Oregon Department of Education Statewide K-3 Literacy Outreach: Introduction to DIBELS.

Oregon Department of Education Statewide K-3 Literacy Outreach: Introduction to DIBELS

2 Acknowledgments and Permissions Oregon Reading First Institutes on Beginning Reading Original Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Michael D. Coyne, Ph. D Beth Harn, Ph. D Roland Good, Ph.D. Carrie Thomas Beck, Ph.D. Hank Fien, Ph.D. Jeanie Smith, Ph.D. All ORRF materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

3 Acknowledgments and Permissions  Some video clips are used with the permission of Reading Rockets, a project of Greater Washington Educational Telecommunications Association (WETA).  More information is available at: http://www.ReadingRockets.org/

4 Oregon K-12 Literacy Framework and K-3 Statewide Outreach  This framework is designed to provide teachers, administrators, parents, and other stakeholders with a blueprint of what districts and schools in Oregon can and must do to help students learn how to read and move toward reading to learn.  As Outreach sessions are intended to support districts and schools in their implementation of the Oregon Literacy Framework, each of the Modules has been designed to target one or more of the Framework components.  This framework is organized around the following components:  Goals (Module 1)  Assessment (Modules 1, 2, and 3)  Instruction (Modules 1, 4, 5, and 6)  Leadership (Module 7)  Professional Development (All Modules)  Commitment Today’s Session For additional information about the Oregon K-12 literacy framework, including details about the implementation of each component, please visit the Oregon Department of Education website at http://state.or.us

5 Oregon Beacon Schools  The Oregon Department of Education and Oregon Reading First Center have identified three Beacon Schools to serve as demonstration sites throughout the state:  Humboldt Elementary (Portland)  Jefferson Elementary (Medford)  Lincoln Street Elementary (Hillsboro)  Beacon Schools were selected on the basis of the progress they made in demonstrating high quality implementation of effective reading practices and strong student outcomes.  Beacon Schools are currently accepting visitors! For more information on who to contact to schedule your visit, please visit the Oregon Reading First Center website at http://oregonreadingfirst.uoregon.edu/beacon_schools.html

6 Foundational Features: Translating Research into Practice Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused

7 Building an Effective Reading Program for All Students: Essential Components For Each Student Instruction Goals Assessment For All Students  Efficient  Informative at the School Class Individual Level

8 Objectives: What You Will Learn and Do The objectives of today’s session are to: 1.Differentiate purposes of assessment. 2.Delineate how the DIBELS assessment system differs from traditional assessment systems. 3.Use DIBELS to evaluate outcomes at the school, grade, class and student level. 4.Administer and score DIBELS. 5.Interpret DIBELS results. 6.Develop a plan to use DIBELS quarterly with all students. 7.Evaluate the current assessment system in your school.

9 Purposes of Assessment in the Schoolwide Model “Teaching without assessment is like driving a car without headlights.”  Assessment for all children must: 1. Focus on essential, important skills 2. Be instructionally relevant 3. Be efficient to administer 4. Be sensitive to change in skill performance 5. Measure fluency of performance DIBELS provide the feedback to ensure our program is meeting the needs of all children

10 Essential Features of DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Preventing Reading Difficulties Through Early Identification  Dynamic – Responsive to Changes in Student Performance  Identifies students who need additional support  Evaluates student response to intervention  Indicators – Focused on an Essential Skill  Enables assessment to be efficient  Basic Early Literacy Skills – Relevant to Instructional Planning  Links essential literacy skills to prevent reading failure

11 The Need for Results-Focused Assessment  Instructional Time is Precious: Need to spend time teaching, not testing  DIBELS measures do not assess all aspects of reading  Short duration fluency-based measures  Some Skills are More Important Than Others:  Assesses skills predictive of later reading proficiency  Provides timely feedback to schools and teachers to enable responsive instruction  Allows early identification of students who need instructional support  Assesses whether children are learning enough

12 What DIBELS Assess: Critical Outcomes and Indicators  The NRP and NRC reports identified five essential skills or “Big Ideas”:  Phonological Awareness: The ability to hear and manipulate sounds in words.  Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words.  Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in connected text to develop understanding.  Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.  Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

13 Assessing Each Big Idea with DIBELS Big IdeaDIBELS Measure Phonological Awareness Alphabetic Principle Fluency and Accuracy Vocabulary Comprehension Initial Sounds Fluency (ISF) Phonemic Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) Oral Reading Fluency (ORF) Word Use Fluency (WUF) Oral Reading Fluency (ORF) & Retell Fluency (RTF)

14 Why Focus on Fluency? To gain meaning from text, students must read fluently.  Proficient readers are so automatic with each component skill (phonological awareness, decoding, vocabulary) that they focus their attention on constructing meaning from the print (Kuhn & Stahl, 2000).  Component skills need to be well developed to support understanding.  It is not enough to be simply accurate; the skill must be automatic.

