Financial Interest Disclosure
Using DIBELS Next®
Pathways of Progress™ to
Set Meaningful, Ambitious, and
Attainable Goals and to
Evaluate Progress
The authors of this presentation are co-owners of Dynamic
Measurement Group, Inc. (DMG).
DMG is an educational company that is dedicated to supporting
success for children and schools. DMG was founded by Roland H.
Good III and Ruth Kaminski, authors of the Dynamic Indicators of
Basic Early Literacy Skills (DIBELS®), and is the official home of
DIBELS research, development, and training.
DMG receives revenue from the publication of the DIBELS®
assessments, training and professional development, and the
operation of the DIBELSnet® data reporting service.
Roland H. Good III, Ph.D.
Kelly Powell-Smith, Ph.D.
Ruth A. Kaminski, Ph.D.
Elizabeth N. Dewey, M.S.
Dynamic Measurement Group, Inc.
DIBELS Next® is available for free download and unlimited
photocopying for educational purposes at https://dibels.org/.
Additional information about DMG is available at https://dibels.org/.
DIBELS®, DIBELS Next®, DIBELS ADTM, and Pathways of ProgressTM are trademarks of Dynamic Measurement Group, Inc.
Pathways of ProgressTM
©2016, Dynamic Measurement Group 1
Pathways of ProgressTM
©2016, Dynamic Measurement Group 2
What is progress
progressmonitoring
monitoring
and formative
formativeevaluation?
evaluation?
John Hattie (2009)
evaluated more than
800 meta-analyses of
138 influences on
student achievement:
To implement progress monitoring, the student’s current
levels of performance are determined and goals are
identified for learning that will take place over time. The
student’s academic performance is measured on a
regular basis (weekly or monthly). Progress toward
meeting the student’s goals is measured by comparing
expected and actual rates of learning. Based on these
measurements, teaching is adjusted as needed. Thus,
the student’s progression of achievement is monitored
and instructional techniques are adjusted to meet the
individual students learning needs.
http://www.studentprogress.org/progresmon.asp#2
Accessed: 1/22/2016
Pathways of ProgressTM
©2016, Dynamic Measurement Group •
Student
•
Teacher
•
Teaching
•
Curricula
•
School
•
Home
3
Pathways of ProgressTM
Influences on achievement we can do something about.
©2016, Dynamic Measurement Group 4
Pathways of Progress in an
Outcomes-Driven Model
Selected Hattie (2009) Findings...
Desirable Goals are:
Meaningful,
Attainable,
Ambitious
Outcomes Driven Model Steps:
Identify need for support.
Validate need for support.
Plan and implement support.
Evaluate and modify support.
Feedback to teachers & students:
Is what we are doing working?
Review outcomes.
Progress Monitoring and Formative
evaluation is the 3rd largest effect
on student achievement out of 138
possible influences.
Pathways of ProgressTM
The purpose of Pathways of
ProgressTM is to assist in setting
goals and evaluating progress.
5
©2016, Dynamic Measurement Group Pathways of ProgressTM
6
©2016, Dynamic Measurement Group Pathways of Progress are
reasonably stable and reliable.
Good Progress Monitoring Decisions
Salvia, Ysseldyke, & Bolt (2014)
Important individual decisions
Screening decisions
Progress monitoring decisions
Group/admin decisions
Good progress monitoring decisions are ones that enable
educators to improve outcomes for students.
1. Good decisions about progress provide timely
information to inform instruction.
Pathways of Progress
2. Good decisions about progress are reasonably stable
and reliable.
Slope of Progress
3. Good decisions about progress provide instructionally
relevant information for individual students.
4. Good decisions about progress provide instructionally
relevant information at a systems level to inform
classroom instruction.
Pathways of ProgressTM
©2016, Dynamic Measurement Group HLM estimates of the reliability of the individual student measure used to
evaluate student progress at 6, 10, 14, 18, and 22 weeks.
