1. IDEL Curriculum Based Measurements
DPS District RtI Team

2. Dynamic Indicators of Basic Early Literacy Skills (DIBELS™) http://dibels.uoregon.edu
Introduce test and bring attention to web address

3. Outcomes Understand what each subtest is measuring.
Understand why each test is administered.
Understand how to administer each subtest.
Understand how to score each subtest.
Review Outcomes

4. The IDEL Subtests

5. Fluidez en la Lectura Oral (FLO)

6. What Is Reading Fluency?
LETRS Foundations: Glaser and Moats
4/14/2017
What Is Reading Fluency?
Fluent readers read words with:
Automatic recognition.
Quick and accurate decoding.
Comprehension.
Reading fluency can be measured by:
Rate and accuracy.
Words read correctly per minute.
Key Idea: Participants need to be comfortable with a definition of fluency that extends beyond “fast” reading. Fluent reading is a complex sum of the many parts of reading and the automatic application of those parts.
Main Points:
Fluent reading is smooth, fluid, and more enjoyable to listen to than the choppy, slow, and tentative reading of the dysfluent reader.
Fluent readers read words accurately and comprehend what they are reading, so they read with prosody or phrasing and expression.
Automatic recognition of words, quick and accurate decoding of unfamiliar words, and the simultaneous connection of ideas leading to comprehension are all aspects of fluency.
We quantify reading fluency by measuring rate and accuracy.
Reading fluency can be measured and monitored by counting the number of words read correctly per minute in a one-minute passage.
Researchers have established norms to determine expected levels of reading fluency in grades 1–8, shared later in this section.
p. 130

7. Is ORF just word calling?
LETRS Foundations: Glaser and Moats
4/14/2017
Is ORF just word calling?
If wake up music, put on rock denim, speak orange jeans juice you for breakfast, and drink English, those of are part your things culture. If eat you bread for flat speak breakfast, Arabic, and long wear a to cotton protect robe you the from hot, those sun things part are of culture your.
Key Idea: Many individuals will say that ORF is just word calling. What do you think?
Have participants read this story quickly to see how well they word call. Time them for 10 seconds
(Original passage excerpted from Rewards, page 250, by Anita Archer, Sopris West)
p. 138

8. LETRS Foundations: Glaser and Moats
4/14/2017
What do you think?
If you wake up to rock music, put on denim jeans, drink orange juice for breakfast, and speak English, those things are part of your culture. If you eat flat bread for breakfast, speak Arabic, and wear a long cotton robe to protect you from the hot sun, those things are part of your culture. When some people hear the word culture, they think of priceless paintings and classical symphonies. Culture, as used in geography, is the way of life of a group of people who share similar beliefs and customs. These people may have the same language and religion.
Now have them read it again for 10 seconds.
Ask them if they got further in the text.
Explain that this research was done with students as well. Students were able to read more words, more fluently when it was connected text. Our brains need meaning to be fluent readers.
Citation will be added later
(Original passage excerpted from Rewards, page 250, by Anita Archer, Sopris West)
p. 138

9. Fluidez en la Lectura Oral (FLO)
Accuracy and fluency reading connected text
40 end of First Grade
20 middle
65 end of Second Grade
50 middle
85 end of Third Grade
70 middle
First Grade:Winter, Spring
Second - ThirdGrades: Fall, Winter, Spring
Big Idea:
Benchmark Goal:
Assessment Times:

10. Directions
Place the scoring booklet on the clipboard and position so that the student cannot see what you record.
Place the reading passage in front of the student.
Say these specific directions to the student:
Por favor lee esto (señale) en voz alta. Si te trabas, te digo la palabra para que puedas seguir leyendo. Cuando diga “para” te puedo pedir que me cuentes sobre lo que leíste, así que trata de leer lo mejor que puedas. Empieza aquí (señale la primera palabra del texto). Empieza.

11. Administration Rules Timing Rule for DORF Wait Rule Discontinue Rule
Continuous for 1 Minute
Start your stopwatch after the student says the first word.
At the end of 1 minute place a bracket (]) after the last word read, say “para” and stop your stopwatch.
Wait Rule
Maximum time for each word is 3 seconds.
If the student does not read a word within 3 seconds, say the word and mark the word as incorrect.
If necessary, indicate for the student to continue with the next word.
Self-Corrections with 3 seconds are not marked as errors
Discontinue Rule
If the student does not read any words correctly in the first row of the first passage, discontinue administering the passage and record a score of zero (0).

12. Scoring Examples
Mispronounced Words
A word is scored as correct if it is pronounced correctly in the context of the sentence.
If the word is mispronounced in the context, it is scored as an error.

13. Scoring Examples Words that are repeated are ignored in scoring.
Repeated Words
Words that are repeated are ignored in scoring.