15 Role of Automaticity or Fluency  Role of Automaticity or Fluency: Video of Dr. Reid Lyon

16 Role of Automaticity or Fluency  Role of Automaticity or Fluency: Video of Reid Lyon  The focus of reading instruction is not only on getting students to know sounds or letters but to: __________________  Building automaticity in the component skills is analogous to: _____________________ Get to the meaning Learning to ride a bike

17 First Grade Curriculum Map

18 Prevention Oriented: Relation Between ORF and Other Outcome Measures  88% of students who met the end-of-first-grade ORF goal went on to meet or exceed Oregon’s State Benchmark Test in grade 3. OSA Reading/Literature, Spring, Grade 3 Play audio clip

20 How Do We Change Reading Outcomes? 1.Earlier rather than later: prevention oriented 2.Schools not just programs 3.Results not just improvement 4.Science not just opinion

21 Results Focused: Evaluating Progress At Multiple Levels Schoolwide DIBELS can answer: 1.How are we doing as a school? 2.How are we doing at each grade? 3.How is each class doing? 4.How are individual students doing?

22 How Are We Doing as a School? How would you describe this school’s end-of-year first graders? Circle one of the following: a)All on-track b)Majority on-track c)Some on-track 43%36% End of Year Histogram - Oral Reading Fluency End of Year Benchmark: 40 CWPM Low Risk Some Risk At Risk

23 What Skills Did These First Graders Have at the End of Kindergarten?  Almost half the kindergartners finished the year without strong skills in phonological awareness  Making these students ______ for reading difficulties, a prediction in this case that came true. at risk 60% 16% End of Year Benchmark: 35 correct phonemes End of Year Histogram - Phoneme Segmentation Fluency Established Emerging Deficit

24 DIBELS Tell Us if Odds Are in Our Favor Scatter Plot: The Relation Between Phonological Awareness and Oral Reading Fluency Odds of being an Established Reader on ORF in May of first grade when Established on PSF in May of kindergarten is 37 out of 44, or 87%. Odds of being an Established Reader on ORF in May of first grade when Deficit on PSF in May of kindergarten is 1 out of 6, or 16%. Students in this section had established alphabetic principle skills at the middle of First Grade and ended the year as readers. Students in this section had deficit alphabetic principle skills at the middle of First Grade and ended the year as at risk readers. Play audio clip

25 A Compass is Only Helpful If We Know Our Destination (Outcomes)  Each measure has a scientifically-based goal  Two parts to every goal:  How much / How well?  By when? MeasureHow Much?By When? Initial Sounds Fluency 25 or moreMiddle of K Phonemic Segmentation Fluency 35 or moreEnd of K Nonsense Word Fluency 25 or more 50 or more End of K Middle of First Oral Reading Fluency 1st: 40 or more 2nd: 90 or more 3rd: 110 or more 1st: End of Year 2nd: End of Year 3rd: End of Year

26 When to Administer DIBELS  Monitoring student skill development

27 Allocating Resources More Efficiently  Early identification of students most in need of additional instructional support Mid-Year Kindergarten Class List NameInitial Sound FluencyLetter Name FluencyInstructional Recommendation ScorePercentileDeficitScorePercentileDeficit Mari14Deficit3567Low riskStrategic - Additional Intervention Christian25Deficit2142Some riskIntensive - Needs Substantial Intervention Ann510Deficit1329At riskIntensive - Needs Substantial Intervention Debbie1025Emerging4787Low riskStrategic - Additional Intervention Yasmin1335Emerging4077Low riskStrategic - Additional Intervention Kaimana1645Emerging2142Low riskStrategic - Additional Intervention Jillian1954Emerging3058Low riskStrategic - Additional Intervention Chance2057Emerging4179Low riskBenchmark - At Grade Level Jimmy2160Emerging4077Low riskStrategic - Additional Intervention Sam2160Emerging5090Low riskStrategic - Additional Intervention Justin2365Emerging3058Low riskBenchmark - At Grade Level Adam2570Established513At riskStrategic - Additional Intervention Jumpei2876Established2854Low riskBenchmark - At Grade Level

28 How to Use DIBELS in Your School: Schoolwide Administration  Designed to Collect Data Efficiently at the School Level  Short duration: 1-minute administration  Repeatable with 20 alternate forms  Reproducible and convenient to use  Fluency based

29 Training: Standardized Method of Administration  For scores to be useful, we must administer the measures according to standardized administration and scoring directions.  Presenting each measure:  Present the directions as written  Use the specific materials  Timing each measure:  Use a stopwatch  Scoring each measure:  Follow scoring rules for each measure  Score immediately after completing  Standardization provides each child an equal opportunity to display skills.  Engage student to do his or her best

30 Separating Teaching & Testing Time  Scores will be used to assist in making instructional decisions  Therefore, we must administer the measures without:  Assisting the student during the task  Modifying the task, materials, or time Standardized, reliable data collection and scoring are essential!

31 Learn the Measures  Three things to consider for each measure:  What essential skill does it assess?  What is the appropriate time and grade?  What is the goal (how much, by when)?

