I am very familiar with DIBELS, the 95 Percent Group and Blueprint Phonics. For years we have analyzed DIBELS data to try and determine which students need Tier III interventions and WHat they need. I like the analysis the 95 Percent Group uses because it is based on the DIBELS benchmark passages; four type of readers (fast/right, fast/wrong, slow/wrong, slow/fast). After completing a data worksheet for an entire classroom to determine what type of reader the students are...One of the above. We only have to administer a Phonics Screener (PSI from 95 percent group or your own Basal Phonics screener) to the students that were fast/wrong and slow/wrong. If they are 'wrong' they need decoding interventions. If they are identified as the other type, they need fluency and/or comprehension instruction. I helped analyze 2 first grade classroom DIBELS ORF benchmark booklets yesterday. The majority of the students were either low or some-risk. BUT..after the analysis...2/3s of the students were Fast/Wrong. This answered a lot of questions because in this school, 85% of the students were leaving first grade meeting the ORF EOY benchmark, but then by the end of second grade, there were more students At-RIsk and Some Risk. To me this indicates a decoding issue. Yes, the Blueprint Phonics Lessons take time to write...but are well worth the effort. Just looking at the book is overwhelming, but once the concept is internalized...it becomes a much easier process. Read Dr. Hall's book for principals on SBRR Interventions because the students are in these intense interventions to Accelerate them to grade level. It is not remediation. There is also a nice vignette to read that describes a Blueprint Phonics Lesson in detail. Trish ----- Original Message ----- From: [email protected] on behalf of kim lum Sent: Sat, 1/17/2009 3:04pm To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] DIBELS attn especially Michigan teachers hi all - i teach second grade in Lowell, Michiagn. Our district has DIBELS for k - 5. We do it three times a year. Kids who are strategic or intensive are progressed monitored monthly. We no longer use MLPP. Our second grade on up do MAP for lang. arts, math and reading twice a year.
One of our k - 5 schools is piloting an RTI model through the 95% group. These interventions are targeted for students who are below 95% accuracy on their DIBELS, then screened with a phonics screener and then placed in small skill specific intervention groups. Last year k and 1 started it and now we are doing it too in second. It does seem that eventually those kids that need specific skill instruction will not fall behind further and further. My gut does not like isolating these skills and I also dislike centers or "independent busy work" so that is bugging me. The plan is that our third will do this model next year. Our principal has even taken on instructing a small group so that support feels great. It will be interesting to hear her comments at our next meeting. This takes lots of planning and it is only for a 30 min. session daily. Kim On Sat, Jan 17, 2009 at 11:59 AM, Pamela Abbott <[email protected]>wrote: > Nancy: > > I read lots of postings and rarely write, but sometimes your postings move > me to do so. > > I am a kindergarten teacher in AZ, teaching at a Title One school as well. > We, too, are being told that DIBELS is here to stay, and that the success > of > the students is directly correlated to our willingness to be part of the > schoolwide team... I am SO frustrated with that 'belief statement' and by > the trend to reduce education to one size that fits all that I am actually > considering leaving the classroom. However, I am really too young to > retire, not ready to step out of the classroom, and filled with the belief > that I DO make a difference in the lives of each and every child that I > teach, and maybe in the lives of their parents as well - since kindergarten > teachers often help parents develop parenting skills to support their young > learners. > > Every time I read a posting from you and a few other like minded > individuals > (Beverlee comes to mind), I long for the time in recent past years when our > administration supported developmentally appropriate practices and > constructivist approaches. And I wish that you like-minded people were my > cohorts at our school! I want - no - NEED to be teaching at a school that > fully supports developmentally appropriate practices and teaching at > children's individual points of need. I was one of those kids who needed > more than the one-size-fits-all - > let's-drag-them-along-and-they'll-eventually-get-it approach. I can relate > to those kids in the John and Kate...plus 8 analogy you gave. I would have > been one of the 8 who wasn't ready...yet. > > pam > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
