Dynamic Indicators of

Basic Early Literacy Skills

One of the most compelling findings from recent reading research is that children who get off to a poor start in reading have tremendous difficulty catching up. It is for this reason that the Tigard-Tualatin School District has identified early literacy as a major priority.

In this regard, the district began using, for all K-1 students, Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in 1998 to compliment the use of Curriculum Based Measurement which has been in place for many years in the district. Beginning in the fall of 2002, the district began benchmark testing of all second and third grade students in the area of oral reading fluency and in the fall of 2004 fourth and fifth graders were added and in 2005 sixth graders as well. This assessment was developed by Dr. Roland Good at the University of Oregon, and is nationally recognized as an excellent researched-based instrument that assesses the BIG IDEAS of early reading (Phonological Awareness, Alphabetic Principle and Accuracy and Fluency with Connected Text). The assessment is made up of several 1-minute probes and takes approximately 5 minutes per child to administer.

DIBELS testing is administered to all K-6 students at least 3 times each year (fall, winter and spring). Normative data is available after each assessment is conducted. Schools review the data and then make instructional decisions based on the information.

Interventions are put in place for those students not meeting the benchmark goals, and progress is monitored frequently to make sure that skills are improving.

In the Tigard-Tualatin School District, we are working from a prevention-oriented model. Rather than wait until students are in third or fourth grade to refer for special services, the goal is to identify early (K-1) those students that need additional support and provide it to them right away. Collaboration between Regular Educators, ELL Teachers, Learning Specialists and Title 1 Specialists is critical!

Our hope is two fold: (1) that with proper early interventions, many students who once would have qualified for special education in the later grades will no longer need services and (2) if students do not make progress, despite interventions, then earlier identification of a learning disability in the area of reading can be made.