32 Phonemic Segmentation Fluency (PSF):  What important skill does it assess? Phonological Awareness  The ability to hear and manipulate sounds in words at the phrase level  What is the appropriate time and grade?  Mid-year kindergarten through first grade  What is the goal?  How well? 35 phonemes or more  By when? End of kindergarten

33 What PSF Looks Like As you view the video, attend to:  The child:  Characterize task performance (circle one):  Complete Segmentation with Fluency  Partial Segmentation with Fluency  Partial Segmentation with No Fluency  Some Segmentation with Errors  The examiner:  Comfortable with materials  Comfortable with student  Comfortable with administration

34 What PSF Looks Like

35 How Do We Administer and Score the PSF Measure?  Materials: 1.Examiner copy of word list with phoneme scoring columns. Student has no materials when assessing phonological awareness. 2.Stopwatch 3.Pencil  Preparing the Student: 1.Good testing conditions (e.g., lighting, quiet, comfortable) 2.Provide model in standardized manner and follow correction procedures as necessary

36 How Do We Administer and Score the PSF Measure? 1. Place the segmentation word list in front of you but shield it so the student cannot see what you record. 2. Say these specific directions to the student: I am going to say a word. After I say it, you tell me all the sounds in the word. So, if I say “Sam,” you say /s/ /a/ /m/. Let’s try one. (One second pause.) Tell me the sounds in “mop.” "OK. Here is your first word." CORRECT RESPONSE: If students says, /m/ /o/ /p/, you say INCORRECT RESPONSE: If student gives any other response, you say Very good.The sounds in “mop” are /m/ /o/ /p/. Your turn. Tell me the sounds in

37 Maximizing Administration Time  Stopwatch:  Present the first word and start the stopwatch and time for 1 minute.  Scoring:  Underline each different, correct sound segment produced. (See specific scoring rules and examples.)  Put a slash (/) through sounds produced incorrectly.  Maintaining momentum:  As soon as the student is finished saying the sounds, present the next word.  Allow the student 3 seconds for each sound segment.  Discontinue:  If a student has not given any correct sound segments in the first 5 words, discontinue the task and record a score of zero (0).  Ending testing:  At the end of 1 minute, stop timing and calculate the number of correct phonemes per minute.

38 Scoring Rules for PSF Correct Segmentation:  A correct sound segment is any different, correct part of the word. For example, the sound /t/ is a correct segment of "trick", as are /tr/ and /tri/ (see rule 2, following page).  Examiner says "trick," student says "t...r...i...k"  Examiner says "cat," student says "k...a...t" STUDENTSCORINGCORRECT WORD:SAYS:PROCEDURE:SEGMENTS trick“t...r...i...k”/t/ /r/ /i/ /k/ 4/4 cat“k...a...t”/k/ /a/ /t/ 3/3

39 Elongating Sounds Correct Segmentation:  No need for an audible pause between the sounds to receive credit.  If you can hear each individual sound when the student runs them together, score each sound as correct.  Use your professional judgment based on the response and your knowledge of your program. If still not sure, do not give credit STUDENT SCORING CORRECT WORD:SAYS: PROCEDURE: SEGMENTS rest“rrrreeeessssttt”/r/ /e/ /s/ /t/ 4 /4

40 Errors in Segmenting: No Segmentation No Segmentation:  If student repeats the entire word, no credit is given for any correct parts.  Circle the word to indicate no segmented response was given. STUDENT SCORING CORRECT WORD:SAYS: PROCEDURE: SEGMENTS trick“trick”/t/ /r/ /i/ /k/ 0/4 cat“cat”/k/ /a/ /t/ 0/3

41 Errors in Segmenting: Incomplete Segmentation Incomplete segmentation:  Student is given partial credit for each sound segment produced correctly, even if student has not segmented at the phoneme level.  The underline indicates the size of the sound segment.  For example: Examiner says “trick,” student says “tr...ick” Examiner says “cat,” student says “c...at” STUDENTSCORINGCORRECT WORD:SAYS:PROCEDURE:SEGMENTS trick“tr...ik”/t/ /r/ /i/ /k/ 2/4 cat“c…at”/k/ /a/ /t/ 2/3

42 Errors in Segmenting: Overlapping Sounds Overlapping :  Student receives credit for each different, correct sound segment of the word.  Underline the different sound segments produced  For example: Examiner says “trick,” student says “tri...ick” Examiner says “cat,” student says “c...cat” STUDENTSCORINGCORRECT WORD:SAYS:PROCEDURE:SEGMENTS trick“tri...ick”/t/ /r/ /i/ /k/ 2/4 cat“c…cat”/k/ /a/ /t/ 1/3

43 Errors in Segmenting: Omission of Sounds Omission:  Student does not receive credit for sound segments not produced. If student provides the initial sound only, be sure to wait 3 seconds for elaboration. STUDENTSCORINGCORRECT WORD:SAYS:PROCEDURE:SEGMENTS trick“t...ik”/t/ /r/ /i/ /k/ 2/4 cat“c” (3 seconds)/k/ /a/ /t/ 1/3

44 Errors in Segmenting: Mispronunciation of Sounds Mispronunciation:  Student does not receive credit for sound segments that are mispronounced.  Put a slash (/) through the incorrect sounds.  For example, there is no /ks/ sound in the word "trick." STUDENTSCORINGCORRECT WORD:SAYS:PROCEDURE:SEGMENTS trick“t...r...i...ks”/t/ /r/ /i/ /k/ 3/4 cat“b…a...t”/k/ /a/ /t/ 2/3

45 Student Characteristics Pronunciation & Dialect:  Student is not penalized for imperfect pronunciation due to dialect or articulation.  For example, if the student says /r/ /e/ /th/ /t/ for "rest" because of articulation difficulties, give full credit. Use professional judgment and prior knowledge of the student’s speech pattern to assess skill performance.

