Agenda Introduction First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Letter Naming Fluency (LNF) Nonsense Word Fluency (NWF) DIBELS ® Oral Reading Fluency (DORF)* Daze (DIBELS ® Maze) 2 * DORF includes the now required Retell component

Why use DIBELS ® Next? Improved measures based on research and user feedback –New directions to facilitate students’ understanding –New content, including all new reading passages –New arrangement of items to increase consistency of scores –Checklist of common response patterns to aid in intervention planning –New scores for some measures to enhance interpretation –New more child-friendly font in grades K-2 (called “Report School”) New measures –First Sound Fluency - K –DAZE - Gr. 3-6 (group admin.) 3

Why Use DIBELS ® Next? New research on all measures carried out over 4 years on over 25,000 children in over 90 schools –Use of new readability formula to level passages and decrease variability of DORF scores –New reliability data –New validity data Prediction to NAEP Prediction to GRADE –New research on benchmark goals (avail. Aug. 31st, 2010) New user-friendly format –Flip-book format for published version (Sopris) –Larger booklet size for downloadable version (legal-sized paper) 4

Additional Tidbits - DIBELS ® Next? Two year window to make switch –Suggest make switch now Suggestion: Wait 2-3 weeks into year to give benchmarks so kids are acclimated Created own readability index (tech report on DMG website soon) –Slight difference in difficulty (1st story=easy, 2nd=medium, 3rd=hard) –Progress Monitor Passages (1st & 2nd story=medium, 3rd=easy, 4th=medium, 5th=hard, 6th=easy, 7th=medium, 8th=hard, etc.) Timing, Wait, & Discontinue Rules all on directions 5

DIBELS ® Next Overview All measures have been updated with: –New directions –New items –New early reader font –New passages –New practice items –New format New look and feel of all materials New Measures –DIBELS ® Daze –First Sound Fluency Retell is part of DORF –Not optional –Given only if 40 wpm or more WUF-R available as an experimental measure –Not reliable yet –Contact –WUF no longer avail. 6

What Has Not Changed DIBELS ® Next are still: –Brief, standardized, repeatable indicators of Basic Early Literacy Skills –Research-based –Used for universal screening, benchmark assessment, progress monitoring, and systems evaluation –Appropriate for use within a Response to Intervention model of service delivery 7

DIBELS ® Assess the Basic Early Literacy Skills 8

Outcomes Driven Model 9

Basic Early Literacy Skills Timeline 10

Overview of Materials Assessor Materials –1 Scoring Booklet per student –Different booklets for each grade Student Materials –What the student looks at to complete the task –Only needed for written measures –Daze is the only one that students will write on (downloaded separate worksheet) 11

Redesigned Scoring Booklets: Benchmark Assessment Cover 1/2 legal size pages to provide more room for scoring and prompts Integrated response patterns to facilitate linkage to instruction Directions are integrated in Student Materials –Integrated reminders –Integrated scoring prompts 12

Redesigned Scoring Booklets: Inside Benchmark Assessment 13

Redesigned Student Materials 14

Redesigned Scoring Booklet: Progress Monitoring 15

Redesigned Scoring Booklet: Inside Progress Monitoring 16

DIBELS ® Next Assessment Manual Essential Resource for Administering and Scoring DIBELS ® Next Contains: –Chapters on the Foundations of DIBELS ® Next, Guidelines for Administering and Scoring, Interpreting DIBELS ® Next Data, and Implementing DIBELS ® Next in Your School –Administration and scoring rules for all DIBELS ® Next measures –Model scoring pages –Appendices including the Pronunciation Guide, practice scoring sheets and answer keys, Assessment Accuracy Checklists, and sample statements and letters Can be downloaded or purchased Should be available for each DIBELS ® Next assessor 17

General Guidelines for Administration and Scoring Measures are standardized Directions need to be presented verbatim Measures are timed Timing needs to be accurate 18

General Guidelines: Children Children are not penalized for differences in performance due to articulation, dialect, or different first language. All measures have discontinue rules for children who have difficulty. Make a note for any consistent pattern in performance that may affect a child’s acquisition of reading skills. DIBELS ® approved accommodations may be used for children for whom a standardized administration may not provide an accurate estimate of skills. 19

Approved Accommodations Only use accommodations for those children who need them. Assess using standardized directions and procedures first. Reassess with accommodations only if necessary. If accommodation is used, mark “A” on scoring booklet beside score. Specific, approved accommodations are provided in the Assessment Guide. 20

Approved Accommodations Large print or enlarged edition of student materials may be used. Use of colored overlays, filters, or lighting adjustments is appropriate if visions and performance are enhanced. Amplification or a direct sound system from tester to student are appropriate if it will facilitate hearing of directions or test stimuli. If the student doesn’t understand you, there was a distraction, or the student was not paying attention, the practice item(s) may be repeated one time for each measure. A marker or ruler may be used to focus student attention on any measure that has student materials. 21

Time Needed for Benchmark Assessment per Student GradeBOYMOYEOYChange from 6 th Edition K3 minutes6.5 minutes5 minutes st 5 minutes9 minutes nd 9 minutes7 minutes +3 3 rd – 6 th 11 minutes +7 * 4 minutes if Daze is group administered 22 * The 6 th edition times were without the optional RTF & WUF