIBELS and DIBELS Next are registered trademarks of Dynamic Measurement Group, Inc. http://dibels.org/
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Guidance for Analyzing DIBELS Next Progress Monitoring Data (Modified from DIBELS Next Data Interpretation Workshop Manual, Dynamic Measurement Group (DMG), May 2012) Progress Monitoring Data Reviews Should occur every 4-­8 weeks or whenever a student has three consecutive data points below the aimline Outcomes Driven Model Steps Plan and Implement Support DIBELS reports ¨ Group Progress Monitoring Graph ¨ Student Progress Monitoring Report Evaluate and Modify Support Review Outcomes Plan and Implement Support What is our plan for each student needing support beyond Tier 1 including goals and progress monitoring plan? • • • • Follow your school’s process for selecting Tier 2/3 Reading Interventions (e.g. Tier 2/Tier 3 Intervention Grid). If no process has been established yet, consider the following: o How will students be grouped for support beyond Tier 1? o What specific skills will you teach each group? (Consider the primary basic early literacy skill of concern, common response patterns and errors noted on DIBELS performance, and any additional diagnostic assessments that might be needed.) o What curriculum and/or instructional program will you use? o What materials/strategies will you use? Which DIBELS Next measure(s) will be used for progress monitoring? At what level? How often? Who will administer? (See Guidance document in the Toolkit: “Progress Monitoring Guidelines with DIBELS Next” (DMG, October 2012). For students with out-­of-­grade progress monitoring, have you set a goal that will accelerate progress and support the student to catch up to their peers? (See Guidance document in the Toolkit: “Out-­of-­Grade Progress Monitoring”). Use the Grade Level Instructional Plan template or your school’s form to document your plan for Tier 2/3 supports Evaluate and modify support Is the support effective for individual students? (Group Progress Monitoring Graph, Student Progress Monitoring Report) • When 3 consecutive data points are below the aimline for any individual student, consider the following: o How is the rest of the group progressing? § Review the Group Progress Monitoring Graph for all students who are receiving the same support to the student of concern. (If you have not identified “groups” in DIBELSnet, review the Student Progress Monitoring Reports for each student who is receiving the same support as the student of concern.) Developed by MIBLSI with contributions from Dynamic Measurement Group (January, 2016) DIBELS Next® is a registered trademark of Dynamic Measurement Group 14
Determine if problem solving should occur for the entire group or for the individual student. o Is the intervention being implemented with fidelity? (Do you have data from a fidelity checklist or some type of self-­assessment or observation tool to determine if the critical features of the intervention are being implemented consistently?) o Is the intervention focused on the right skill(s) (well matched to student needs)? o Is the intervention research-­based and focused on one or more of the big ideas of early literacy? o Have you given the intervention enough time to work? o Has the student attended the intervention consistently? o Is the student fully accessing Tier 1 supports in addition to the intervention? Document your decisions and necessary actions on your Team Meeting Minutes. § • Review Outcomes Have individual students met their goals? (Student Progress Monitoring Report) • For students who have met their grade-­level benchmark goal, consider the following: o Are you reasonably confident the goal has been met (not a fluke data point)? o If so, discontinue additional support or move to a less intensive level of support. § Follow your school’s decision rules for exiting students from Tier 2/3 supports if rules have been established. § Progress monitor weekly to make sure the student continues to make • • • progress with less support. Then consider decreasing the frequency of progress monitoring. o Or move on to the next skill area for instruction, identify the correct measure and level for progress monitoring and set a new goal. For students who have NOT met their grade-­level benchmark goal, reevaluate and modify support. (Consider the questions listed in the previous section Evaluate and Modify Support.) For students with out-­of-­grade goals, are they catching up to their grade-­level peers? (See Guidance document in the Toolkit: “Out-­of-­Grade Progress Monitoring”). Document your decisions and necessary actions on your Team Meeting Minutes. Developed by MIBLSI with contributions from Dynamic Measurement Group (January, 2016) DIBELS Next® is a registered trademark of Dynamic Measurement Group 15
Fidelity Tool for Progress Monitoring with DIBELS Next Purpose: This tool allows a Grade-­Level Team and/or Tier 2/3 Systems team to assess current progress monitoring practices and identify steps for improvement. See Guidance document in Toolkit: “Progress Monitoring with DIBELS Next” (DMG, October 2012) for more detailed information on each of the sections in this fidelity tool. Selecting Students 1. Are ALL students who score below the benchmark goal on one or more DIBELS measures being considered for progress monitoring? 2. When teachers are uncertain about the accuracy of a student’s benchmark scores, do they administer 1 or 2 progress monitoring passages/probes to validate the student’s needs before identifying that student for additional support and further monitoring? 3. Do you have adequate resources to monitor ALL students who have been selected for progress monitoring? Yes No Yes No Yes No Selecting Materials 4. Are all teachers able to access and administer the full range of progress monitoring materials they might need? (For example, a third grade teacher is able to access NWF progress monitoring materials easily if she has a student who needs to be monitored with that tool, and she has been trained in its administration.) 