46 Student Characteristics Schwa Sounds:  Schwa sounds (/u/) added to consonants are not counted as errors. STUDENTSCORINGCORRECT WORD:SAYS:PROCEDURE:SEGMENTS trick“tu...ru...i...ku”/t/ /r/ /i/ /k/ 4/4 cat“ku...a...tu”/k/ /a/ /t/ 3/3

47 Let’s practice PSF

48 5 5 2 6 5 2 5 4 2 4 4 4 PSF Practice #1

49 4 3 4 5 5 5 5 5 5 4 2 5 52 PSF Practice #2

50 Tips for Scoring  Score what you hear!  Practice with at least 7 students before using the scores to make programming decisions.  One sound won’t make a major difference in skill assessment, but pondering for 5 seconds on whether to score 2 or 3 phonemes on a response will.  Look over words you are presenting to increase the pacing.  Practice phonemes in the booklet to increase reliability and consistency in scoring.

51 Breakout Activity: Practicing the Measure  Locate the “Phonemic Segmentation Fluency Breakout Activity” 1.Form a 3-person group 2.Assign roles:  Examiner  Student  Observer 3.Practice administering measure (3 rounds)

52 Relation of PA to the Alphabetic Principle  The odds of having established alphabetic principle skills in time, given student had established PA skills at the end of kindergarten was 29 of 38, or 76%.  The odds of having established alphabetic principle skills in time, given student had limited PA skills at the end of Kindergarten was 0 of 2, or 0%. Phonological awareness does not guarantee proficiency on the alphabetic principle, but the skills are highly linked. Play audio clip

53  What is the Alphabetic Principle? The ability to associate sounds with letters and use these sounds to read words.  Comprised of two parts:  Alphabetic Understanding: Letter-sound correspondences.  Phonological Recoding: Using systematic relationships between letters and phonemes (letter- sound correspondence) to retrieve the pronunciation of an unknown “printed string” or to spell.  (see next page for first grade curriculum map) Role of Alphabetic Principle: Mapping the Phonemes to Print

54 Role of Alphabetic Principle: Mapping the Phonemes to Print

55 Role of Alphabetic Principle

56 Role of Alphabetic Principle  Role of Alphabetic Principle: Video of Louisa Moats  If students can decode nonsense words then students understand:  Words are made up of sounds  Sound-symbol correspondence  Structure of words  People who are proficient at reading nonsense words are better at: _________________ Reading for meaning

57 Nonsense Word Fluency (NWF):  What important skill does NWF assess?  Alphabetic Principle:The ability to associate sounds with letters and use these sounds to read words.  What is the appropriate time and grade?  Middle of the year in kindergarten and throughout first grade  What is the goal?  First Grade:  How well? 50 letter-sounds or more  By when? Middle of first grade  Kindergarten:  How well? 25 letter-sounds or more by end of kindergarten

58 What NWF Looks Like  As you view the video, attend to:  The child:  Characterize task performance (circle one):  Reads at the word level with Fluency  Reads at the word level with Limited Fluency  Reads at the sound level with Fluency  Reads at the sound level with Limited Fluency  The examiner:  Comfortable with materials  Comfortable with student  Comfortable with administration

59 What NWF Looks Like

60 How Do We Administer and Score the NWF Measure?  Materials: 1.Examiner probe 2.Student pages (practice page “sim lut” and test page) 3.Stopwatch 4.Pencil  Preparing the student:  Good testing conditions (e.g., lighting, quiet, comfortable)  Provide the model in standardized manner and follow correction procedures as necessary

61 How Do We Administer and Score the NWF Measure? Say these specific directions to the child: “Look at this word (point to the first word on the practice probe). It’s a make-believe word. Watch me read the word: (point to the letter “s”) /s/, (point to the letter “i”) /i/, (point to the letter “m”) /m/ “sim” (run your finger fast through the whole word). I can say the sounds of the letters, /s/ /i/ /m/ (point to each letter), or I can read the whole word “sim” (run your finger fast through the whole word). “Your turn to read a make-believe word. Read this word the best you can (point to the word “lut”). Make sure you say any sounds you know.”

62 How Do We Administer and Score the NWF Measure? CORRECT RESPONSE: If the child responds “lut” or with some or all of the sounds, say INCORRECT OR NO RESPONSE: If the child does not respond within 3 seconds or responds incorrectly, say That’s right. The sounds are /l/ /u/ /t/ or “lut.” Watch me: (point to the letter ‘l’) /l/, (point to the letter ‘u’) /u/, (point to the letter ‘t’), /t/. Altogether the sounds are /l/ /u/ /t/ (point to each letter) or “lut” (run you finger fast through the whole word). Remember, you can say the sounds or you can say the whole word. Let’s try again. Read this word the best you can (point to the word “lut”).

63 Place the student copy of the probe in front of the child. Here are some more make- believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say “begin,” read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin. How Do We Administer and Score the NWF Measure? Student Copy kikwojsigfajyis kajfekavzinzez lannulzemognom yufposvokvivfeg bubdijsijvustos wuvnijpiknokmot nifvecalbojnen suvyigdittumjoj yajzofumvimvel tigmaksogwotsav

64 Maximizing Administration Time  Stopwatch:  Start watch after student says the first word/sound and time for 1 minute.  Scoring:  Underline each correct letter sound produced (see specific scoring rules and examples).  Slash each incorrect letter sound produced.  Maintaining momentum:  Allow the student 3 seconds for each letter sound. After 3 seconds, provide the sound to keep the student moving.  Discontinue:  If a student does not get any correct in the first row, discontinue the task and record a score of zero (0).  Ending testing:  At the end of 1 minute, put a bracket after the last letter-sound/word produced and calculate the total letter-sounds correct in one minute.

