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IDEL C URRICULUM B ASED M EASUREMENTS DPS District RtI Team.

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Presentation on theme: "IDEL C URRICULUM B ASED M EASUREMENTS DPS District RtI Team."— Presentation transcript:

1 IDEL C URRICULUM B ASED M EASUREMENTS DPS District RtI Team

2 D YNAMIC I NDICATORS OF B ASIC E ARLY L ITERACY S KILLS (DIBELS™) HTTP :// DIBELS. UOREGON. EDU 2

3 O UTCOMES Understand what each subtest is measuring. Understand why each test is administered. Understand how to administer each subtest. Understand how to score each subtest. 3

4 The IDEL Subtests 4

5 F LUIDEZ EN LA L ECTURA O RAL (FLO) 5

6 W HAT I S R EADING F LUENCY ? 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. p

7 I S 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. p. 138 (Original passage excerpted from Rewards, page 250, by Anita Archer, Sopris West) 7

8 W HAT 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. p. 138 (Original passage excerpted from Rewards, page 250, by Anita Archer, Sopris West) 8

9 F LUIDEZ EN LA L ECTURA O RAL (FLO) Big Idea: Benchmark Goal: Assessment Times: 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 9

10 10 D IRECTIONS 1. Place the scoring booklet on the clipboard and position so that the student cannot see what you record. 2. Place the reading passage in front of the student. 3. 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 A DMINISTRATION R ULES Timing Rule for DORF 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). 11

12 S CORING E XAMPLES 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. 12

13 S CORING E XAMPLES Repeated Words Words that are repeated are ignored in scoring. 13

14 S CORING E XAMPLES Inserted Words Inserted words are ignored and not counted as errors. The student does not get additional credit for inserted words. 14

15 S CORING E XAMPLES Omitted words Omitted words are scored as incorrect. 15

16 S CORING E XAMPLES Word Order All words that are read correctly but in the wrong order are scored as incorrect. 16

17 N OTE 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. 17

18 N OTE 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.” 18

19 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. Final Score: Scoring Page

20 F LUIDEZ EN EL R ELATO O RAL ( FRO ) 20

21 F LUIDEZ EN EL R ELATO O RAL ( 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 21

22 D IRECTIONS FOR A DMINISTRATION 1. 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. 2. Start your stopwatch after you say “ Empieza.” 3. 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. 4. At the end of 1 minute circle the total number of words, say “stop” and stop your stopwatch. 22

23 F LUIDEZ EN EL R ELATO O RAL (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. 23

24 S CORING E XAMPLE 24

25 S CORING E XAMPLES 25

26 Final Score: Scoring Page

27 N OW LET ’ S TRY A FEW TOGETHER Modeling of test administration & Scoring Guided Practice 27

28 F LUIDEZ EN LAS P ALABRAS SIN S ENTIDO (FPS) 28

29 W HY N ONSENSE W ORDS ? Assess student rapid accuracy with association of sounds with symbols. Assess how students attack unknown or multisyllabic words. 29

30 F LUIDEZ EN LAS P ALABRAS SIN S ENTIDO (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 30

31 F LUIDEZ EN LAS P ALABRAS SIN S ENTIDO (FPS) Examiner shows page of nonsense words to student. Student reads the words. 31

32 D IRECTIONS FOR A DMINISTRATION 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. 32

33 C ORRECTION P ROCEDURE 33

34 S TUDENT C OPY 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 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

36 A DMINISTRATION R ULES 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). 36

37 D IRECTIONS FOR S CORING 1. Underline each letter sound the student provides correctly, either in isolation or in the context of the nonsense word. 2. Put a slash (/) over each letter sound read incorrectly. 3. Do not mark any letter sounds omitted, added, or repeated. 37

38 S CORING E XAMPLES : U NDERLINE C ORRECT L ETTER S OUNDS Sounds in Isolation Underline the individual letters for each letter sound said correctly in isolation

39 S CORING E XAMPLES : U NDERLINE C ORRECT L ETTER S OUNDS 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

40 S CORING E XAMPLES : S LASH I NCORRECT L ETTER S OUNDS 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

41 S CORING E XAMPLES : Repeated Sounds Letter sounds said more than once while sounding out the word are given credit only once

42 N OTE 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.”

43 N OTE 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. 43 Skips Row If a student skips an entire row, draw a line through the row and do not count the row in scoring.