14. Scoring Examples Inserted words are ignored and not counted as errors.
The student does not get additional credit for inserted words.

15. Scoring Examples
Omitted words
Omitted words are scored as incorrect.

16. Scoring Examples
Word Order
All words that are read correctly but in the wrong order are scored as incorrect.

17. Note
Self Corrects
A word is scored as correct if it is initially mispronounced but the student self corrects within 3 seconds.
Mark SC above the word and score as correct.

18. Note Articulation and Dialect
The student is not penalized for imperfect pronunciation due to dialect, articulation, or different first language.
Example. The student consistently says /th/ for /s/ and reads “rest” as “retht.”

19. Final Score: Scoring Page
Add the number of words read correctly up to the bracket. Record total number of words read correctly in space provided in the lower right hand of scoring page. 51 5 46

20. Fluidez en el Relato Oral (fro)

21. Fluidez en el Relato Oral (fro)
Big Idea:
Benchmark Goal:
Assessment Times:
Comprehension
25% or greater of number of words read
First Grade:
Winter, Spring
Second – Third Grades:
Fall, Winter, Spring

22. Directions for Administration
If the student reads 10 or more words correct on FLO, administer Part 2: Retell. Say these specific directions:
Por favor cuéntame sobre lo que acabas de leer. Trata de contarme todo lo que puedas. Empieza.
Start your stopwatch after you say “Empieza.”
Count the number of words the student says in his or her retell by moving your pen through the numbers as the student is responding.
At the end of 1 minute circle the total number of words, say “stop” and stop your stopwatch.

23. Fluidez en el Relato Oral (FRO)
Examiner asks student to tell everything he/she can about the passage just read.
Score: Number of words in the retelling that relate to the passage.

24. Scoring Example

25. Scoring Examples

26. Final Score:
Scoring Page 51 5 46

27. Now let’s try a few together
Modeling of test administration & Scoring
Guided Practice
Now you will do the script with a partner. (Carefully follow the script in your presenter’s kit)
USING YOUR TIMER set for 60 seconds – you model several errors
Then do the second 60 seconds with group practicing scoring along with you.

28. Fluidez en las Palabras sin Sentido (FPS)

29. Why Nonsense Words?
Assess student rapid accuracy with association of sounds with symbols.
Assess how students attack unknown or multisyllabic words.
Any correlation above .50 is considered statistically significant. A correlation is a really strong correlation.

30. Fluidez en las Palabras sin Sentido (FPS)
Big Idea:
Benchmark Goal:
Assessment Times:
Alphabetic Principle
90 by end of First Grade
35 at End of K
Kindergarten:
Winter, Spring
First Grade:
Fall, Winter, Spring
Second Grade:
Fall

31. Fluidez en las Palabras sin Sentido (FPS)
Examiner shows page of nonsense words to student. Student reads the words.

32. Directions for Administration
Mira esta palabra (señale la primera palabra en la copia del alumno). No es una palabra verdadera. Es una palabra sin sentido. Observa cómo leo la palabra: /m/ /o/ /s/ /i/ “mosi” (señale cada letra, después pase el dedo rápidamente debajo de toda la palabra) Puedo decir los sonidos de las letras. /m/ /o/ /s/ /i/ (señale cada letra), o puedo leer la palabra completa “mosi” (pase el dedo rápidamente debajo de toda la palabra). Ahora te toca a ti leer una palabra sin sentido. Lee la palabra lo mejor que puedas (señale la palabra “lu”). Asegúrate de decir todos los sonidos que sepas.

33. Correction Procedure

34. Student Copy
4. Place the page of nonsense words in front of the student.
Aquí hay más palabras sin sentido (señale la copia no numerada del alumno). Comienza aquí (señale la primera palabra) y continúa a través de la página (demuéstrelo con el dedo). Cuando yo diga ‘empieza’, lee las palabras lo mejor que puedas. Toca cada letra y dime el sonido de la letra o lee toda la palabra. Pon el dedo en la primera palabra. ¿Estás listo/a? Empieza.
5. Start your stopwatch.

35. 6. Follow along on the test booklet and underline each letter sound or syllable the student provides correctly, either in isolation or in the context of the nonsense word. Put a slash (/) over each letter sound read incorrectly. 13

36. Administration Rules Timing Rule for NWF Continuous for 1 Minute
Start the stopwatch after you say, Empieza.
At the end of 1 minute place a bracket (]) after the last letter sound, say “stop” and stop your stopwatch.
Wait Rule
Maximum time per letter sound is 3 seconds.
If the student does not say the next letter sound/word within 3 seconds score the letter sound/word incorrect. Tell the student the correct sound/word, and, if necessary, point to the next letter/word, and say, “¿Qué sonido?”
Discontinue Rule
If the student does not get any sounds correct in the first 5 words, discontinue the task and record a score of zero (0).

