Dynamic Indicators of Basic Early Literacy Skills

Dynamic Indicators of Basic Early Literacy Skills
DIBELS Next Dynamic Indicators of Basic Early Literacy Skills Welcome and Foundation for Our Work Together 8:30-9:00 (30 minutes) Slides 1-6

DIBELS Next DIBELS Next is based on new research conducted over 4 years on over 25,000 students in 90 schools throughout the United States. More background information is provided on the introductory pages of the Admin Guide.

Changes - DIBELS Next Measures Modifications Benefits First Sound
Page 12 Changes - DIBELS Next Measures Modifications Benefits First Sound Fluency (FSF) First Sound Fluency replaces Initial Sound Fluency (ISF) as a measure of early phonemic awareness No pictures, no guessing Continuous timing Increased reliability Phoneme Segmentation Fluency (PSF) New directions and layout Increased ease of administering and scoring New arrangement of items (test words) Increased consistency of scores Checklist of common response patterns Enhanced intervention planning This is an overview of the modifications within DIBELS Next. As we get into each measure, you will better see the specific changes that were made

Changes - DIBELS Next Letter Naming Fluency (LNF) New font
Page 12 Changes - DIBELS Next Letter Naming Fluency (LNF) New font More student-friendly New directions and layout Increased ease of administering and scoring New arrangement of items (letters) Increased consistency of scores Checklist of common response patterns Enhanced intervention planning Nonsense Word Fluency (NWF) More student friendly New arrangement of items (nonsense words) New score: Whole Words Read (WWR) Enhanced interpretation of scores

Changes - DIBELS Next DIBELS Oral Reading Fluency (DORF) New font
Page 12 Changes - DIBELS Next DIBELS Oral Reading Fluency (DORF) New font More student-friendly New directions and layout Increased ease of administering and scoring All new reading passages More equivalent passages Checklist of common response patterns Enhanced intervention planning New scores: errors and retell Enhanced interpretation Daze A new DIBELS maze measure of reading comprehension for Grades 3-6, which can be group or individually administered Additional measure of comprehension Provides additional information for intermediate students

Agenda Day One Welcome Materials for Today Multi-tiered Framework
What is DIBELS Next? Protocol Scoring and Recording Welcome participants and review norms for the day. Review participant materials that will be used for the day: -Participant Manual Share the agenda for the day. Briefly introduce yourself and share your DIBELS background with participants. In addition to the above expectations, remind participants to: Turn their cell phones on vibrate/silent. Return from breaks at the assigned time. *Preparation is necessary for certain slides, please read through this presentation carefully.

Today’s Objectives To introduce the multi-tiered framework
To introduce DIBELS Next as a screening and progress monitoring assessment tool To become familiar with the administration and scoring procedures for all the DIBELS measures: First Sound Fluency (FSF) Letter Naming Fluency (LNF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) DIBELS Oral Reading Fluency (DORF)/Retell Fluency Daze Review objectives and point out the abbreviations for the DIBELS measures. *Chart the measures and their abbreviations ahead of time. You will refer to this over the next two days.

Connecting to Our Work OCR IWT RtI2 More time Small group PM
Intensive Individualized Tutorial PM Small group More time Good First Instruction IWT -OCR- We are going to talk about how to identify student needs, determine the intervention and progress monitor to measure progress toward grade level standards. -IWT- This is the time used to target your instruction based on students’ specific needs. We will use DIBELS as a way of screening and progress monitoring students. -RtI2- Response to Instruction AND Intervention. Our goal in RtI is to clearly define our target skills for specific students and to progress monitor to see what instruction is or is not working.

General Education Tier 3 3:1 Tier 2 5:1 PM Tier 1 Core + IWT PM
REVISED Talk through the multi-tiered framework – Response to Instruction and Intervention (RtI2). Refer to the Notes on the Multi-tiered Framework that elaborate on these slides. Each level will appear as you click. Notes to Self: As we look at the triangle, we have to think of each tier as a service or resource provided for children and not a label. Here are a few major misconceptions: RtI2…is a program….it’s not a program - it’s a framework that shifts the way we support students. RtI2…is only about intervention….rather than instruction. Rti2…is only for certain students or teachers….Everybody on your staff falls into even non-certificated staff. RtI2…is only for special education students…it’s about prevention in general education first and it’s about supporting all kids! 3. Food for thought: It’s legislated in Florida. It’s in the new reauthorization of ESEA. I hope you don’t see it as something new because it is not; however, there are aspects of RtI that make it stand apart from we have done it the past. It’s about the three As (Academics, Attitude (Behavior/Social Emotional), Attendance = the whole child All Eds (General Ed, Special Ed, Gifted Ed, Ed for Els, SELs, and All students) The importance of data-based decision making to determine the level of supports students receive. ** small group instruction during IWT-Tier 2 - need to get that intervention at the core first 3:1 PM Tier 2 5:1 PM Tier 1 Core Grade Level + Differentiation PM IWT