5. Do all teachers have access to another staff member or a resource to support them with selecting the appropriate measure and level for students being progress monitored outside of their grade-­level?? Yes No Yes No Setting Goals 6. Do all teachers have easy access to the DIBELS benchmark goals for their grade? 7. Do all teachers know the end-­of-­year benchmark goals for each of the DIBELS measures assessed at their grade? 8. Do all teachers have access to another staff member or a resource to support them with setting appropriately ambitious goals for students being progress monitored outside of their grade-­level? Yes No Yes No Yes No Determining Frequency 9. Are students who need MORE support being monitored MORE frequently? (Students receiving Tier 2 interventions are being progress monitored at least every other week, while students receiving Tier 3 interventions and/or special education services in reading are being progress monitored weekly). Yes No Conducting Assessments 10. Has everyone who administers DIBELS Progress Monitoring assessments completed the DIBELS Essentials training? 11. Are there routine fidelity checks of administration and scoring for everyone who is administering DIBELS progress monitoring assessments? 12. Is progress monitoring being conducted in a way that minimizes time taken from reading instruction? (For example, one student is assessed for 2 minutes at the end of small group time each day instead of reserving Fridays for progress monitoring all students in the group.) Yes No Yes No Yes No Managing and Reporting Data 13. Can any/all staff who provide reading instruction for an individual student get access to his/her progress monitoring data (both the graphs and the scoring forms)? Yes No Developed by MIBLSI with contributions from Dynamic Measurement Group (January, 2016) DIBELS Next® is a registered trademark of Dynamic Measurement Group 16
14. Has an aimline or Pathway been drawn on each student’s graph or set in DIBELSnet so adequate progress can be determined? Yes No Evaluating Progress and Modifying Instruction 15. Is the classroom teacher and/or grade level team able to quickly and easily identify when a student has 3 consecutive data points that fall below the aimline? Yes No Sharing Progress Monitoring Data 16. Is progress monitoring information being shared with parents regularly? Yes No Next Steps: Review the items on which your team circled “No”. Identify three steps your team will take to improve the progress monitoring practices in your grade or school. Record them below and/or in your Team Meeting Minutes. 1. 2. 3. Evaluate Progress: When will your team meet again to review its progress on this fidelity tool? Record the date below and/or in your Team Meeting Minutes. Date: _________________________ Developed by MIBLSI with contributions from Dynamic Measurement Group (January, 2016) DIBELS Next® is a registered trademark of Dynamic Measurement Group 17
Out-­of-­Grade Progress Monitoring Procedures Step 1: Consider which students may need out-­of-­
grade progress monitoring Students scoring in the Well Below benchmark range on their grade-­level DIBELS assessments may benefit from out-­of-­grade progress monitoring. Evaluate performance on the grade-­level DIBELS benchmark assessments first and then determine if the student’s progress is best monitored with grade-­level or below grade-­level materials. This applies to students in both general and special education. Remember that DIBELS IS appropriate for students in special education for whom learning to read connected text is an IEP goal (DIBELS Next Assessment Manual, 2011). Step 2: Find the A process (often called Survey Level Assessment or back-­testing) is used to right measure identify the HIGHEST level of material in which change can be shown in the and level to skills targeted for instruction. monitor progress Option 1: Use DIBELS Survey available from http://www.voyagersopris.com/assessment/literacy-­assessment/dibels-­next-­
survey. A school would need one or two kits for the entire school, and extra scoring booklets are available. The authors of DIBELS strongly recommend using DIBELS Survey for maintaining the efficiency of the assessment process and the quality of materials. More specifically: 1. All the materials for survey level assessment are created and organized for DIBELS Survey. Assessors, or other school personnel, don’t have to spend time obtaining and organizing progress monitoring passages from many different grade levels to compile the materials. 2. All the DIBELS Survey passages and assessments are dedicated for DIBELS Survey. Teachers don’t have to consume 3 progress monitoring passages to conduct a survey level assessment;; all progress monitoring passages can be maintained for progress monitoring purposes. 3. Teachers do not need to check whether the student has been previously assessed using that level of progress monitoring passages. For example, if a teacher is doing a survey level assessment with a third-­grade student, and they survey back to Level 2 passages, that student may already have been assessed with that passage when they were in second grade. All DIBELS assessment materials should be used only once so the student is not re-­reading passages. Re-­reading will likely change the student’s score and compromise our educational decisions for the student. 4. One DIBELS Survey scoring booklet is kept for the student instead of multiple progress monitoring scoring booklets from which only a few passages have been used. Developed by MIBLSI based on guidance from Progress Monitoring with DIBELS Next (Dynamic Measurement Group (DMG), October 2012), DIBELS Next Data Interpretation Manual (DMG, May, 2012) and DIBELS Survey (http://www.voyagersopris.com/assessment/literacy-­assessment/dibels-­next-­survey) DIBELS Next® is a registered trademark of Dynamic Measurement Group 18