7
Pathways of ProgressTM
©2016, Dynamic Measurement Group 8
Relation of
Kindergarten pathway
of progress to Grade 1
end of year DIBELS
Composite Score for
students who were
below benchmark at
beginning of
kindergarten.
Third Grade Case Example: Tabitha
Likely to Need Strategic Support
Grade 1 end of year DIBELS Composite Score Pathways of Progress provide
instructionally relevant information
Tabitha’s Initial Skills in Third
Grade, Beginning of Year
205 DIBELS Composite
Score
65 DORF Words Correct
96% DORF Accuracy
14 DORF Retell
We desire Tabitha to be a
proficient reader who is
reading for meaning at an
adequate rate and with a
high degree of accuracy.
Establish an End of Year goal
for Tabitha that is
meaningful
1 Retell Quality of
Response
6 Daze Adjusted Score
attainable
ambitious
Evaluate Tabitha’s progress
Kindergarten pathway of progress Pathways of ProgressTM
9
©2016, Dynamic Measurement Group Third Grade Case Example: Jaclyn
Likely to Need Intensive Support
Jaclyn’s Initial Skills in Third
Grade, Beginning of Year
169 DIBELS Composite
Score
65 DORF Words
Correct
86% DORF Accuracy
3 Retell Quality of
Response
3 Daze Adjusted Score
Pathways of ProgressTM
We desire Jaclyn to be a
proficient reader who is
reading for meaning at an
adequate rate and with a
high degree of accuracy.
Establish an End of Year goal
for Jaclyn that is
Rene’s Initial Skills in Third
Grade, Beginning of Year
269 DIBELS Composite
Score
65 DORF Words
Correct
96% DORF Accuracy
10
ambitious
Evaluate Jaclyn’s progress
11
2 Retell Quality of
Response
11 Daze Adjusted Score
Pathways of ProgressTM
We desire Rene’ to be a
proficient reader who is
 reading for meaning at an
adequate rate and with a
 high degree of accuracy.
Establish an End of Year goal
for Rene’ that is
meaningful
36 DORF Retell
attainable
©2016, Dynamic Measurement Group ©2016, Dynamic Measurement Group Third Grade Case Example: Rene’
Likely to Need Core Support
meaningful
42 DORF Retell
Pathways of ProgressTM
attainable
ambitious
Evaluate Rene’s progress
©2016, Dynamic Measurement Group 12
Three Guiding Principles in Establishing
Individual Student Learning Goals
Purpose of Pathways of ProgressTM
Pathways of progress for individual, grade-level progress
monitoring provides a tool to assist educators in: (a) setting
an ambitious, meaningful, attainable student learning goal
and an aim line for individual progress monitoring, and (b)
evaluating the progress the student is displaying.
The pathways of progress provide a normative reference
for professionals to consider when establishing a student
learning goal and aim line.
©2016, Dynamic Measurement Group –
Goals should support students to achieve meaningful
outcomes or increase the likelihood of achieving
meaningful and important outcomes.
• Ambitious.
–
The pathways of progress clarify what rate of progress is
typical, above typical, or well above typical. Pathways of
progress also informs educators when progress is below
typical or well-below typical rates of progress.
Pathways of ProgressTM
•Meaningful.
The greatest danger for most of us is not that our aim
is too high and we miss it, but that it is too low and we
reach it. – Michelangelo
•Attainable.
13
–
A goal that is too high and unattainable may be
ignored. “All students will be world class readers”
–
Balance Attainable with Ambitious.
Pathways of ProgressTM
Pathways of ProgressTM Descriptors
Ambitious and Attainable
14
©2016, Dynamic Measurement Group Third Grade End of Year
DORF Words Correct
Student Growth Percentile
Spline Quantile Regressions
Based on 283,673
students with beginning of year DIBELS Composite scores and end of year DORF Words Correct.
