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© 2007, Dynamic Measurement Group DIBELS THE SCHOOL DISTRICT OF PHILADELPHIA Office of Assessment Office of Curriculum, Instruction and Teacher Development.

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Presentation on theme: "© 2007, Dynamic Measurement Group DIBELS THE SCHOOL DISTRICT OF PHILADELPHIA Office of Assessment Office of Curriculum, Instruction and Teacher Development."— Presentation transcript:

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2 © 2007, Dynamic Measurement Group DIBELS THE SCHOOL DISTRICT OF PHILADELPHIA Office of Assessment Office of Curriculum, Instruction and Teacher Development Office of Early Childhood Literacy Assessment Tools – Grades K -1 Dynamic Indicators of Basic Literacy Skills DIBELS Scoring and Administration Initial Sound Fluency (ISF)

3 © 2007, Dynamic Measurement Group Initial Sound Fluency (ISF) Big Idea: Benchmark Goal: Assessment Times: - Phonemic Awareness - 25 Middle of K - 8 Beginning of K - Preschool - Kindergarten: Fall, winter

4 © 2007, Dynamic Measurement Group Initial Sound Fluency What Big Idea? Phonemic Awareness

5 © 2007, Dynamic Measurement Group Materials Palm Pilot Pencil-Paper Scoring booklet Student booklet Clipboard Stopwatch Pen or pencil Calculator (for computing final score) Palm Pilot Student booklet

6 © 2007, Dynamic Measurement Group What are Initial Sounds? First group of sounds in the word, i.e., onsets, NOT individual phonemes Why onsets? –Developmentally it is easier for children to hear the onset, i.e., initial group of sounds in the word, than to isolate the initial phoneme. –For example, it is easier to hear /str/ at the beginning of “street” than /s/.

7 © 2007, Dynamic Measurement Group Examiner names the pictures and asks the student to point to a picture that begins with a specific sound. Examiner asks the student to say the first sound in a word. DIBELS ® Initial Sound Fluency (ISF)

8 © 2007, Dynamic Measurement Group Score: Number of correct responses in one minute DIBELS ® Initial Sound Fluency (ISF)

9 © 2007, Dynamic Measurement Group Directions for Administration 1.Place the booklet on the clipboard and position so that the student cannot see what you record. 2.Place the student copy of 4 practice pictures in front of the student. 3.Say these specific directions to the student:

10 © 2007, Dynamic Measurement Group Practice Items This is mouse, flowers, pillow, letters (point to each picture while saying its name). Mouse (point to the mouse) begins with the sound /m/. Listen: /m/, mouse. Which one begins with the sounds /fl/?

11 © 2007, Dynamic Measurement Group 4.Show the student the first page of pictures. Point to each picture and say the name following the standardized directions. 5.Present the first question as written on the scoring page. After you finish asking the question, begin your stopwatch. Stop your stopwatch as soon as the student responds. Directions

12 © 2007, Dynamic Measurement Group 6.Present the next question promptly and clearly. Begin your stopwatch after you have said the question, and stop it as soon as the student responds, as above. 7.Score the student’s response as either correct (1 point) or incorrect (0 points). Directions

13 © 2007, Dynamic Measurement Group 8.After the first 4 questions, proceed to the next page of pictures. Continue until the end of the questions. 9.When the student finishes the last question, record the total time in seconds* from your stopwatch on the scoring page. 10.Add the number of correct responses and record on the scoring page. * Round decimals up or down Directions

14 © 2007, Dynamic Measurement Group Timing Rule: Intermittent Ask the first question and start your stopwatch. Stop your stopwatch as soon as the student responds. Continue for all 4 pages of questions.

15 © 2007, Dynamic Measurement Group Wait Rule: 5 Seconds Maximum time for each question is 5 seconds. If the student does not respond within 5 seconds, score the question as zero and ask the next question.

16 © 2007, Dynamic Measurement Group Discontinue Rule: First 5 Questions If a student has a score of 0 on the first five questions, discontinue the task and record a score of zero (0).

17 © 2007, Dynamic Measurement Group Prompting Rule If a student has done the examples correctly and does not answer the questions correctly, say “Remember to tell me a picture that begins with the sound (repeat sound).” This prompt may be given once. This prompt is only for those questions for which the student points to or names a picture.

18 © 2007, Dynamic Measurement Group Directions for Scoring 1.Circle the “1” for each question answered correctly. The student may point to the picture or say the word. 2.Circle the “0” for each question answered incorrectly.

19 © 2007, Dynamic Measurement Group Scoring Examples: Score as Correct If the student points to or names the correct picture. Examiner asks, “Which picture begins with /p/?” Student points to “pie.” Examiner asks, “Which picture begins with /p/?” Student says “pie.” EXAMINER SAYS: STUDENT SAYS/DOES: SCORE: This is pie, letters, flower, mouse. Which picture begins with /p/? “pie” / points to pie0 1

20 © 2007, Dynamic Measurement Group Scoring Examples: Score as Correct If the student responds with the initial consonant sound or initial sounds. Examiner asks, “What is the first sound in ‘clock?’” Student says /k/ or /kl/ or /klo/ for “clock” but not “clock.” EXAMINER SAYS: STUDENT SAYS/DOES: SCORE: What sound does “clock” begin with? /k/ /kl/ /klo/ /l/ “clock” 0 1 Note: Sounds pronounced with a schwa (/u/) are judged to be correct (e.g., ku, klu).

21 © 2007, Dynamic Measurement Group EXAMINER SAYS: STUDENT SAYS/DOES: SCORE: What sound does “elephant” begin with? /e/ /el/ /ea/ 0 1 Scoring Examples: Score as Correct If the the student responds with the initial vowel sound or initial sounds. Examiner asks, “What is the first sound in ‘elephant?’” Student says /e/ or /el/ (but not /ea/).

