Class Level Analysis & Instructional Grouping Worksheets – 1st grade

______

Determine current class level status and set grade level goals

The purpose here is to identify where you are as a class and where you want to be.

Current Class Status:

Based on Composite Score

At or Above Benchmark / Below Benchmark / Well Below Benchmark
% / # / % / # / % / #
Fall
Winter
Spring

University of Oregon DIBELS Data System: Summary Report

DIBELSnet: Status Report by Class

Class Level Goals:

These goals are for the class and are based on the composite score.

By Winter, ______% of students will be At or Above Benchmark with their literacy skills as measured by DIBELS Next.

By Spring, ______% of students will be At or Above Benchmark with their literacy skills as measured by DIBELS Next.

Evaluate Progress Toward Goals:

Winter:

Spring:

Determine Tier 1 instructional needs at the class level

Use the Class Level Initial Grouping Suggestions to determine class-wide instructional needs specific to a critical skill and group students for instructional support during core instruction

Class Level Initial Grouping Suggestions Report Analysis:

Fall / Winter
Do a large number of students in the class fall in any of the instructional grouping recommendations other than group 1?
If yes, which group(s)?
What is the instructional focus for the group(s)?
Is the number large enough to consider supplementing core instruction to address the corresponding skills?
Which students will be grouped together for differentiated instruction within the core block? / Use the Tier 1 Core Instructional Support Planning sheet to list groups and plan instruction. / Use the Tier 1 Core Instructional Support Planning sheet to list groups and plan instruction.

DIBELSnet: Initial Grouping Suggestions Report run by class

First Grade Tier 1 Core Instructional Planning – Fall

Week of: ______

Literacy Component / Range of Time / Group Type / Focus of Instruction
Reading / 30-45 minutes / Whole-Group
Partners / ·  Phonemic Awareness
·  Alphabetic Principle/Phonics
·  Oral Vocabulary & Language
·  Building Background Knowledge
·  Listening Comprehension
·  Supplemental Focus (if needed): ______
Skill-Based
Instruction
Teacher-led & differentiated
Other
students engage in Practice
Stations that review,
reinforce, or extend previously taught skills / 45-60 minutes total
10-20 minutes per group
Groups should meet daily with the exception of a well-above benchmark enrichment group for those with established
critical early literacy skills
Research-based core program users should refer to teacher’s manual for additional guidance on how often and how long to meet with each group / Teach & Model Procedures for Practice Stations
Small-Group / Focus of Instruction / Instructional Materials
Group 1
Adequate PSF & NWF-CLS / AP/Phonics
- Continuous Blending w/
Consonant Blends
- Dictation w/ Blends
- TSW Reading
- Decodable Text / - Chart paper
- White boards/markers
- Decodable Text
Group 2
Adequate PSF
Low NWF-CLS / AP/Phonics
- Acc & Auto w/ LS
- Connect PA to Phonics
- S by S & Continuous
Blending with known LS
- Blending on WS
- TSW Reading
- Re/Preteach new phonics
Skill (SF blending)
- Word Dictation
- Decodable Text (HS) / - Elkonin Boxes with letter tiles
- Chart Paper
- Sound/Spelling Cards
- White boards/markers
- Sheets with CVC words
- Decodable Text
Group 3
Low PSF Adequate NWF-CLS / PA
- B & S Syllables
- B & S Onset Rime
- Phoneme isolation
- B & S 2-3 Phoneme Words
AP/Phonics
- Connect PA to Phonics
- Blending on WS
- Continuous Blending
- TSW Reading
- Word Dictation
- Decodable Text / - Elkonin Boxes with chips & letter
tiles
- Sheets with CVC words
- Chart paper
- White board/markers
- Decodable Text
Group 4
Low PSF & NWF-CLS / PA
- B & S Syllables
- B & S Onset Rime
- Phoneme isolation
- B & S 2-3 Phoneme Words
AP/Phonics
- Acc & Auto w/ LS
- Connect PA to Phonics
- S by S & Continuous
Blending with known LS
- TSW Reading
- Blending on WS
- Re/Preteach new phonics
Skill (SF blending)
- Sound & Word Dictation / - Elkonin Boxes with chips and letter
tiles
- Chart Paper
- Sound/Spelling Cards
- White boards/markers
- Sheets with CVC words