65 Scoring Rules for NWF 1.Correct Letter Sounds A correct letter sound is scored as the most common sound in English. – For example, all the vowels are scored for the short sound and the most common sound for the letter “c” is /k/. See pronunciation guide for remaining letter sounds. 2.Marking the booklet Underline exactly the way the student completes task.  For example, if the student goes sound-by-sound, underline each letter individually. If the student reads the target as a whole word, underline the entire word.

66 Scoring Rules for NWF 3.Partially Correct Responses If a word is partially correct, underline the letter sounds produced correctly. Put a slash (/) through the letter if the letter sound is incorrect.  For example, if stimulus word is "sim" and student says "sam," the letters "s" and "m" would be underlined because those letter sounds were produced correctly, giving a score of 2. 4.Repeated sounds Letter sounds pronounced twice while sounding out the word are given credit only once.  For example, if stimulus word is "sim" and the student says /s/ /i/ /im/, the letter "i" is underlined once and the student receives 1 point for the phoneme "i" even though the letter "i" was pronounced correctly twice (a total of 3 for the entire word).

67 Scoring Rules for NWF 5.3-second rule - sound by sound If student hesitates for 3 seconds on a letter, score the letter sound incorrect, provide the correct letter sound, point to the next letter, and say, "What sound?"  This prompt may be repeated. For example, if the stimulus word is "tob" and the student says /t/ (3 seconds), prompt by saying, "/o/ (point to b) What sound?" 6.3-second rule - word by word If student hesitates for 3 seconds on a word, score the word incorrect, provide the correct word, point to the next word, and say, "What word?"  This prompt may be repeated. For example, if the stimulus words are "tob dos et" and the student says, "tob" (3 seconds), prompt by saying "dos (point to et) What word?"

68 Scoring Rules for NWF 7.Insertions Insertions are not scored as incorrect. For example, if the stimulus word is "sim" and the student says "stim," the letters "s" "i" and "m" would be underlined and full credit given for the word, with no penalty for the insertion of /t/. 8.Skipping Rows If student skips an entire row, draw a line through the row and do not count the row in scoring. 9.Self-corrections If student makes an error and then self- corrects within 3 seconds, write "SC" above the letter and count it as correct.

69 Lets Practice NWF

70 ] 14 15 14 13 11 67 NWF Practice #1

71 ] 7 3 10 NWF Practice #2

72 Breakout Activity  Locate the “Nonsense Word Fluency Breakout Activity”  Form a 3-person group  Assign roles:  Examiner  Student  Observer  Practice administering measure (3 rounds)

73 Tips for Scoring  Score for the most common sounds of the letters.  Short vowels: i (big), e (beg), a (bag), u (bug), o (bog)  “Hard” sounds: “c” = /k/, “g” = /g/, “j” = /j/  A point for each letter, whether it is sound-by- sound or read as a whole word.  Score what you hear!  Underline exactly the way the student completes the task.  Practice with at least 7 students before using the scores to make programming decisions.  Look over words you are presenting to increase pacing.

74 Initial Sounds Fluency (ISF):  What important skill does it assess? Phonological Awareness  The ability to hear and manipulate sounds in words.  What is the appropriate time and grade?  Beginning of the year, kindergarten  What is the goal?  How well? 25 phonemes or more  By when? Middle of kindergarten

75 What ISF Looks Like  As you view the video, attend to:  The child:  Characterize task performance (circle one):  Sound Isolation with Fluency  Sound Isolation with Limited Fluency  Sound Recognition with Limited Fluency  Some Sound Recognition with Errors  The examiner:  Comfortable with materials  Comfortable with student  Comfortable with administration

76 What ISF Looks Like

77 How Do We Administer and Score the ISF Measure?  Materials: 1.Examiner probe 2.Student picture pages 3.Stopwatch 4.Pencil  Preparing the student:  Good testing conditions (e.g., lighting, quiet, comfortable)  Provide model in standardized manner and follow correction procedures as necessary

78 How Do We Administer and Score the ISF Measure? 1.Place student copy of 4 randomized pictures in front of child. 2.Say these specific directions to the child: “This is mouse, flowers, pillow, letters (point to each picture while saying its name). Mouse (point to mouse) begins with the sound /m/. Listen, /m/, mouse. Which one begins with the sounds /fl/?"

79 How Do We Administer and Score the ISF Measure?  Correct Response on Sample Item: Student points to flowers, you say: “Good. Flowers begins with the sounds /fl/.”  Incorrect Response: “Flowers (point to flowers) begins with the sounds /fl/. Listen, /fl/, flowers. Let's try it again. Which one begins with the sounds /fl/?”

80 How Do We Administer and Score the ISF Measure?  "Pillow (point to pillow) begins with the sound /p/. Listen, /p/, pillow. What sound does letters (point to letters) begin with?"  Correct Response: If the student says /l/ you say: “Good. Letters begins with the sound /l/.”  Incorrect Response: If the student says any other response, you say: “Letters (point to letters) begins with the sound /l/. Listen, /l/, letters. Let's try it again. What sound does letters (point to letters) begin with?”  Then you say: "Here are some more pictures. Listen carefully to the questions."