44 F INAL S CORE : B ENCHMARK A SSESSMENT 44 Transfer total number of correct letters named from scoring page to front of benchmark assessment booklet

45 N OW LET ’ S TRY A FEW TOGETHER Modeling of test administration & Scoring Guided Practice 45

46 F LUIDEZ EN LA S EGMENTACIÓN DE F ONEMAS (FSF) 46

47 W HAT I S A P HONEME ? 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) p

48 F LUIDEZ EN LA S EGMENTACIÓN DE F ONEMAS (FSF) Big Idea: Benchmark Goal: Assessment Times: Phonemic Awareness 50 end of K 30 at middle of K Kindergarten: Winter, Spring First Grade: Fall, Winter, Spring 48

49 D IRECTIONS FOR A DMINISTRATION 1. Place the scoring booklet on the clipboard and position so that the student cannot see what you record. 2. 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”. 49

50 C ORRECTION P ROCEDURE 50 Bien. Aquí viene tu primera palabra.

51 A DMINISTRATION R ULES Timing Rule for PSF 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. 51

52 D IRECTIONS FOR S CORING 1. Underline the correct sound segments the student says. Students receive 1 point for each different, correct, part of the word. 2. Put a slash ( / ) through segments pronounced incorrectly. 3. Leave segments that are omitted blank. 4. Circle entire words. 5. Count Self Corrections within 3 seconds 52

53 Scoring Examples: Underline Correct Sound Segments 53

54 54 Scoring Examples: Syllable Segmentation

55 55 Scoring Examples: Mixed Phoneme & Syllable Segmentation

56 Schwa Sounds 56 Scoring Examples: Underline Correct Sound Segments

57 Incomplete Segmentation 57 Scoring Examples: Underline Correct Sound Segments

58 Incorrect Segmentation 58 Scoring Examples: Underline Correct Sound Segments

59 Overlapping Segmentation 59 Scoring Examples: Underline Correct Sound Segments

60 Sound Elongation 60 Scoring Examples: Underline Correct Sound Segments

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

62 F INAL S CORE : S CORING P AGE 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).” 62

63 N OW LET ’ S TRY A FEW TOGETHER Modeling of test administration & Scoring Guided Practice 63

64 F LUIDEZ EN N OMBRAR L ETRAS (FNL) 64

65 L ETTER N AMING IS A DDED M EASURE OF R ISK 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) 65

66 F LUIDEZ EN N OMBRAR L ETRAS (FNL) Big Idea: Benchmark Goal: Assessment Times: NONE 40 end of K 25 at middle of K Kindergarten: Fall, Winter, Spring First Grade: Fall 66

67 D IRECTIONS FOR A DMINISTRATION 1. Place the scoring booklet on the clipboard and position so that the student cannot see what you record. 2. Place the page of letters (student materials) in front of the student. 3. 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. 67

68 A DMINISTRATION R ULES Timing Rule for NWF 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. 68

69 D IRECTIONS FOR S CORING Slash (/) any letter that the student omits or names incorrectly. Letters named correctly are not marked. 69

70 S CORING E XAMPLES : S LASH I NCORRECT L ETTERS Substitutions A letter is incorrect if the student substitutes a different letter for the stimulus letter (e.g., “B” for “D”). 70

71 S CORING E XAMPLES : S LASH I NCORRECT L ETTERS Omissions A letter is incorrect if the student omits the letter. 71

72 72 N OTE Similar Shaped Font 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 73 N OTE 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 N OW LET ’ S TRY A FEW TOGETHER Modeling of test administration & Scoring Guided Practice 74

75 G ENERAL 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! 75

76 T HE P LAN F ROM H ERE … 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 76


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