Horace Mann Literacy Data

DIBELS Next

Students in grades K-5 are assessed using DIBELS Next, Dynamic Indicators of Basic Early Literacy Skills Next. DIBELS Next assesses five skills that are necessary for learning to read. Children who learn these skills become good readers. The skills are:

  • Phonemic Awareness: Hearing and using sounds in spoken words
  • Alphabetic Principle: Knowing the sounds of the letters and sounding out written words
  • Accurate and Fluent Reading: Reading stories and other materials easily and quickly with few mistakes
  • Vocabulary: Understanding and using a variety of words
  • Comprehension: Understanding what is spoken or read

DIBELS consists of seven short individual tests, called subtests. Each DIBELS subtest focuses on a different skill and takes 1 minute to complete. Your child may be given two to five of the DIBELS subtests depending on his or her grade level.  Each subtest provides specific benchmarks students must achieve. A score falling at the low risk level indicates the child is on track for success in reading at their grade level. Students scoring at some risk have scores that fall in the mid-range and are in need of some supports to meet grade level goals. At risk scores indicates that additional interventions are needed in order for the student to meet the end of year reading goals.

Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that your child can understand what they are reading. On the DORF, the DIBELS Oral Reading Fluency assessment, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.  The following table compares the number of students scoring low risk, some risk and at risk on based upon the benchmarks for the oral reading fluency at the end of the 2012-2013 and 2013-2014 school year:

Low Risk Some Risk At Risk
Grade 1
2012-2013 88% 7% 5%
2013-2014 83% 6% 11%
2014-2015 93% 5% 2%
Grade 2
2012-2013 79% 7% 14%
2013-2014 85% 10% 5%
2014-2015 96% 2% 2%
Grade 3
2012-2013 83% 17% 0%
2013-2014 85% 4% 11%
2014-2015 75% 15% 10%
Grade 4
2012-2013 74% 13% 11%
2013-2014 96% 2% 2%
2014-2015 84% 7% 9%
Grade 5
2012-2013 85% 11% 4%
2013-2014 72% 15% 13%
2014-2015 80% 11% 9%

Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension in grades 3-5 using the subtests of DAZE, the DIBELS maze comprehension task.  Students are given 3 minutes to read a passage that has blanks with three choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table compares the number of students scoring low risk, some risk and at risk based upon the benchmarks for DAZE in the spring of the school year 2012-2013 and 2013-2014:

Low Risk Some Risk At Risk
Grade 3
2012-2013 91% 9% 0
2013-2014 71% 13% 16%
2014-2015 82% 15% 3%
Grade 4
2012-2013 90% 9% 0%
2013-2014 94% 2% 4%
2014-2015 68% 23% 9%
Grade 5
2012-2013 82% 17% 1%
2013-2014 76% 15% 9%
2014-2015 80% 11% 9%

Kindergarten Literacy

Letter Naming

Letter Naming Fluency assesses a student’s ability to say the “names” of upper and lowercase letters in the English alphabet. This skill is a strong predictor of future reading success in young children. The following table represents the scores for students at each risk level for the 2014-2015, 2015-2016 and 2016-2017 school year.

2014-2015

Low Risk Some Risk At Risk
Fall 48% 15% 36%
Winter 55% 30% 16%
Spring 80% 20% 0

2015-2016

Low Risk Some Risk At Risk
Fall 30% 19% 51%
Winter 78% 19% 4%
Spring

2016-2017

Low Risk Some Risk At Risk
Fall 53% 24% 23%
Winter  70% 19% 11%
Spring


Phonemic Awareness

Phonemic awareness refers to a child’s ability to hear and manipulate sounds in spoken words only. This skill is a powerful predictor of future reading success. It is a skill that is typically assessed early in a child’s schooling (i.e., kindergarten), but it is also used with older children who are experiencing difficulty reading.  DIBELS Next measures phonemic awareness using the subtests of First Sound Fluency and Phoneme Segmentation Fluency.

First Sound Fluency

First Sound Fluency measures a child’s ability to identify the initial sound only heard in a given word.  The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014 and 2014-2015 school year.

2014-2015

Fall 57% 18% 25%
Winter 59% 36% 5%

2015-2016

Low Risk Some Risk At Risk
Fall 30% 28% 42%
Winter 90% 10% 0%

2016-2017

Low Risk Some Risk At Risk
Fall 53% 24% 23%
Winter  76%  15%  9%

Phoneme Segmentation Fluency

In the Phoneme Segmentation Fluency subtest the student is presented with a word orally that consists of three to four sounds. The student is asked to represent each of the sounds in the word. The score is the number of correct sounds heard by the student. The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014 and 2014-2015 school year.

2014-2015

Winter 70% 20% 9%
Spring 95% 5% 0%

2015-2016

Low Risk Some Risk High Risk
Winter 80% 17% 3%
Spring

2016-2017

Low Risk Some Risk At Risk
Winter  87% 4% 9%
Spring

Nonsense Word Fluency-Correct Letter Sounds

Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. The Nonsense Word Fluency subtest presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. Their final score is the number of correct letter sounds produced in one minute. The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014 and 2014-2015 school year.