81 Maximizing Administration Time  Stopwatch:  Read the question, start stopwatch. After child gives response, stop stopwatch. Record the total time to answer each of the 16 questions.  When the examiner is talking, the watch is not running.  Scoring:  Score is correct or incorrect (see specific scoring rules and examples).  Maintaining momentum:  Make sure to introduce each picture page.  Allow student 5 seconds to answer each question.  Discontinue:  If a student gets no items correct in the first 5 items, discontinue the task and record a score of zero (0).  Ending testing:  After administering all 16 items, record the total duration of thinking/response time found on your stopwatch.  Count number of items correct.  Calculate final score (see formula).

82 Scoring Rules for ISF  Identification Responses (“Which picture begins with…?”)  If the child points to the correct picture or names it, score as correct.  If the child names or renames the picture with a word that begins with the target sound, score as correct.

83 Scoring Rules for ISF  Identification Responses (“Which picture begins with…?”)  If the child points to the correct picture or names it, score as correct.  If the child names or renames the picture with a word that begins with the target sound, score as correct. PROMPT: STUDENT SAYS: SCORE: Which picture begins with /p/?“pie” 0 1

84 Scoring Rules for ISF  Production Responses (“What sound does …. begin with?”)  Correct Initial Sound or Sounds: If the word starts with an initial consonant sound, the child can respond with the first consonant or consonant-consonant blend. For example, if the word is “clock,” a correct initial sound would be /c/ or /cl/. The student must give the sound, not the letter name.

85 Tips for Scoring  Make sure to introduce each picture page.  Score what you hear!  Practice with at least 7 students before using the scores to make programming decisions.  Practice with stopwatch.  Time how long it takes student to answer question.  Make sure to record the total time at the end.  Look over the words and pictures you are presenting to increase pacing.

86 Letter Naming Fluency (LNF):  What important skill does LNF assess?  LNF not directly linked to a Big Idea: Used as a risk indicator  What is the appropriate time and grade?  Through kindergarten and fall of first grade  What is the goal?  While letter naming is a good predictor of early reading success, knowledge of letter sounds is more important to word reading.  Research indicates a score of 8 or below in the beginning of kindergarten is predictive of later reading difficulty.

87 What LNF Looks Like

88 How Do We Administer and Score the LNF Measure?  Materials: 1.Examiner probe 2.Student page 3.Stopwatch 4.Pencil  Preparing the student:  Good testing conditions (e.g., lighting, quiet, comfortable)  Provide the model in standardized manner and follow correction procedures as necessary

89 How Do We Administer and Score the LNF Measure? Say these specific directions to the child: "Here are some letters" (point). "Tell me the names of as many letters as you can. When I say 'begin,' start here" (point to first letter in upper left hand corner) "and go across the page" (point). "Point to each letter and tell me the name of that letter. Try to name each letter. If you come to a letter you don't know, I'll tell it to you. Put your finger on the first letter. Ready?"

90 Maximizing Administration Time  Stopwatch:  Start watch after student says the first letter name and time for 1 minute.  Scoring:  Slash each incorrect letter name produced.  Maintaining momentum:  Allow student 3 seconds for each letter name; after 3 seconds, say the name to keep the student moving.  Discontinue:  If student does not get any correct in the first row, discontinue the task and record a score of zero (0).  Ending testing:  At the end of 1 minute, put a bracket after the last letter-name produced and calculate the total letter-names correct in 1 minute.

91 Scoring Rules for LNF 1.Correct Letter Names Student must say the correct letter name to receive credit. – If the student provides the letter sound rather than the letter name, say, "Remember to tell me the letter name, not the sound it makes." This prompt may be provided only once. 2.Self-corrections If student makes an error and self- corrects within 3 seconds, write "SC" above the letter and do not count as an error. 3.Skipping Rows If student skips an entire row, draw a line through the row and do not count the row when scoring.  Skipped or omitted letters are not counted in scoring.

92 Tips for Scoring  Score for the letter names.  If student skips a row, follow the student’s lead and keep going.  Give the student 3 seconds for each letter.  Score what you hear!  Practice with at least 7 students before using the scores to make programming decisions.

93 Oral Reading Fluency (ORF):  What important skill does it assess?  Fluency and accuracy with connected text: The effortless, automatic ability to read words in connected text leads to understanding.  What is the appropriate time and grade?  Middle of first grade through third grade  What is the goal:  To be fluent at the skill by end of first grade.  How well? 40 correct words or more  By when? End of first grade  What about second grade?  How well? 90 correct words or more  What about third grade?  How well? 110 correct words or more

94 ORF Benchmark Levels Beginning of Year Middle of Year End of Year Grade 1> 20> 40 Grade 2> 44> 68> 90 Grade 3> 76> 91> 110

95 Instructional Priorities

96 Importance of Fluency with Connected Text  The ability to accurately and quickly apply word reading strategies to reading connected text. Automatic and fluent reading allows students to allocate cognitive resources to comprehension.  “Fluency may be almost a necessary condition for good comprehension and enjoyable reading experiences.” (Nathan & Stanovich, 1991)  Oral reading fluency will not tell you everything you need to know about student reading performance. However, there is a strong relationship between oral reading fluency and comprehension.

