Attend the DIBELS Training Institute in Eugene, OR
July 14–17, 2008

Receive the most in-depth and up-to-date DIBELS® training from DMG, the home of DIBELS research, development and training. Click here to download the Registration Brochure*.

Attention students! Students currently enrolled at an accredited college or university in a degree program are eligible to receive a 50% discount off the registration fee for DMG DIBELS Institutes. Click here to download the student-specific Registration Brochure.

Essential Training

DIBELS Essential training provides participants with an in-depth understanding of the conceptual and empirical foundations of DIBELS as well as training in administration and scoring of the measures. This one-of-a-kind DIBELS training includes an overview of how and why the measures were developed, the features that differentiate DIBELS from other commonly-used assessments, and the linkage of DIBELS to the basic early literacy skills. Participants will learn how to use DIBELS data for educational decision making within an Outcomes Driven Model. This training is intended for anyone who will have responsibility for administering and scoring DIBELS. Our Essential training is a prerequisite for the Mentoring workshop.

Mentoring Training

DIBELS Mentoring training is designed for those who have already completed the Essential training and wish to extend their knowledge of DIBELS to provide training for others in their school, district or agency. Upon completing the two-day Mentoring training, participants will receive a CD containing all of the Essential training materials, developed by the authors of DIBELS, for use when conducting Essential DIBELS workshops. Our Mentoring workshop provides the tools needed to train others in administration, scoring, and logistics of conducting DIBELS assessments. Successful participants will learn how to observe and provide feedback to other DIBELS assessors, as well as practice techniques for interpreting DIBELS data and assisting others in using DIBELS data at the classroom, school, and district level to link results with appropriate curriculum. The Mentoring workshop also discusses using DIBELS in a Response to Intervention (RtI) framework of literacy instruction to promote school-wide success.

About the Presenters

Ruth A. Kaminski, Ph.D.

Ruth A. Kaminski, Ph.D. is Director of Research and Development for Dynamic Measurement Group and co-author of DIBELS. Dr. Kaminski’s academic background includes degrees in Speech Pathology, Early Intervention, and School Psychology. For the past 20 years she has conducted research on assessment and preventative interventions for preschool and early elementary age children. Dr. Kaminski has extensive experience providing consultation to Head Start agencies and public schools throughout Oregon and the United States. In addition, she has over 10 years’ experience as a classroom teacher and speech/language clinician with preschool age children. Dr. Kaminski is a participating faculty member in the School Psychology Program at the University of Oregon.

Roland H. Good, Ph.D.

Roland H. Good, Ph.D., is an Associate Professor of School Psychology at the University of Oregon and co-author of DIBELS. Dr. Good completed his undergraduate degree in Elementary and Special Education, and he has two years’ experience as a teacher in elementary general education and special education classrooms. He earned his doctorate from Pennsylvania State University in School Psychology and served two years as a school psychologist. For the past 20 years, Dr. Good has led the program of research and development culminating in the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Dr. Good provides professional development DIBELS training to educators and administrators throughout the United States.

Kelly A. Powell-Smith, Ph.D.

Kelly A. Powell-Smith, Ph.D., NCSP is a Senior Research Scientist with Dynamic Measurement Group and a nationally certified school psychologist. Dr. Powell-Smith obtained her doctorate in school psychology from the University of Oregon in 1993. Formerly an Associate Professor of School Psychology at the University of South Florida, she spent the past 12 years training school psychology students in a problem-solving/outcomes-driven approach to service delivery. She has been a faculty associate of the Florida Center for Reading Research (FCRR) since 2002. She also served as a consultant with the Eastern Regional Reading First Technical Assistance Center (ERFTAC). Over the past 15 years, Dr. Powell-Smith has conducted research related to children with various learning and behavioral difficulties and has conducted over 100 national, state, and regional workshops and presentations.

Kelli D. Cummings, Ph.D.

Kelli D. Cummings, Ph.D., NCSP obtained her doctorate degree in School Psychology from the University of Oregon in 2004, and is a nationally certified school psychologist. She works as a Senior Research Scientist with Dynamic Measurement Group, where she conducts research related to general outcomes measurement and early childhood literacy, language, and social development. Dr. Cummings has worked as both a special education teacher and a school psychologist within a Response to Intervention (RtI) context and brings these practical experiences to her research role. She has taught graduate level courses in dynamic assessment (both academic and behavioral), tests and measurement, and research design. Dr. Cummings is a DIBELS trainer and conducts DIBELS–related research and training around the country.

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