37. Directions for Scoring
Underline each letter sound the student provides correctly, either in isolation or in the context of the nonsense word.
Put a slash (/) over each letter sound read incorrectly.
Do not mark any letter sounds omitted, added, or repeated.

38. Scoring Examples: Underline Correct Letter Sounds
Sounds in Isolation
Underline the individual letters for each letter sound said correctly in isolation. 3 3

39. Scoring Examples: Underline Correct Letter Sounds
Sounds in Words
Use a single underline under multiple letters for correct letter sounds blended together. Give credit for each letter-sound correspondence said correctly. 3 3

40. Scoring Examples: Slash Incorrect Letter Sounds
Partially Correct Words
If a word is partially correct, underline the corresponding letters for letter sounds said correctly.
Put a slash ( / ) over the letter if the corresponding letter sound is incorrect. 2 2

41. Scoring Examples:
Repeated Sounds
Letter sounds said more than once while sounding out the word are given credit only once. 3 3 3

42. Note
Articulation and Dialect
The student is not penalized for imperfect pronunciation due to dialect, articulation, or different first language.
Example: A student who regularly substitutes /th/ for /s/, says “thim” for “sim.” 3 3

43. Note
Self Correct
If a student makes an error and corrects him/herself within 3 seconds, write “SC” above the letter sound or word and count it as correct.
Skips Row
If a student skips an entire row, draw a line through the row and do not count the row in scoring.

44. Final Score: Benchmark Assessment
Transfer total number of correct letters named from scoring page to front of benchmark assessment booklet.

45. Now let’s try a few together
Modeling of test administration & Scoring
Guided Practice
Now you will do the script with a partner. (Carefully follow the script in your presenter’s kit)
USING YOUR TIMER set for 60 seconds – you model several errors
Then do the second 60 seconds with group practicing scoring along with you.

46. Fluidez en la Segmentación de Fonemas (FSF)

47. LETRS Foundations: Glaser and Moats
4/14/2017
What Is a Phoneme?
Phonemes are the smallest oral segments into which a word can be divided.
Spoken words are combinations of speech sounds.
shoe = /sh/ /ū/ (2 phonemes)
stove = /s/ /t/ /ō/ /v/ (4 phonemes)
Highly predictive of later reading outcomes
(Adams, 1999)
Key Ideas: Spoken words are combinations of speech sounds. Speech sounds are the smallest oral language segments into which a word can be divided.
Main Points:
Instruct the group to segment the sample words on the slide with you to isolate and discover how many phonemes are in each word.
Linguists define a phoneme as a speech sound within a language system that can be combined with other speech sounds to make a new word.
p. 70

48. Fluidez en la Segmentación de Fonemas (FSF)
Phonemic Awareness
50 end of K
30 at middle of K
Kindergarten:
Winter, Spring
First Grade:
Fall, Winter, Spring
Big Idea:
Benchmark Goal:
Assessment Times:

49. Directions for Administration
Place the scoring booklet on the clipboard and position so that the student cannot see what you record.
Say these specific directions to the student:
“Voy a decir una palabra. Después de que la diga, quiero que me digas todos
los sonidos que tiene la palabra, sonido por sonido. Por ejemplo, si yo digo, “oso”, tú dices /o/ /s/ /o/. Vamos a probar. (pausa) Dime los sonidos en la palabra “mesa”.

50. Correction Procedure
Bien. Aquí viene tu primera palabra.

51. Administration Rules Timing Rule for PSF Wait Rule Discontinue Rule
Continuous for 1 Minute
Start your stopwatch as soon as you say the first word.
At the end of 1 minute place a bracket (]) after the last word read, say “para” and stop your stopwatch.
Wait Rule
Maximum time for each sound segment is 3 seconds.
If the student does not say the next sound segment within 3 seconds, say the next word.
Discontinue Rule
If a student has not said any sound segments correctly in the first 5 words, discontinue the task and record a score of zero (0).
Prompting Rule
If a student has done the examples correctly and does not answer the questions correctly, say, “Recuerda decirme los sonidos en la palabra.”
This prompt may be given once.