Third Grade Beginning of Year
DIBELS Composite Score
Pathways of ProgressTM
©2016, Dynamic Measurement Group 15
Pathways of ProgressTM
©2016, Dynamic Measurement Group 16
Pathways of Progress:
Spline Quantile Regressions
Well Above Typical
Third Grade End of Year
DORF Words Correct
Above Typical
Typical
Below Typical
Well Below Typical Progress 0 – 78 at EOY
Well Below Typical
205
Third Grade Beginning of Year
DIBELS Composite Score
Pathways of ProgressTM
©2016, Dynamic Measurement Group Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
Tabitha
Well Above Typical Progress 109 – max at EOY
Above Typical Progress 98 – 108 at EOY
Typical Progress 88 – 97 at EOY
Below Typical Progress 79 – 87 at EOY
Based on 283,673
students with beginning of year DIBELS Composite scores and end of year DORF Words Correct.
May
65
17
18
©2016, Dynamic Measurement Group Pathways of ProgressTM
DIBELSnet Progress Monitoring Report
Amplify – mCLASS:DIBELS
Well Above Typical
Above Typical
Typical
Below Typical
Well Below Typical
Well Above Typical
Above Typical
Typical
Below Typical
Well Below Typical
Pathways of ProgressTM
©2016, Dynamic Measurement Group 19
Pathways of ProgressTM
©2016, Dynamic Measurement Group 20
Third Grade Case Example: Tabitha
Likely to Need Strategic Support
Initial Skills at Beginning of
Year in Third Grade
205 DIBELS
Composite Score
65 DORF Words
Correct
98% DORF Accuracy
15 DORF Retell
Retell Quality of
Response 1
Daze 6
Pathways of ProgressTM
Establishing Educationally Meaningful
Goals for Reading Proficiency
Establish a goal that is
Students who are proficient readers are reading for
meaning at an adequate rate and with a high degree of
accuracy.
meaningful: proficient
reading at or above
benchmark or reduce
risk
All three components are essential:
reading for meaning
attainable: typical or
above typical progress is
attainable
ambitious: Because
Tabitha is Below
Benchmark at BOY,
above typical progress
or greater is appropriate
©2016, Dynamic Measurement Group 21
adequate rate
high degree of accuracy
In acquisition phase learning we may build accuracy first,
but the goal is relative balance across the three reading
components.
Pathways of ProgressTM
©2016, Dynamic Measurement Group 22
DIBELSnet® Pathways of ProgressTM
Goal Setting Utility
Establishing Meaningful Goals
Tabitha
Meaningful goals for students who are likely to need
additional support to achieve important reading
outcomes entail:
Progress from Well Below Benchmark to
Below Benchmark or At or Above Benchmark
Progress from Below Benchmark to
At or Above Benchmark
• The Big Idea:
Meaningful goals
increase the odds of
achieving important
literacy outcomes.
Pathways of ProgressTM
©2016, Dynamic Measurement Group 23
Pathways of ProgressTM
©2016, Dynamic Measurement Group 24
Establishing Goals for Students who
are Likely to Need Support
Ambitious and Attainable Goals include:
Well above typical progress
Above typical progress
Establishing Goals for Students who
are Likely to Need Support
Ambitious and Attainable Goals include:
Note: Consider the student’s BOY need for support.
Well above typical progress
Above typical progress
Typical progress,
Typical progress,
Below typical progress,
Below typical progress,
Well below typical progress
Note: Consider the student’s BOY need for support.
Well below typical progress
Well above typical progress may not be attainable for students who are likely to need support. This is an individual professional judgment. Typical, below typical, and well below typical progress are not very ambitious for students who are likely to need support.
©2016, Dynamic Measurement Group Pathways of ProgressTM
25
Establishing Goals for Students who
are Likely to Need Support
Ambitious and Attainable Goals include:
Well above typical progress
• Above
Above
typical
progress
typical
progress
Note: Consider the student’s BOY need for support.