97 Role of Automaticity or Fluency  Role of Automaticity or Fluency: Video of Louisa Moats

98 Role of Automaticity or Fluency  Role of Automaticity or Fluency: Video of Louisa Moats  Why do nonfluent readers “get worn out” after reading for a period of time?  ________________________________________ ______  ________________________________________ ________________________________________  ___________________________________ ______________________________________ ______ too much attention devoted to figuring out words takes too long to get to the end of passage and student can’t remember the beginning lose the sense of the passage as they struggle, pause, and make word-reading errors

99 Fluent Readers Display Orchestrated Reading Skills  Fluent readers are able to:  Focus their attention on understanding the text  Synchronize skills of decoding, vocabulary, and comprehension  Read with speed and accuracy  Interpret text and make connections between the ideas in the text  Nonfluent readers:  Focus attention on decoding  Alter attention to accessing the meaning of individual words  Make frequent word reading errors  Have few cognitive resources left to comprehend

100 Frustration: Reading With Poor Word Recognition He had never seen dogs fight as these w____h c____ f___, and his first e_____ t____t him an unf_____able l_____n. It was true, it was a vi_____ ex_____, else he would not live to pr____it by it. Curly was the v_____. They were camped near the log store where she, in her friend__ way, made ad____ to a husky dog the size of a full-_____ wolf, the____ not half so large as he ____. __ere was no w___ing, only a leap in like a flash, a met___ clip of teeth, a leap out equal__ swift, and Curly’s face was ripped open from eye to jaw. It was a wolf manner of fight___, to st___ and leap away; but there was more to it than this. Th___ or forty huskies ran _o the spot and not com____d that s____t circle. Buck did not _____ com____d that s____t in _____, not the e_way with which they were licking their chops. Reading with 80% Accuracy Impact on Comprehension? Impact on Fluency?

101 What ORF Looks Like…

102 How Do We Administer and Score the ORF Measure?  Materials: 1.Examiner probe 2.Student passages 3.Stopwatch 4.Pencil  Preparing the student:  Good testing conditions (e.g., lighting, quiet, comfortable) Say these specific directions to the child: “Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say "stop," I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.”

103 How Do We Administer and Score the ORF Measure? Say these specific directions to the child: “Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say "stop," I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.”

104 Maximizing Administration Time  Stopwatch:  Start watch after student says the first word and time for 1 minute.  Scoring:  Slash each word produced incorrectly.  Maintaining momentum:  Allow student 3 seconds for each word. After 3 seconds, say the word to keep the student moving.  Discontinue:  If student does not get any correct in the first row, discontinue the task and record a score of zero (0).  If student scores less than 10 on the first passage, do not administer the other two passages.  Ending testing:  At the end of 1 minute, put a bracket after the last word produced and calculate the number of correct words in one minute.

105 Scoring Rules for ORF: Scoring Directions are Similar to Marston, D. (1989) 1.Correctly Read Words are pronounced correctly. A word must be pronounced correctly given the context of the sentence.  Example: The word “read” must be pronounced /reed/ when presented in the context of the following sentence: Ben will read the story.WRC = 5 not as: “Ben will red the story.”WRC = 4 2.Self-corrected Words are counted as correct. Words misread initially but corrected within 3 seconds are counted as correct.  Example: Dad likes to watch sports.WRC = 5 read as: “Dad likes to watch spin...(3 seconds)…sports.”WRC = 5

106 Scoring Rules for ORF 3.Repeated Words are counted as correct. Words said over again correctly are ignored.  Example: I have a goldfish.WRC = 4 read as: “I have a...have a goldfish.”WRC = 4 4.Dialectic variations in pronunciation that are explainable by local language norms are not errors.  Example: We took the short cut.WRC = 5 read as: “We took the shot cut.”WRC = 5

107 Scoring Rules for ORF 5.Inserted Words are ignored. When students add extra words, they are not counted as correct words nor as reading errors.  Example: I ate too much.WRC = 4 read as: “I ate way too much.” WRC = 4 6.Mispronounced or Substituted Words are counted as incorrect.  Example: She lives in a pretty house.WRC = 6 read as: “She lives in a pretty home.”WRC = 5

108 Scoring Rules for ORF 7.Omitted/Skipped Words are counted as errors.  Example: Mario climbed the old oak tree.WRC = 6 read as: “Mario climbed the tree.”WRC = 4

109 Scoring Rules for ORF Words must be read in accordance with the context of the passage 8.Hyphenated Words count as two words if both parts can stand alone as individual words. Hyphenated words count as one word if either part cannot stand alone as an individual word. 9.Numerals and Dates must be read correctly in the context of the sentence. 10.Abbreviations must be read as pronounced in normal conversation. For example, “TV” could be read as "teevee" or "television," but “Mr.” must be read as "mister."