22 © 2007, Dynamic Measurement Group Scoring Examples: Score as Correct What the student says takes precedence over what is pointed to. If the student names an incorrect picture but the name begins with the correct initial sound, score as correct. Example: The target picture is “hand” for /h/ and the student points at road and says “highway.” EXAMINER SAYS: STUDENT SAYS/DOES: SCORE: This is road, barn, hand, egg. Which picture begins with /h/?Points to road, says “highway”0 1

23 © 2007, Dynamic Measurement Group Scoring Examples: Score as Correct If the student names a word and the word begins with the correct initial sound, score as correct even if there is no picture of the word. - Example: The target picture is “barn” for /b/ and the student says, “Barbie.” EXAMINER SAYS: STUDENT SAYS/DOES: SCORE: This is road, barn, hand, egg. Which picture begins with /b/?“Barbie”0 1 Scoring Examples: Score as Correct

24 © 2007, Dynamic Measurement Group EXAMINER SAYS: STUDENT SAYS/DOES: SCORE: This is road, barn, hand, egg. Which picture begins with /b/?“egg”0 1 This is road, barn, hand, egg. What sound does “hand” begin with?/b/0 1 Scoring Examples: Score as Incorrect If the student points to or names the incorrect picture or says an incorrect sound for a word.

25 © 2007, Dynamic Measurement Group EXAMINER SAYS:STUDENT SAYS/DOES: SCORE: This is road, barn, hand, egg. Which picture begins with /b/?Points to barn, says, “house”0 1 Scoring Examples: Score as Incorrect What the student says takes precedence over what is pointed to. If the student names a correct picture but the name begins with an incorrect initial sound, score as incorrect. - Example: The target picture is “barn” for /b/ and the student points at barn and says “house.”

26 © 2007, Dynamic Measurement Group EXAMINER SAYS: STUDENT SAYS/DOES: SCORE: What sound does “sink” begin with?/th/0 1 Note Articulation and Dialect The student is not penalized for imperfect pronunciation due to dialect, articulation, or different first language. - Example: Examiner asks for the first sound in “sink.” The student who consistently says /th/ for /s/, (as in “thircle” for “circle,”) says /th/.

27 © 2007, Dynamic Measurement Group Final Score: Scoring Page Add number of correct responses and record total in space provided in lower right hand corner of scoring page. Record time in seconds in space provided in lower left of scoring page. Calculate correct initial sounds per minute and record in space provided at bottom of scoring page

28 © 2007, Dynamic Measurement Group Add number of correct responses. Calculate the ISF Score using the formula: For example, if the student has 12 correct in 30 seconds, their rate is 24 correct initial sounds per minute. Final Score 60 x Number Correct Seconds* ISF = 60 x ISF = = 24 Correct Per Minute *NOTE: Round to nearest second using typical conventions of rounding.

29 © 2007, Dynamic Measurement Group Final Score: Benchmark Assessment Transfer total number of correct initial sounds per minute from scoring page to front of benchmark assessment booklet. What does a score of 22 on ISF in the middle of K mean? What will you do if you have any question about the accuracy/validity of the benchmark score? 22

30 © 2007, Dynamic Measurement Group General Accommodations Setting/Examiner – Test in alternate setting, e.g., complete quiet, minimal distractions, enhanced lighting. – Test with familiar person, specialist, etc. present. – Test by person with specialized training (e.g., SLP). Directions – Check student’s understanding (have the student repeat what to do). – Provide directions in student’s primary language. – Repeat practice example, provide an additional example. – Provide lead example (e.g., do it with me) in addition to model. Note: It is always permissible to retest, i.e., repeat assessment on different days with different forms.

31 © 2007, Dynamic Measurement Group Accommodations for ISF Specific to ISF: –Use enlarged pictures. –Repeat words. –Have student say words after you.

32 © 2007, Dynamic Measurement Group ISF Review How do I record a correct response? Circle 1. How do I record an incorrect response? Circle 0. What do I do when the child hesitates for 5 seconds? Circle 0 and ask the next question. When do I discontinue ISF? Discontinue if the child does not answer any of the first five questions correctly. What if a child points to a correct picture but says a word beginning with an incorrect sound? Circle 0. What the child says has precedence over what is pointed to. What if a child points to the wrong picture but says a word that begins with the correct sound? Circle 1. What the child says has precedence over what is pointed to.

33 © 2007, Dynamic Measurement Group ISF Summary Start timer after each question. Stop timer after child responds. Correct (circle 1) Incorrect (circle 0) Points to or names correct picture Adds schwa sound to correct initial sound Pronounces sound incorrectly due to articulation delay/dialect/different first language Renames picture with correct initial sound (e.g., renames “insect” as “bug” in response to which picture begins with /b/?) Points to or names incorrect picture Hesitates for 5 seconds Renames picture with incorrect initial sound(s) (e.g., renames “foot” as “toes” in response to “which picture begins with /f/?) Repeats word Five-second Rule: If a child hesitates for 5 seconds, score as incorrect and ask next question. Discontinue Rule: No correct responses in the first five questions.

34 © 2007, Dynamic Measurement Group Contact Information Arnetta Imes, Lead Academic Coach –Office of Curriculum, Instruction and Teacher Development Lyn Bauer, School Growth Specialist –Office of Curriculum, Instruction and Teacher Development Donna Orenstein, Lead Assessment Coach –Office of Assessment Renee Queen Jackson, Lead Academic Coach –Office of Early Childhood


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