Dibels and rti
- 1. + How Does DIBELS and RtI fit together?
- 2. + Common Elements of RtI Providing students with effective instruction by the classroom teacher. Monitoring the progress of all students receiving general education. Identifying students who are not making progress early.
- 3. + Common Elements of DIBELS Formative Assessment tools that could be used to identify children experiencing difficulty in the basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties. It was designed to evaluate the effectiveness of interventions for those children receiving support in order to make changes when necessary to maximize student learning and growth. DIBELS have established reliability and validity, are linked to decision making model, and provide a way to accurately identify a student’s need for support early.
- 4. + DIBELS The measures can be used to monitor individual progress toward important goals. The effectiveness of the overall system of support provides the foundation by which RtI is evaluated. Without this piece, student response to instruction is not interpretable.
- 5. + Three Levels of Performance At or above Benchmark – Student is most likely to make adequate progress. These students will be your CORE students(green). You will not need a plan for these students. Below Benchmark – Student is likely to need STRATEGIC support to to make adequate progress. Keeping a close watch on these students. If they are not making progress in the classroom you may need to write a plan. Teacher discretion.(yellow) Well Below Benchmark – Student will need INTENSIVE support to make adequate progress.(red) Teachers will need to write a Tier Plan on these students.
- 6. + Intensive Support Small group or individual intervention with systematic, explicit instruction focused on a target skill. Meet the needs of your students who need very intensive instruction. Support all students with scores in the intensive level of support needs to reduce their risk of reading difficulty.
- 7. + Plan and Implement Support First, establish a meaningful goal. Second, establish an aimline necessary to achieve goal. Third, select and implement intervention.
- 8. + How do I use the data to write the plan? Let’s look at a 4th grade student. BOY DORF(Oral Reading Fluency) is 58. This student falls in the Intensive Support. This student will need a Tier 1 plan. Interventions will take place for 4-6 weeks. This student should grow about 1.8 words per week. If the plan is going to be to reviewed in 5 weeks then I would want this student to grow 9 words per minute. This students goal for DORF would be 67 wpm for ORF. Ongoing progress monitoring – weekly for Tier 1 students Consider making a change in the intervention after 3-4 data points.
- 9. + Review the Tier Plan How is the student doing? If the student is making progress continue the plan, but change the goal. If the student has not made any progress the plan will need to be modified, the intervention will need to be changed, and this student may need more time/days in a small group. Use your case colleague or CTC at your school to help you!
- 10. + DIBELS Report Class List Report - DIBELS Next District: Cleveland County Schools School: West Elementary Grade: Kindergarten - Beginning Year: 2012-2013 Need for Support: Former Goals Class: D Haskett Abbreviation Legend: NFS: Need for Support FSF: First Sound Fluency LNF: Letter Naming Fluency Composite: DIBELS Composite Score FSF LNF Composite Student Student ID Score NFS Score Score NFS Benchmark Goals 10 26 Putnam, Kinley 12551647 0 Intensive 3 3 Intensive McGinnis, Vagan 12590863 10 Core 1 11 Intensive Holmer, Eddie 12591644 4 Intensive 8 12 Intensive Hernandez, Liliana 124126723 6 Strategic 10 16 Strategic Bradley, Ethan 12583073 4 Intensive 19 23 Strategic Cruz, Leslie 12535654 18 Core 8 26 Core Hodge, Lauryn 12542252 18 Core 11 29 Core Carroll, Alex 12349870 7 Strategic 24 31 Core Linney, Kee'donn 12416738 22 Core 11 33 Core Bumgardner, Caleb 12416531 17 Core 18 35 Core McClain, Khyann 12551840 22 Core 26 48 Core Allen, Gideon 12534866 23 Core 27 50 Core Smith, Gunnar 12416837 38 Core 17 55 Core Broome, Landon 12406287 21 Core 35 56 Core Gillespie, Joshua 12542182 12 Core 56 68 Core Safrit, Joseph 12551671 29 Core 40 69 Core Mean: 15.7 19.6 35.3 Icon Legend: Well Below Benchmark / Likely to Need Intensive Support Below Benchmark / Likely to Need Strategic Support At or Above Benchmark / Likely to Need Core Support
- 11. + Resources for Intervention Groups Intervention Central http://www.interventioncentral.org/ Florida Center for Reading Research http://www.fcrr.org/curriculum/SCAindex.shtm Whole Brain Teaching http://www.wholebrainteaching.com/index.php/blog/Chris- Biffle.html