110 Let’s practice ORF

111 ORF Practice #1

112 ] Total= 56 cwpm Accuracy = 56/62 = 90% ORF Practice #1

113 ORF Practice #2

114 ] Total= 30 cwpm Accuracy = 30/41 = 73% ORF Practice #2

115 Breakout Activity  Locate the “Oral Reading Fluency Breakout Activity”  Form a 3-person group  Assign roles:  Examiner  Student  Observer  Practice administering measure (3 rounds)

116 Tips for Scoring  Student must read exactly what is on the page.  Self-corrections and insertions are ignored and not counted as errors.  Simply slash errors until you feel comfortable writing in the error types.  Score what you hear!  Practice with at least 7 students before using the scores to make programming decisions.  Look over passages you are presenting to ensure pacing is efficient.  Use the middle score of the three passages read to assess the student’s skill.  Have student read all three passages in one sitting

118 Student Performance: Are We Making Progress? 28% Low risk for reading difficulties 34% Some risk for reading difficulties 38% At risk for reading difficulties End of Year Histogram - ORF, Year 1

119 Student Performance: Are We Making Progress? 57% Low risk for reading difficulties 20% Some risk for reading difficulties 22% At risk for reading difficulties End of Year Histogram - ORF, Year 2 After changes in curricular program, instruction, time, professional development:

120 Student Performance: Are We Making Progress? After 4 years of sustained focused effort: Cross-Year Boxplot Play audio clip

121 Class List Reports: Identifying At-Risk Students in the Middle of First Grade NamePhoneme Segmentation FluencyNonsense Word FluencyOral Reading FluencyInstructional Recommendation Score%ileStatusScore%ileStatusScore%ileStatus Kevin125Emerging113Deficit03At Risk Intensive - Needs Substantial Intervention John0< 1Deficit196Deficit03At Risk Intensive - Needs Substantial Intervention Leone4433Established228Deficit16At Risk Intensive - Need Substantial Intervention Yvonne208Emerging239Deficit03At Risk Intensive - Needs Substantial Intervention Katrina21Deficit2714Deficit719At Risk Intensive - Needs Substantial Intervention Brian32Deficit2714Deficit822Some Risk Intensive - Needs Substantial Intervention Tara52Deficit2815Deficit16At Risk Intensive - Needs Substantial Intervention Levi208Emerging3423Emerging1131Some Risk Strategic - Additional Intervention Ryan94Deficit3727Emerging1543Some Risk Strategic - Additional Intervention Chester156Emerging3829Emerging8594Low Risk Benchmark - At Grade Level Brian73Deficit3930Emerging822Some Risk Strategic - Additional Intervention Sara177Emerging4032Emerging1028Some Risk Strategic - Additional Intervention Joshua5148Established4134Emerging514At Risk Intensive - Needs Substantial Intervention Larsen4638Established4541Emerging3270Low Risk Benchmark - At Grade Level

122 DeficitAt Risk EmergingSome Risk EstablishedLow Risk Final Benchmark Goals and Later Quarterly Benchmark Goals Instructional Status Terminology For Each Measure

123 Critical Values & Progressive Benchmarks

126 Quick Review  What are the two measures used to assess phonological awareness? __________  What is the only measure not administered for a full 60 seconds? __________  Which measure do we use as a risk indicator for reading difficulty, but is not directly linked to a big idea of early literacy? _________________  This measure has students read made-up words to assess phonetic analysis skills and avoid the chance the student has the word memorized. ______________  Which measure has the strongest linkage to reading comprehension without a direct assessment of it? ______________ ISF & PSF ISF LNF NWF ORF

127 Benchmarks and Levels of Low Risk for Each DIBELS Measure BeginningMiddleEnd Kindergarten ISF: > 8ISF: > 25 LNF: > 8LNF: > 27LNF: > 40 PSF: > 18PSF: > 35 NWF: > 13NWF: > 25 First LNF: > 37 PSF: > 35 NWF: > 24NWF: > 50 ORF: > 20ORF: > 40 SecondORF: > 44ORF: > 68ORF: > 90 ThirdORF: > 77ORF: > 92ORF: > 110

128 How Do I Use the DIBELS Website?  Entering and generating reports using the DIBELS website begins with setting up your school.  Sign up to get a user name and password at: http://dibels.uoregon.edu  Create your school in the system (a manual for using the website is available on the website as well as in your supplemental materials)

129 Using the DIBELS Website Creating your school in DIBELS web: 1.Creating classrooms 2.Populating classrooms with students 3.Creating users

130 Entering Data on DIBELS Website After your school has created the classrooms with students, you can enter the data you collected by selecting the classroom

131 Generating Reports  Two main types of reports generated from DIBELS Website:  PDF Reports: Downloadable reports designed for printing. The school and district PDF reports combine the most common reports into a single file.  Web Reports: Individual reports designed for quick online viewing. Select the specific report you would like.

132 How Will the Results Be Shared With the School?  Schedule time soon after data collection to share and distribute results  School-level: Staff meeting  Grade-level: Team meetings  Determine a method of addressing concerns  Identifying at-risk students  Answering questions about the results  Re-thinking the data collection approach

133 Web Resources  Materials  Administration and scoring manual  All grade-level benchmark materials  Progress monitoring materials for each measure (PSF, NWF, ORF, etc.)  Website  Tutorial for training on each measure with video examples  Manual for using the DIBELS Web Data Entry website  Sample schoolwide reports and technical reports on the measures  Logistics  Tips and suggestions for collecting schoolwide data (see website)

Oregon Department of Education Statewide K-3 Literacy Outreach: Introduction to DIBELS.

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Oregon Department of Education Statewide K-3 Literacy Outreach: Introduction to DIBELS.

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