26
Tabitha’s Initial Skills in Third Tabitha’s End of Year Goal:
Grade, Beginning of Year
By the end of the year,
205 DIBELS Composite Tabitha will read grade-level
text orally at a rate of 106 or
Score
more words correct per
65 DORF Words
minute, with at least 98%
accuracy, and be able to talk
Correct
about what she has read with
96% DORF Accuracy
at least 45 words about the
14 DORF Retell
passage. She will read
grade-level text silently for
1 Retell Quality of
meaning with at least 20
Response
Daze adjusted score.
6 Daze Adjusted Score
Below typical progress,
Well below typical progress
Above typical progress is generally both attainable and ambitious for students who are likely to need support.
©2016, Dynamic Measurement Group ©2016, Dynamic Measurement Group Third Grade Case Example: Tabitha
Likely to Need Strategic Support
Typical progress,
Pathways of ProgressTM
Pathways of ProgressTM
27
Pathways of ProgressTM
©2016, Dynamic Measurement Group 28
Third Grade Case Example: Jaclyn
Likely to Need Intensive Support
Jaclyn’s Initial Skills in Third
Grade, Beginning of Year
Well Above Typical
169 DIBELS Composite
Score
Above Typical
Typical
Below Typical
Tabitha
Well Below Typical
65 DORF Words
Correct
86% DORF Accuracy
meaningful
42 DORF Retell
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
3 Retell Quality of
Response
May
3 Daze Adjusted Score
65
Pathways of ProgressTM
29
Pathways of ProgressTM
We desire Jaclyn to be a
proficient reader who is
reading for meaning at an
adequate rate and with a
high degree of accuracy.
Establish an End of Year goal
for Jaclyn that is
attainable
ambitious
Evaluate Jaclyn’s progress
©2016, Dynamic Measurement Group 30
©2016, Dynamic Measurement Group DIBELSnet® Pathways of ProgressTM
Goal Setting Utility
Third Grade Case Example: Jaclyn
Likely to Need Intensive Support
Jaclyn
Jaclyn’s Initial Skills in Third
Grade, Beginning of Year
169 DIBELS Composite
Score
65 DORF Words
Correct
86% DORF Accuracy
42 DORF Retell
3 Retell Quality of
Response
3 Daze Adjusted Score
Pathways of ProgressTM
©2016, Dynamic Measurement Group 31
Pathways of ProgressTM
Jaclyn’s End of Year Goal:
By the end of the year, Jaclyn
will read grade-level text
orally at a rate of 95 or more
words correct per minute, with
at least 97% accuracy, and be
able to talk about what she
has read with at least 42
words about the passage.
She will read grade-level text
silently for meaning with at
least 19 Daze adjusted score.
©2016, Dynamic Measurement Group 32
Third Grade Case Example: Rene’
Likely to Need Core Support
Rene’s Initial Skills in Third
Grade, Beginning of Year
Well Above Typical
269 DIBELS Composite
Score
Above Typical
Typical
Well Below Typical
Jaclyn
Below Typical
Notice that Jaclyn’s Pathways of Progress for DORF Words Correct are all flatter than Tabitha’s. The goal we established for Jaclyn and the aimline we specified for DORF Words Correct is not as steep. For Jaclyn, just reading faster is not reading better. To build overall Sep
Oct
Nov
Dec
Feb
Mar
Apr
May
Jan
reading proficiency we need to build her reading accuracy first and 65
foremost followed by rate and comprehension.