2014-2015

Low Risk Some Risk At Risk
Winter 47% 27% 20%
Spring 100% 0% 0%

2015-2016

Low Risk Some Risk At Risk
Winter 78% 19% 4%
Spring

2016-2017

Low Risk Some Risk At Risk
Winter  64% 28% 8%
Spring


First Grade Literacy

Nonsense Word Fluency

Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. Nonsense word fluency presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. Their final score is the number of correct letter sounds produced in one minute.   The following table represents the scores for students at each risk level for the  2014-2015, 2015-2016 and 2016-2017 school year.

2014-2015

Low Risk Some Risk At Risk
Fall 79% 10% 10%
Winter 93% 0$% 7%
Spring 83% 15% 2%

2015-2016

Low Risk Some Risk At Risk
Fall 70% 9% 20%
Winter 82% 5% 14%
Spring 98% 0 2%

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.  The following table represents the scores for students at each risk level for the  2014-2015, 2015-2016 and 2016-2017 school year.

2014-2015

Low Risk Some Risk At Risk
Winter 93% 5% 2%
Spring 93% 5% 2%


2015-2016

Winter 84% 7% 9%
Spring 100% 0 0


2016-2017

Winter  82% 4% 14%
Spring

Second Grade Literacy

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.  The following table represents the scores for students at each risk level for the  2014-2015, 2015-20116 and 2016-2017 school year.

2014-2015

Low Risk Some Risk At Risk
Fall 68% 20% 11%
Winter 82% 9% 9%
Spring 96% 2% 2%

2015-2016

Low Risk Some Risk At Risk
Fall 71% 20% 9%
Winter 89% 10% 3%
Spring 98% 0 2%


2016-2017

Low Risk Some Risk At Risk
Fall 74% 17% 9%
Winter  83% 11% 6%
Spring

Third Grade Literacy

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.

The following table represents the scores for students at each level on DORF for the  2014-2015 , 2015-2016 and 2016-2017 school year.

2014-2015

Low Risk Some Risk At Risk
Fall 69% 5% 26%
Winter 79% 7% 14%
Spring 75% 15% 10%

2015-2016

Low Risk Some Risk At Risk
Fall 83% 6% 11%
Winter 89% 7% 5%
Spring 98% 0 2%


2016-2017

Low Risk Some Risk At Risk
Fall 79% 19% 2%
Winter  83% 15% 2%
Spring


Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension using the subtests of DAZE.  Students are given 3 minutes to read a passage that has blanks with choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table represents the scores for students at each level on DAZE for the 2014-2015, 2015-2016 and 2016-2017 school year school year.

2014-2015

Low Risk Some Risk At Risk
Fall 52% 33% 14%
Winter 74% 12% 14%
Spring 82% 15% 3%

2015-2016

Low Risk Some Risk At Risk
Fall 83% 17% 0%
Winter 85% 13% 2%
Spring 91% 2% 7%


2016-2017

Low Risk Some Risk At Risk
Fall 69% 19% 12%
Winter  93% 5% 2%
Spring

Fourth Grade Literacy

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.

The following table represents the scores for students at each level on DORF for the 2014-2015, 2015-2016 and 2016-2017 school year.

2014-2015

Low Risk Some Risk At Risk
Fall 70% 12% 18%
Winter 67% 23% 9%
Spring 84% 7% 9%

2015-2016

Low Risk Some Risk At Risk
Fall 75% 15% 10%
Winter 80% 11% 11%
Spring 85% 8% 8%


2016-2017

Low Risk Some Risk At Risk
Fall 89% 2% 9%
Winter  94% 0% 6%
Spring


Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension using the subtests of DAZE.  Students are given 3 minutes to read a passage that has blanks with choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table represents the scores for students at each level on DAZE for the 2014-2015, 2015-2016, 2016-2017 school year.  

2014-2015

Fall 54% 28% 19%
Winter 65% 28% 7%
Spring 68% 23% 9%

2015-2016

Fall 75% 15% 10%
Winter 85% 11% 5%
Spring 85% 13% 3%


2016-2017

Fall 81% 13% 6%
Winter 89% 9% 2%
Spring

Fifth Grade Literacy

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.

The following table represents the scores for students at each level on DORF for the  2014-2015, 2015-2016 and 2016-2017  school years:

2014-2015

Low Risk Some Risk At Risk
Fall 74% 6% `19%
Winter 80% 4% 15%
Spring 80% 11% 9%

2015-2016

Low Risk Some Risk At Risk
Fall 70% 16% 14%
Winter 73% 5% 23%
Spring 72% 14% 14%

2016-2017

Low Risk Some Risk At Risk
Fall 82% 3% 15%
Winter 85% 5% 10%
Spring


Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension using the subtests of DAZE.  Students are given 3 minutes to read a passage that has blanks with choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table represents the scores for students at each level on DAZE for the 2014-2015, 2015-2016 and 2016-2017 school year.

2014-2015

Low Risk Some Risk At Risk
Fall 77% 15% 9%
Winter 64% 25% 11%
Spring 85% 11% 4%

2015-2016

Low Risk Some Risk At Risk
Fall 79% 9% 12%
Winter 69% 11% 20%
Spring 79% 12% 7%


2016-2017

Low Risk Some Risk At Risk
Fall 87% 10% 3%
Winter 82% 10% 8%
Spring