52. Directions for Scoring
Underline the correct sound segments the student says.
Students receive 1 point for each different, correct, part of the word.
Put a slash ( / ) through segments pronounced incorrectly.
Leave segments that are omitted blank.
Circle entire words.
Count Self Corrections within 3 seconds

53. Scoring Examples: Underline Correct Sound Segments

54. Syllable Segmentation
Scoring Examples:
Syllable Segmentation

55. Mixed Phoneme & Syllable Segmentation
Scoring Examples:
Mixed Phoneme & Syllable Segmentation

56. Underline Correct Sound Segments
Scoring Examples:
Underline Correct Sound Segments
Schwa Sounds

57. Underline Correct Sound Segments
Scoring Examples:
Underline Correct Sound Segments
Incomplete Segmentation

58. Underline Correct Sound Segments
Scoring Examples:
Underline Correct Sound Segments
Incorrect Segmentation

59. Underline Correct Sound Segments
Scoring Examples:
Underline Correct Sound Segments
Overlapping Segmentation

60. Underline Correct Sound Segments
Scoring Examples:
Underline Correct Sound Segments
Sound Elongation

61. Note
Articulation and Dialect
The student is not penalized for imperfect pronunciation due to dialect, articulation, or different first language.

62. Final Score: Scoring Page
Add the total number of sound segments produced correctly.
Record the total number of sound segments produced correctly on the bottom of the scoring sheet in the blank labeled “Todas Las Partes (TLP).”
Add the number of syllable parts produced correctly.
Record the number of syllable parts on the bottom of the scoring sheet in the blank labeled: “Partes silábicas (Síl).”

63. Now let’s try a few together
Modeling of test administration & Scoring
Guided Practice
Now you will do the script with a partner. (Carefully follow the script in your presenter’s kit)
USING YOUR TIMER set for 60 seconds – you model several errors
Then do the second 60 seconds with group practicing scoring along with you.

64. Fluidez en Nombrar Letras (FNL)

65. Letter Naming is Added Measure of Risk
Serves as an indicator of risk in conjunction with scores on other DIBELS measures.
The skill of letter naming has a high correlation with later reading outcomes (Adams, 1999)

66. Fluidez en Nombrar Letras (FNL)
Big Idea:
Benchmark Goal:
Assessment Times:
NONE
40 end of K
25 at middle of K
Kindergarten:
Fall, Winter, Spring
First Grade: Fall

67. Directions for Administration
Place the scoring booklet on the clipboard and position so that the student cannot see what you record.
Place the page of letters (student materials) in front of the student.
Say these specific directions to the student:
Aquí hay algunas letras. Dime el nombre de todas las letras que puedas. Cuando yo diga ‘empieza’, comienza aquí (señale la primera letra a mano izquierda de la página) y continúa a través de la página (demuéstrelo con el dedo).
Señala cada letra y dime el nombre de la letra. Si no sabes cómo se dice una letra, yo te la digo. Pon el dedo en la primera letra. ¿Estás listo/a? Empieza.

68. Administration Rules Timing Rule for NWF Wait Rule Discontinue Rule
Continuous for 1 Minute
Start the stopwatch after you say, “begin.”
At the end of 1 minute place a bracket (]) after the last letter named, say “para” and stop your stopwatch.
Wait Rule
Maximum time for each letter is 3 seconds.
If the student does not name the next letter within 3 seconds, score the letter incorrect (i.e., slash the letter). Say the correct letter and, if necessary, point to the next letter, and say, “¿Qué letra?”
Discontinue Rule
If the student does not get any correct letter names within the first 10 letters
(1 row), discontinue the task and record a score of zero (0).
Prompting Rule
If the student provides the letter sound rather than the letter name, say, “Recuerda decirme el nombre de la letra, no el sonido.”
This prompt may be provided once.

69. Directions for Scoring
Slash (/) any letter that the student omits or names incorrectly.
Letters named correctly are not marked.

70. Scoring Examples: Slash Incorrect Letters
Substitutions
A letter is incorrect if the student substitutes a different letter for the stimulus letter (e.g., “B” for “D”).

71. Scoring Examples: Slash Incorrect Letters
Omissions
A letter is incorrect if the student omits the letter.

72. Similar Shaped Font Note
The upper case letter “I,” and the lower case letter L” are difficult or impossible to distinguish.
A response of either “I” or “L” is scored as correct.

73. Note
Skips Row
If a student skips an entire row, draw a line through the row and do not count the row in scoring.
Self Correct
If a student makes an error and corrects him or herself within 3 seconds, write “SC” above the letter and do not count it as an error.

74. Now let’s try a few together
Modeling of test administration & Scoring
Guided Practice
Now you will do the script with a partner. (Carefully follow the script in your presenter’s kit)
USING YOUR TIMER set for 60 seconds – you model several errors
Then do the second 60 seconds with group practicing scoring along with you.

75. General considerations
Administration, timing, and scoring need to be exact, according to standardized instructions.
This is the key to maintain the reliability and validity of the assessment!

76. The Plan From Here…
Complete benchmark testing at grade level with your identified students
Use data for
Determining instructional needs of individual students
Grouping decisions
Deciding level of intensity for intervention