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

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Using DIBELS information as a tool the compiled results note the following percentages asoutlined in the table below:Table 3Established Emerging DeficitKindergartenPSF 40% 36% 24%NWF 36% 26% 38%FirstPSF 97% 3% 0%NWF 64% 33% 3%ORF 69% 15% 16%SecondORF 68% 15% 18%ThirdORF 43% 29% 29%FourthORF 58% 27% 15%FifthORF 59% 23% 18%Teachers who operated in conjunction with the grant project found DIBELS information usefulin formulating appropriate interventions and programs for individual students in their classroomsas is indicated through the results collected via the teacher survey. Teachers received coachingfrom the reading intervention specialist, biweekly meetings to disaggregate data, andprofessional resources to encourage the use and understanding of the data collected. Theinformation provided valuable information into individual student achievement in reading, theappropriateness of reading interventions employed, and developed an accountability model.One teacher per grade level participated in the grant project. These teachers received the RigbyRunning Record data, DIBELS scores, and assistance from the reading intervention specialist inusing the data to differentiate and drive their classroom instruction.The survey was conducted in the fall and in the spring. Growth and progress are noted in allareas in using the DIBELS data. Teachers found the information to be useful, convenient, andthat is provided adequate and valuable information in meeting the needs of their students. Overthe course of the year, these teachers collaborated on data with our reading intervention specialistto prescribe the appropriate intervention based on the area of the alphabetic principle where thestudent demonstrated the greatest need. The teacher survey data is represented in tables 4, 5, and6.
Table 4Do you find DIBELS data to be useful?65432VerySomewhatNot Useful10FallSpringTeachers at Douglas Elementary had no previous experience with the DIBELS assessment priorto the fall of 2007. Teachers at grade levels were provided with an in-service to highlight thevarious parts of the assessment, the data results as documented in the DIBELS software, and howto provide interventions based upon the data results. As highlighted in Table 5, teachers whoparticipated in the grant completed all progress monitoring during the weeks between benchmarkperiods. The process provided a reliability of results, a comparison of student achievement data,and a consistency among staff members providing testing.Table 565How convenient is it to use DIBELSwithin your classroom?43211 - Very2- Somewhat3 - Neutral4 - Not Really5 - Not at all0FallSpring
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Page 9: Clay, M.M. (2000). Running records

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