First Grade Tier 1 Core Instructional Planning – Winter/Spring

Week of: ______

Literacy Component / Range of Time / Group Type / Focus of Instruction
Reading / 30-45 minutes / Whole-Group
Partners / ·  (Phonemic Awareness)
·  Alphabetic Principle/Phonics
·  Fluency in Connected Text
·  Oral Vocabulary & Language
·  Listening Comprehension
·  Supplemental Focus (if needed): ______
Skill-Based
Instruction
Teacher-led & differentiated
Other
students engage in Practice
Stations that review,
reinforce, or extend previously taught skills / 45-60 minutes total
10-20 minutes per group
Groups should meet daily with the exception of a well-above benchmark enrichment group for those with established
critical early literacy skills
Research-based core program users should refer to teacher’s manual for additional guidance on how often and how long to meet with each group / Teach & Model Procedures for Practice Stations
Small-Group / Focus of Instruction / Instructional Materials
Group 1
Adequate DORF-WC & NWF-WWR / AP/Phonics
- Blending Routines w/ Basic
& Adv. Phonics Skills
- Dictation w/ Basic &
Advanced Phonics Skills
Fluency
- Repeated Reading with
Decodable Text / - Chart paper
- White boards/markers
- Decodable Text
Group 2
Low DORF-WC & Adequate NWF-WWR / AP/Phonics
- TSW Reading
- Rate Building at the Word
and Phrase Level
Fluency
- Oral Repeated Reading of
Decodable Text w/
Guidance & Feedback / - Chart Paper
- Decodable Text
Group 3
Adequate DORF-WC & Low NWF-WWR / AP/Phonics
- Continuous Blending
- TSW Reading
- Blending on WS
- Re/Preteach new phonics
Skill (SF blending)
- Word Dictation
Fluency
- Oral Repeated Reading of
Decodable Text w/
Guidance & Feedback / - Chart paper
- White board/markers
- Decodable Text
Group 4
Low DORF-WC & NWF-WWR / AP/Phonics
- Continuous Blending
- TSW Reading
- Blending on WS
- Re/Preteach new phonics
Skill (SF blending)
- Word Dictation
- Rate building at the Word
and Phrase Level
Fluency
- Oral Repeated Reading of
Decodable Text w/
Guidance & Feedback / - Chart Paper
- White boards/markers
- Sheets with CVC words
- Decodable Text

Use Class Level Instructional Effectiveness to determine instructional strengths and areas for improvement.

Guiding questions:

What levels of instruction are strengths?

What levels of instruction need improvement?

What factors might be impacting this data? (For example, was core instruction delivered with fidelity?)

Data analysis completed after winter and spring data collection

This section of analysis looks at instructional effectiveness of the classroom level.

Fall to Winter / Winter to Spring
% / # / % / #
Effectiveness of Core Support
Students likely to need core support (low risk)
Students who remained at core support (low risk)
Effectiveness of Strategic Support
Students likely to need strategic support (some risk)
Students who moved to core support (low risk)
Effectiveness of Intensive Support
Students likely to need intensive support (high risk)
Students who moved to strategic or core support (some or low risk)

University of Oregon DIBELS Data System: Summary of Effectiveness Report

DIBELSnet: Effectiveness of Instructional Support Levels

Defining Instructional Strength:

Core Support: At least 80% at core AND 95-100% remain at core (low risk)

Strategic Support: Not more than 15% at strategic (some risk) AND 80-100% progress up to core (low risk)

Intensive Support: Not more than 5% at intensive (high risk) AND 80-100% progress up to strategic (some risk) or core (low risk)