©2016, Dynamic Measurement Group 65 DORF Words
Correct
96% DORF Accuracy
meaningful
36 DORF Retell
2 Retell Quality of
Response
11 Daze Adjusted Score
Pathways of ProgressTM
attainable
ambitious
Evaluate Rene’s progress
©2016, Dynamic Measurement Group 33
Pathways of ProgressTM
DIBELSnet® Pathways of ProgressTM
Goal Setting Utility – Typical Progress
34
Third Grade Case Example: Rene’
Likely to Need Core Support
Rene’
Typical Progress Goal
Rene’s Initial Skills in Third
Grade, Beginning of Year
269 DIBELS Composite
Score
65 DORF Words
Correct
96% DORF Accuracy
36 DORF Retell
2 Retell Quality of
Response
11 Daze Adjusted Score
Pathways of ProgressTM
We desire Rene’ to be a
proficient reader who is
 reading for meaning at an
adequate rate and with a
 high degree of accuracy.
Establish an End of Year goal
for Rene’ that is
©2016, Dynamic Measurement Group 35
Pathways of ProgressTM
Rene’s End of Year Goal:
By the end of the year, Rene'
will read grade-level text
orally at a rate of 111 or more
words correct per minute, with
at least 98% accuracy, and be
able to talk about what she
has read with at least 42
words about the passage.
She will read grade-level text
silently for meaning with at
least 21 Daze adjusted score.
©2016, Dynamic Measurement Group 36
Pathways of ProgressTM Based on
DIBELS Next® Composite Score
Third Grade Case Example: Christine
Likely to Need Intensive Support
Christine’s Initial Skills in
First Grade, Beginning of
Year
Tabitha
205 DIBELS Composite Jaclyn
169 DIBELS Composite
Rene’
269 DIBELS Composite 3 students with the same DIBELS ORF at BOY have
very different levels of overall reading proficiency at
BOY as indicated by the DIBELS Next Composite score.
Pathways of Progress facilitates different end of year goals
for DORF Words Correct, DORF Accuracy, DORF Retell,
and Daze for Tabitha, Jaclyn, and Rene’.
Pathways of ProgressTM
©2016, Dynamic Measurement Group 37
Assessment Informing Instruction
Pathways of Progress Goal Utility
80 DIBELS
Composite Score
26 Letter Naming Fluency
36 PSF – Phonemic
Awareness
18 NWF CLS – Letter
Sounds
0 NWF WWR – Basic
Phonics, Blending
Pathways of ProgressTM
We desire Rene’ to be a
proficient reader who has
Phonemic awareness
Alphabetic principle, and
Read text accurately,
fluently, for meaning.
Establish an End of Year goal
for Christine that is
meaningful
attainable
ambitious
Evaluate Christine’s progress
©2016, Dynamic Measurement Group 38
Assessment Informing Instruction
Christine’s Individual Learning Goal
By the end of first grade, Christine will segment
phonemes at a rate of at least 40 sound segments per
minute (beginning of first grade benchmark).
She will decode non-words with 60 correct letter sounds
and 16 whole words read.
She will read grade-level text orally at a rate of 47 or more
words correct per minute, with at least 92% accuracy, and
be able to talk about what she has read with at least 15
words relevant to the passage (end of first grade
benchmark).
Pathways of ProgressTM
©2016, Dynamic Measurement Group 39 39
Pathways of ProgressTM
©2016, Dynamic Measurement Group 40
NWF CLS – Goal
Pathways of Progress for Christine
Pathways of ProgressTM
©2016, Dynamic Measurement Group NWF WWR – Goal
Pathways of Progress for Christine
41
DORF Words Correct – Goal
Pathways of Progress for Christine
Pathways of ProgressTM
©2016, Dynamic Measurement Group Pathways of ProgressTM
©2016, Dynamic Measurement Group 42
DIBELS Composite – Goal
Pathways of Progress for Christine
43
Pathways of ProgressTM
©2016, Dynamic Measurement Group 44
Third Grade Case Example: Alistair
Likely to Need Intensive Support
Initial Skills at Beginning of
Year in Third Grade
12 DORF Words
Correct
60% DORF Accuracy
0 DORF Retell
0 Daze
Pathways of ProgressTM
meaningful: at or above
benchmark or reduce
risk
attainable: typical or
above typical progress is
attainable
ambitious: Because
Alistair is Well Below
Benchmark at BOY,
above typical progress
or greater is appropriate
©2016, Dynamic Measurement Group 45
Well Above Typical
Alistair
12 DIBELS
Composite Score
Establish a goal that is
Above Typical
Typical
Below Typical
Well Below Typical
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
12
Out of Level Progress Monitoring
for Alistair
46
©2016, Dynamic Measurement Group Pathways of ProgressTM
DIBELS Survey® for Alistair
Alistair – 3rd grade
24212
Ms. Harvey
Bright Elementary
We recommend Benchmark assessment with grade-level
text for Alistair.
