What is IDEL?
Indicadores Dinámicos del Éxito en la Lectura (IDEL) is a research-based formative assessment series of measures designed to assess the basic early literacy skills of children learning to read in Spanish.
All the IDEL measures are standardized, brief, individually administered, and can be used to regularly monitor the development of early Spanish literacy skills. Both benchmark and progress monitoring testing materials are available as a free download.
The IDEL measures include:
The IDEL measures are not a translation of the DIBELS measures. They take into
account the linguistic structure of the Spanish language including the phonology, orthography, and syntax. Like DIBELS, the IDEL measures are based on the same theoretical and evidence-based principles of how children learn to read in alphabetic languages such as English and Spanish.
IDEL is a screening tool that includes instructional recommendations and benchmark goals. It provides teachers with information on student skills in the core components of beginning reading including: phonological awareness, the alphabetic principle, accuracy and fluency reading connected text, vocabulary and comprehension.
Benchmark Screening
Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading performance. Benchmark testing is one part of a comprehensive assessment system that includes universal screening, progress monitoring, summative assessments and other formal and informal assessments all designed to get the critical information needed to make informed instructional decisions. It is a foundational link between assessment, instruction and goal setting.
The IDEL assessments have been researched and validated specifically for benchmark testing in Kindergarten through 3rd grade. We recommend screening all students three times per year with grade-level materials. Research indicates that early identification and early intervention are essential for helping students who are at risk for future reading difficulties, or are currently having reading difficulties. Screening all students, including those who met earlier benchmark goals, also provides a complete data set that is needed to determine if reading instruction is effective with all students at the school or district level. Benchmark data can help answer the following types of questions:
-
Is our reading program effective with all students at all grade levels?
-
Are there exemplar schools (or classes) in our district on which we can model successful reading instruction?
-
What are the strengths of our reading program?
-
What areas of our reading program need improvement?
-
Did we meet our literacy goals this year?
The testing materials consist of grade-level booklets for each student
and a set of display materials. Most testing is done one on one with each student and takes approximately 5-10 minutes per student. Student scores are used to determine how each student is doing in relation to a benchmark goal that is predictive of later reading success. The benchmark goals are criterion-referenced. Each measure has an empirically established goal (or benchmark) that changes across time to ensure students’ skills are developing in a manner predictive of continued progress. The goals are the same for all students learning to read in Spanish.
Progress Monitoring
Progress monitoring is a key component of providing differentiated and individualized reading instruction. Student performance and development of literacy skills should be monitored frequently for all students who are at risk of reading difficulty. The data gathered during progress monitoring can be used in the instructional decision making process.
Benchmark testing with IDEL can help determine which students are at risk for later reading difficulties. Students who receive supplemental instructional support should be
progress monitored. The assessment used to monitor progress should align with the instructional priorities of the supplemental reading instruction. For example, if a student’s area of weakness is identified as fluency with connected text then monitoring with Fluidez en la Lectura Oral (FLO) is the best option since FLO measures fluency. See Big Ideas in Beginning Reading for information on targeting instruction and the relationship between assessment and instruction.
Read More about Progress Monitoring
Progress monitoring materials consist of alternate forms of the Benchmark assessments. The only exception to this is Fluidez en Nombrar Letras (FNL). FNL should not be progress monitored. It is different from the other measures in that it is not aligned with one of the five major skill areas in beginning reading. It's used for benchmark screening because it is a good indicator of risk, but shouldn't be monitored beyond that.
The progress monitoring probes are all approximately at the same difficulty level within the grade they are used. For example, at each grade FLO passage #1 is the approximately the same reading level as FLO passage #20. The probes should be given in order since they are arranged in a specific way to account for small differences in difficulty. Progress monitoring probes should not be used for practice or as instructional materials.
Appropriate level of materials
Typically, the level of assessment used for monitoring should match the student’s instructional level. Progress monitoring can be done with grade-level or out-of-grade-level materials. Testing with the appropriate level of materials will provide the best feedback for planning instruction.
If the student’s benchmark score is in the Strategic Level of Support then grade-level materials are most likely the appropriate level at which to progress monitor. If the student’s benchmark score is in the Intensive Level of Support, you may want to administer a measure or FLO passage from one grade-level below. You can continue administering passages and moving down grade levels until you find a level that will allow you to measure growth.
Frequency and duration
For a student identified as Core (at benchmark/low risk), we recommend screening only during the three benchmark periods. For a student identified as Strategic (below benchmark/some risk) who receives additional instructional support, we recommend progress monitoring 1 to 2 times per month on the measure(s) assessing the skill(s) targeted in the intervention. For a student identified as Intensive (well below benchmark/at risk) who begins receiving additional, intensive instructional support, we recommend progress monitoring 2 to 4 times per month on the measure(s) assessing the skill(s) targeted in the intervention. When monitoring weekly or every other week with FLO, we recommend using one FLO passage. When monitoring once per month with FLO, we recommend using 3 passages and then recording the median score.
The duration that each student is progress monitored may vary. You can measure growth by plotting the scores on the front of the progress monitoring booklet and drawing an aimline from the student’s first data point to the target goal. Plot each score on the graph as the student is monitored. If you are using an online data system, it may have a report that does this for you. If a student is above the aimline but hasn't yet reached the end-of-year target goal, you may want to continue monitoring if the student is receiving additional instructional support. However, if the student is consistently scoring above the aimline (e.g., three times or more), you may review whether the student needs to continue to receive additional instructional support as well as progress monitoring.
Progress Monitoring in the Data System
Progress monitoring data can be stored in your DIBELS Data System account. Scores can be entered up to one time per week for each measure. You can enter scores for both in-grade and out-of-grade measures. In addition to scores, notes can be entered allowing documentation of instructional changes. Phase lines can also be added to graphs to indicate changes to or phases of a reading intervention. Our Progress Monitoring Quick Start Guide includes step-by-step instructions on selecting students and entering progress monitoring data.
The DIBELS Data System includes several reports designed to track progress monitoring data. The Student Progress Monitoring Graph displays both benchmark and progress monitoring scores along with notes and phase lines. For grade-level monitoring, this graph also includes an aimline that helps determine if a student’s progress is adequate to meet future literacy goals. The Individual Student Performance Profile Report includes all grade-level benchmark and progress monitoring data across multiple years for one student.
The DIBELS Data System also includes a classroom level progress monitoring report so you can view progress for a group of students. You can create reports for primary classes and “secondary classrooms.” Secondary classrooms can be used for pull-out programs or small groups. To create a secondary class, use the "Add New Classes" feature on the Administration page. Then use “Assign Students to Classes” to select which students will be in the secondary class. Students will still remain on their primary class rosters, but you will also have the option of entering data and running reports based on the secondary class groupings.
Summer School
Progress monitoring assessment materials can be used for summer school. Summer school data can be entered in the DIBELS Data System using the progress monitoring data entry pages. Data should be added to the student’s record for the year they have just completed.
Read Less
