Are DIBELS and Running Records effective tools for guiding ...

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development plans in the area of language arts for all students. Running Records were collectedin September, January, and May, accompanied by DIBELS at the same intervals for benchmarkpurposes, and all students who were not benchmarked received progress monitoring to determinethe success of said interventions. This research study conducted at Douglas Elementary usedRigby Running Records and DIBELS to relate the use of data in selecting interventions, pacinginstruction, and guiding classroom teachers.Literature ReviewAssessment used to adapt teaching to meet student needs, known as formative assessment, maybe considered the most important assessment practice educators use. Teachers use the results ofthis assessment approach proactively to differentiate instruction and better support studentlearning (Baker, S. Smith, and S. 2001).Research indicated that running records and Dynamic Indicators of Basic Early Literacy Skills(DIBELS), both formative assessments, are effective tools for guiding classroom teachers towardchoosing interventions for students at risk of reading failure (Hebert, C. 2004).Connie R. Hebert (2004) wrote that teachers use running records to form their reading groups, toguide them, and to make instructional decisions for individual students and the class as a whole.Hebert went on to say that running records are extremely valuable because they impactinstructional decisions such as grouping, text selection, verbal prompts, areas of concern andnext steps in instruction.In a study done in 2004, John Ross found that teachers in effective schools are more likely to useclassroom assessment like running records to diagnose reading difficulties and to lead toinstruction. Assessing children’s reading progress is key to moving them along at the properdevelopmental rate. The combination of information gained from the analysis of running recordswill help teachers select the appropriate books for the child’s reading level (Baker, Simmons,&Kame’enui 1997).DIBELS measures were designed to assess three areas of early literacy, Phonological Awareness,Alphabetic Principle and Fluency with connected text. These measures link together to form anassessment system of early literacy development that allows educators to readily and reliablydetermine student progress and plan instruction accordingly (Adams, 1990; National ReadingPanel, 2000; National Research Council, 1998; Simmons & Kame’enui, 1998).Research DesignThe study was established to determine if there was an adequate correlation between DIBELSand Rigby Running Records data, and that these data provided information that would assistteachers in the general education classroom. Another goal of the study was to showcase the useof data in facilitating instruction and student achievement. During the study DIBELSinformation was collected at benchmark periods in September, January, and April. Progressmonitoring was conducted every two weeks for students who were at-risk and not benchmarkedin the areas outlined in DIBELS. Running Records information was collected in September,January, and April. Running Records were available for teachers to utilize as necessary to assistwith differentiating and guiding individual lessons for students.One teacher per grade level agreed to participate in the study. These teachers receivedinformation every two weeks, received guidance from the reading interventionist, andparticipated in meetings at all benchmarked dates. Each teacher participating in the study wasgiven a survey midyear and one at the conclusion of the academic year. The information asked
within the survey pointed to ways teachers used the data, feasibility, accessibility, ease withwhich assessments were given, and their overall use of the information.During benchmark data points, a collaborative team tested all 407 students at DouglasElementary. This was to develop consistency in scoring and to maintain the integrity of the data.The goal of the project, determining the appropriate use of DIBELS and Running Records indriving student reading instruction, appears to demonstrate a relationship in diagnosing theappropriate intervention following the use of DIBELS in the regular classroom. Teachers whoparticipated in this research project, worked within the STEPS (Students and TeachersEmphasizing Personalized-education Strategies) Model as developed by Douglas Elementarystaff. The model, rooted in best practice, takes on a response to intervention framework, usingdata to determine the best interventions dependent upon student achievement. The interventionsembody the five alphabetic principles of reading, fluency, comprehension, vocabulary, phonics,and phonemic awareness.Data Analysis and InterpretationThe following graphs were created by the Douglas Elementary grant team. The students for allgrades first through fifth, were entered and their baseline achievement on the Rigby RunningRecords assessments in September is recorded. The remaining benchmark periods, January, andagain April, were added to determine if each child had made a year’s worth of growth in theareas of comprehension and fluency as measured with the running records assessment. Theredline on each graph indicates where students should be at the end of the academic year. Anymarks noted below the X axis are students who dropped a reading level, or demonstrated nogrowth during that period.The assessments documented students were not reading at grade level in accordance with theRigby Running Records, which assess students decoding skills, the orientation of errors made,and their comprehension. As a collective group the integration, implementation, and deliverycreated a consistent system to administer the Rigby Running Records, as they tend to besubjective in nature. These protocols and interventions were put in place during the school year,student achievement can be noted throughout all grade levels. One intervention providing largegains in achievement was the use of the Read Naturally Lab, focusing on comprehension,providing in-house training and in-services to all classroom teachers faciliated this growth andconsistency throughtout the building.The yearly gains for Douglas Elementary note tremendous progress in Running Records.Students began the year instructionally lower than anticipated. During the course of the grantproject, teachers met biweekly to gain an understanding of student achievement as theassessments were completed. These meetings were facilited by the reading interventionspecialist. Percentages were calcualted as Below Grade Level (BGL), at Grade Level (GL), andAbove Grade Level (GLE). Through the interpretation and comparison of the data, the focusturned to a curriculum issue that appeared prevalent in the language arts delievery inkindergarten and first grade. As Table 1 indicates below.
Page 4: Table 1September 2007BGL GL AGLFirs
Page 7 and 8: Table 4Do you find DIBELS data to b
Page 9: Clay, M.M. (2000). Running records

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