However, frequent progress monitoring in grade-level text
is not recommended for Alistair.
Likely to be discouraging and unpleasant for Alistair
and his interventionist.
Likely to be insensitive to progress in essential skills
that Alistair needs
Testing
began at
Level 3
Unlikely to help the interventionist make
instructional decisions.
10
15
18
23
20
27
35
37
41
8 0 1
9 0 1 63%
10 3 1
8 3 1
8 5 1 74%
10 2 1
6 25 2
3 33 3 80%
2 35 3
Well Below Benchmark
on DORF Level 3
Well Below Benchmark
on
DORF
Below
andLevel
Well 2Below
Benchmark on DORF
Level 1
DIBELS Survey will identify appropriate instructional
level text, and appropriate out of level progress
monitoring material.
Pathways of ProgressTM
©2016, Dynamic Measurement Group 47
Pathways of ProgressTM
©2016, Dynamic Measurement Group 48
DIBELS
Survey®
DIBELS Deep® Brief Diagnostic
Assessment for Alistair
for Alistair
Alistair – 3rd grade
24212
Ms. Harvey
Bright Elementary
Suggested DIBELS Deep
Starting Point: WRD Form 1
Suggested Out of Level
Progress Monitoring using
NWF CLS and WWR
Testing
began at
Level 3
10
15
18
23
20
27
35
37
41
 DIBELS Deep Word Reading and Decoding will identify
skill deficits to target for intervention.
 Suggested DIBELS Deep starting point based upon
DIBELS Survey assessment: WRD Form 1
8 0 1
9 0 1 63%
10 3 1
8 3 1
8 5 1 74%
10 2 1
6 25 2
3 33 3 80%
2 35 3
38
Well Below Benchmark
on NWF CLS and WWR
2
42
At or Above Benchmark
on PSF
49
©2016, Dynamic Measurement Group Pathways of ProgressTM
50
©2016, Dynamic Measurement Group Pathways of ProgressTM
DIBELS Deep® Word Reading and
Decoding: Form 1
Alistair
3rd
24212
Short vowel sounds, g & h
18
8
0
12
12
0
NWF Out of Level Progress Monitoring for frequent assessment with instructional level material
He has much
more difficulty
recoding
nonsense words
than real words.
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
Alistair
12
2
Alistair has
difficulty with
short vowel
sounds and the
letter-sounds for
g and h.
May
12/2
Pathways of ProgressTM
©2016, Dynamic Measurement Group 51
Pathways of ProgressTM
©2016, Dynamic Measurement Group 52
Pathways of ProgressTM
Conclusions and Big Ideas
 Pathways of Progress inform meaningful, ambitious,
and attainable goals.
Periodic checkups on progress using grade level material.  Pathways of Progress enable individual goals taking
into account the student’s level of initial skills.
Alistair
Well Above Typical
Above Typical
Typical
 Pathways of Progress provide a reliable and valid
basis for evaluating progress that balances timeliness
and confidence.
Below Typical
Well Below Typical
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
 Pathways of Progress enable goals that integrate
reading for meaning, at an adequate rate, with a high
degree of accuracy.
May
12
Pathways of ProgressTM
©2016, Dynamic Measurement Group 53
Pathways of ProgressTM
©2016, Dynamic Measurement Group 54