goal i dynamic indicators of basic literacy skills (dibels ...€¦ · literacy skills (dibels) key...

S H A R O N L . C O N T R E R A S , P H . D . | S U P E R I N T E N D E N T

Goal I Dynamic Indicators of Basic Literacy Skills (DIBELS) Key Performance Indicators Baseline Presentation

FEBRUARY 22 , 2018

MissionGuilford County students will graduate as responsible

citizens prepared to succeed in higher education,

or in the career of their choice.*

*This mission was adopted by the Guilford County Board of Education on December 12, 2000.

2

Components

of Early Literacy

Instruction

3

Phonemic

Awareness

FluencyPhonics

ComprehensionVocabulary

Development

(National Reading Panel, 2000)

4

Foundational Reading Skills

Matter

4

Success in foundational skills needed to read and write well during

the primary grades is indicative of later achievement in literacy.

Seventy-four percent of children who perform poorly in reading in third grade continue to do so into

high school.

National Early Literacy Panel

Parameters

of the

Data Analysis

and the

DIBELS

Assessment

• These analyses use 2017-18 Dynamic Indicators of Basic Early Literacy Skills (DIBELS) beginning-of-year (BOY) data for Kindergarten students and 2016-17 DIBELS end-of-year (EOY) data for Grade 3 students.

• The DIBELS assessment is administered to all K-3 students three times each year.

• The DIBELS Composite score is a combination of multiple DIBELS scores and provides the best overall estimate of each student’s early literacy skills and/or reading proficiency.

• Beginning in 2017-18, composite scores are categorized into four benchmark levels:

• In prior years, there were only three benchmark levels – no “Above Benchmark”.

5

Benchmark Status Level

Overall likelihood of achieving

subsequent early literacy or reading

goals

Above Benchmark 90% to 99%

At Benchmark 80% to 90%

Below Benchmark 40% to 60%

Well Below Benchmark 10% to 20%

(DIBELS Next Manual, 2014)

GCS Board Goal

Goal I lists Dynamic Indicators

of Basic Early Literacy Skills

(DIBELS) as a Key Performance

Indicator

6

Goal I: By 2022, the percentage

of students who will read

proficiently by the end of third

grade will increase to 63%.

7

Goal I DIBELS Key Performance Indicators

7

• Percentage of students demonstrating reading readiness when entering

kindergarten as measured by DIBELS.

• Percentage of students demonstrating reading proficiency by end of third

grade (as measured by DIBELS).

8

DIBELS Analyses:

Kindergarten Beginning-of-

Year (BOY) 2017-18

9

DIBELS Composite Scores in Kindergarten by Race/Ethnicity:

BOY 2017-18

9

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All Students Black Hispanic White All Others

28% 30%

44%

17%26%

18% 19%

22%

16%

16%

15%15%

13%

16%

13%

39% 36%

21%

51%45%

Above Benchmark

At Benchmark

Below Benchmark

Well Below Benchmark

10

DIBELS Composite Scores in Kindergarten by Race/Ethnicity and Gender:

BOY 2017-18

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

MALE FEMALE

30% 26%

19%17%

15%

15%

36%42%

Well Below Benchmark Below Benchmark At Benchmark Above Benchmark

MALE FEMALE

32%27%

21%

17%

15%

16%

31%40%

MALE FEMALE

44% 45%

22% 21%

14% 13%

21% 21%

MALE FEMALE

18% 16%

17%15%

15%16%

50% 53%

All

StudentsBlack Hispanic White

11

DIBELS Composite Scores in Kindergarten English Language Learners

(ELL) and Students With Disabilities (SWD): BOY 2017-18

11

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ELL NON-ELL

52%

24%

20%

18%

13%

15%

16%

42%


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SW D NON-SW D

40%

27%

22%

18%

13%

15%

26%

40%

1212

DIBELS Composite Scores in Kindergarten by Title I School Status:

BOY 2017-18

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All Students at AllSchools

Students at Title ISchools

Students at Non-TitleI Schools

28%35%

15%

18%

20%

16%

15%

15%

15%

39%30%

54%


DIBELS Key

Findings

Kindergarten BOY

2017-18

• 54% of Kindergarten students in GCS for 2017-18 were at

or above benchmark on the beginning-of-year DIBELS

assessment.

• Only 34% of Hispanic students entered Kindergarten at or

above benchmark compared with half of Black students

and 67% of White students with Hispanics females scoring

the lowest of all groups..

• A lower percentage of Black male students achieved at or

above benchmark when compared to Black female

students.

• A larger percentage of students with disabilities (SWD)

scored well below benchmark when compared to their non-

disabled peers.

• A larger percentage of English Languages Learners (ELL)

scored well below benchmark when compared to their non-

ELL peers.

• A smaller percentage of students at Title I schools (45%)

were at or above benchmark than students at Non-Title I

schools (69%).

13

14

DIBELS Analyses:

Grade 3 End-of-Year (EOY)

2016-17

15

DIBELS Composite Scores in Grade 3 by Race/Ethnicity:

EOY 2016-2017

15

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All Students Black Hispanic White All Others

23%30% 30%

11%17%

13%

15% 14%

9%

13%

65%55% 56%

80%70%

At Benchmark

Below Benchmark

Well Below Benchmark

16

DIBELS Composite Scores in Grade 3 by Race/Ethnicity and Gender:

EOY 2016-2017

16

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

MALE FEMALE

25%20%

14%

12%

61%68%

Well Below Benchmark Below Benchmark At Benchmark

MALE FEMALE

33%27%

15%

14%

52%59%

MALE FEMALE

34%25%

15%

13%

51%

62%

MALE FEMALE

12% 9%

10%8%

78%83%

All Students Black Hispanic White

17

DIBELS Composite Scores in Grade 3 English Language Learners (ELL)

and Students With Disabilities (SWD): EOY 2016-17

17

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ELL NON-ELL

39%

20%

17%

12%

45%

68%


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SW D NON-SW D

56%

18%

13%

13%

31%

70%

1818

DIBELS Composite Scores in Grade 3 by Title I School Status:

EOY 2016-17

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All Students at AllSchools

Students at Title ISchools

Students at Non-TitleI Schools

23%30%

13%

13%

14%

10%

65%56%

77%


DIBELS Key

Findings

Grade 3 EOY

2016-17

• 65% of Grade 3 students in GCS for the year 2016-

2017 were at benchmark on the end-of-year (EOY)

DIBELS assessment.

• A much higher percentage of White third graders

were at benchmark (80%) than Black and Hispanic

students (56%).

• For all racial-ethnic groups, higher percentages of

female students were at benchmark than male

students.

• A lower percentage of students with disabilities

scored at benchmark when compared to their non-

disabled peers.

• A larger percentage of students with disabilities

scored well below benchmark when compared to

their non-disabled peers.

• A smaller percentage of students at Title I schools

(56%) were at benchmark than students at Non-

Title I schools (77%).

19

20

Next Steps

20

• End-of-Year (EOY) DIBELS data for Grade 3 students

will be shared as progress towards Key Performance

Indicators each July.

• Progress of the 2017-18 Kindergarten cohort and

subsequent cohorts of Kindergarten students will be

reported to the Board each July.

• Each October, we will report on the Kindergarten

Beginning-of-Year DIBELS data to assess the Key

Performance Indicator about Kindergarten readiness.

S H A R O N L . C O N T R E R A S , P H . D . | S U P E R I N T E N D E N T

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