Option 2: Follow the general guidelines based on the DIBELS Survey procedures. These guidelines are outlined below using DIBELS Next progress monitoring materials and the “Back-­Testing Worksheet for DIBELS Next” in your toolkit. Begin testing the student with the DORF materials one or two grade levels below his/her identified grade-­level. • Administer the first three passages within the Progress Monitoring testing booklet for that grade-­level, identify the median scores, and record on the Back-­Testing worksheet. • Continue back-­testing until you find the HIGHEST level of material in which the student can read with at least 90% accuracy AND: o at/above 50 words correct (if third through sixth grade level material) o at/above 40 words correct (if second grade material) o at/above 20 words correct (if first grade material) If the student is not able to read at least 20 words correct on a first grade DORF passage with at least 90% accuracy: • Administer the first probe within the NWF Progress Monitoring booklet and the first probe in the PSF Progress Monitoring booklet and record the scores on the Back-­Testing worksheet. • If scores from either or both measures are Below or Well Below Benchmark, use one or both measures for progress monitoring. Consider all data and determine the primary focus for instruction. If the student’s intervention will focus primarily on phonemic awareness, use PSF for progress monitoring (unless PSF is too frustrating for the student, then use FSF). If the student’s intervention will focus primarily on basic letter-­
sound correspondence and/or blending, use NWF for progress monitoring. Step 3: Set an The goal needs to be ambitious enough to CLOSE the GAP between the ambitious goal student’s current level of performance and that of his/her grade-­level peers. • Identify the end-­of-­year benchmark goal for the measure/level selected for out-­of-­grade monitoring. • Set the goal date so that the goal is achieved in half the time in which it would typically be achieved (e.g., move the end-­of-­year benchmark goal to be achieved by the middle-­of-­year benchmark time). • Draw an aimline connecting the current performance to the goal. Step 4: Monitor Students being progress monitored in below grade-­level materials are usually progress receiving Tier 3 or special education reading supports. This intensity of frequently and support typically warrants weekly progress monitoring so that adjustments to carefully instruction can occur in a timely fashion. These students should continue to participate in the DIBELS benchmark assessments at their grade-­level three times per year to assess the degree to which they are catching up to grade-­level expectations. Step 5: When 3 consecutive data points are below the aimline for any individual Evaluate and student, consider the following: modify support • How is the rest of the group progressing? Developed by MIBLSI based on guidance from Progress Monitoring with DIBELS Next (Dynamic Measurement Group (DMG), October 2012), DIBELS Next Data Interpretation Manual (DMG, May, 2012) and DIBELS Survey (http://www.voyagersopris.com/assessment/literacy-­assessment/dibels-­next-­survey) DIBELS Next® is a registered trademark of Dynamic Measurement Group 19
Step 6: Review outcomes o Review the Group Progress Monitoring Graph for all students who are receiving the same support to the student of concern. (If you have not identified “groups” in DIBELSnet, review the Student Progress Monitoring Reports for each student who is receiving the same support as the student of concern.) o Determine if problem solving should occur for the entire group or for the individual student. • Is the intervention being implemented with fidelity? (Do you have data from a fidelity checklist or some type of self-­assessment or observation tool to determine if the critical features of the intervention are being implemented consistently?) • Is the intervention focused on the right skill(s) (well matched to student needs)? • Is the intervention research-­based and focused on one or more of the big ideas of early literacy? • Have you given the intervention enough time to work? • Has the student attended the intervention consistently? • Is the student fully accessing Tier 1 supports in addition to the intervention? For students who have met their out-­of-­grade level goal on or before their target date, are you reasonably confident the goal has been met (not a fluke data point)? If so, begin monitoring the student on the next level of material and reset the goal. Or move on to the next skill area for instruction, identify the corresponding measure for progress monitoring and set a new goal. Remember to set the new goal date so that the goal is achieved in half the time in which it would typically be achieved For students who have NOT met their goal within the timeline set, reevaluate and modify support. Developed by MIBLSI based on guidance from Progress Monitoring with DIBELS Next (Dynamic Measurement Group (DMG), October 2012), DIBELS Next Data Interpretation Manual (DMG, May, 2012) and DIBELS Survey (http://www.voyagersopris.com/assessment/literacy-­assessment/dibels-­next-­survey) DIBELS Next® is a registered trademark of Dynamic Measurement Group 20
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0 0 Correct initial sounds Student’s Performance Median words correct Median accuracy Median words correct Median accuracy Median words correct Median accuracy Median words correct Median accuracy Median words correct Median accuracy Median words correct Median accuracy Correct letter sounds Whole words read Correct sound segments Were minimum criteria met? Y/N Check the box if the measure will be used Note. Based on DIBELS Survey procedures available at http://www.voyagersopris.com/assessment/literacy-­assessment/dibels-­
next-­survey. 0 NWF PSF FSF At/Above 20 words correct AND 90% Accuracy DORF Level 1 0 At/Above 40 words correct AND 90% Accuracy Minimum criteria needed to use for progress monitoring At/Above 50 words correct AND 90% Accuracy DORF Level 2 DORF Level 3 DORF Level 4 DORF Level 5 DIBELS Measure DORF Level 6 MIBLSI Back-­Testing Worksheet for DIBELS Next