General Education Tier 3 3:1 Tier 2 5:1 PM Tier 1 Core + IWT
Students with Disabilities Receiving Resource Support Tier 3 REVISED As we look at the triangle, we have to think of each tier as a service for children and not a label. What looks different for a student with Resource Support? The student has an IEP with identified goals Refer to the Notes on the Multi-tiered Framework that elaborate on these slides. Learning center (not a resource room): small group instructional area, should contain lots of materials and programs that is available for teachers to use with their students that might need out of grade instruction. Difference is that students has support from resource teacher Voyager is not a replacement program. Voyager is a Tier 2 program. If student is below grade level, performing FBB on CST they may qualify for replacement programs: Language! or Read 180. A core program must have all five components of reading/language arts. Breaking the Code does not have all give components therefore it is not a Tier 1. How the teacher responds to the performance of the students is key in intervention. RTI is not just for teachers but a system that involves students they are targeting. What are we doing differently for our special ed. students who are with their non special ed. peers? 3:1 PM Tier 2 5:1 PM Tier 1 Core Grade Level + Differentiation PM IWT Resource Specialist Teacher

Special Education – Special Day Program
Tier 3 3:1 PM Tier 2 5:1 PM See additional notes page in Presenter materials Reminder for students in Special Day class their Tier 1 program is a combination of access to grade level instruction and intervention identified in their IEP by goals. Tier 1 Core Grade Level + Intensive Intervention Instruction III PM

Introductory Activity
What do you know about DIBELS? Share with a partner. (Think, Pair, Share) Share with the group. Introductory Activity 9:00-9:10 (10 minutes) Have participants share with a partner what they know about DIBELS. Share out with the whole group. This discussion will allow you to gage the participants familiarity with DIBELS. 12

What Are DIBELS Next? Dynamic Indicators of Basic Early Literacy
Skills DIBELS Next are brief fluency measures of critical early literacy skills used to: Identify students at risk EARLY! Evaluate effectiveness of instruction Have participants CHORAL READ the acronym meaning. Explain the information in the box: The earlier we identify students the easier it will be to catch them up. (K-1st grades) The progress monitoring piece will help to evaluate the effectiveness of instruction. We will explain that in detail on a later slide. The measures are seeing how students have automaticity with all those skills

Research and Development at the University of Oregon
Page 10 Research and Development at the University of Oregon DIBELS research is supported by: Early Childhood Research Institute on Measuring Growth and Development Institute for the Development of Educational Achievement University of Oregon, College of Education Oregon Department of Education These materials were developed by Roland Good and Ruth Kaminski to use in training teachers to use DIBELS. Background and Research 9:10-10:00 (50 minutes) Slides 8-24 Spend less than 1 minute on this slide Have participants read the slide to themselves. The following information is for your background knowledge and can be shared with the participants if needed: DIBELS is a downward extension of CBM (Curriculum Based Measurement) Research and Development is funded primarily through the Early Childhood Research Institute on Measuring Growth and Development University of Kansas, University of Minnesota, and University of Oregon are the 3 sites that are part of the project. University of Oregon is responsible for developing and refining critical growth and development indicators in the area of early literacy. Dr. Roland Good is in charge of the project and the primary investigator. The DIBELS website is a valuable resource - contains all directions for administering and scoring the measures as well as additional copies of all the forms for each measure and packets for doing benchmark assessment in kindergarten and first grade See page 10 of guide

What is DIBELS Next? DIBELS Next are brief, powerful indicators of foundational early literacy skills that: Are quick and efficient to administer and score Serve as universal screening (or benchmark assessment) and progress monitoring Identify students in need of intervention support Evaluate the effectiveness of interventions Support the RtI/Multi-tiered model 15 15

Why Do We Need DIBELS? Big problems to solve
20% - 70% of students have significant reading problems Expertise is required For students with a deficit in phonological awareness in kindergarten, reading difficulty and reading failure are likely – unless skills are remediated early Time is critical Students who fail to read fluently by the end of grade 3 have only minimal chance of ever achieving literacy competence. Remember the RtI triangle and that our goal is to have 80% of our students at proficiency in reading. How do we propose to do that? We need to become experts at the craft of teaching reading. In order to do this, we need to know how to use our data efficiently. Then based on the data, we need to diagnose and prevent bigger problems from occurring. Time is critical… We can’t wait until fourth grade to catch students up. Research shows that if you take a fourth-grader reading at the second-grade level and provide two 30-minute intervention reading periods every day, he might catch up in a year or two or three, or even four. If you want him to catch up to grade level, you will need to triple his acquisition rate over a four-year period, or quadruple his historical rate of learning over a two-year period. (What Really Matters in Response to Intervention, Richard L. Allington ) In other words, it’s a daunting task to catch up students who are that far behind. We need to be aware of students’ deficits the minute they enter our rooms so that we can prevent the gap from widening and actually close it early in a students’ academic career.

DIBELS: Basic Rationale
Data from many thousands of students has shown that how children perform on certain “index” skills is very predictive of whether they will be reading on grade level by third grade. In kindergarten, these areas of skill and knowledge are: phonemic awareness, letter knowledge, vocabulary Based on our last 10 years of trainings and experiences we know the following information about the Big Ideas in reading, also known as the Critical Components. Review the next 2 slides. Have participants silently read the information in the yellow boxes about each grade level. Remind participants that explicit and systematic instruction in Kindergarten lays the foundation for the following grades.

DIBELS: Basic Rationale
In 1st grade, these areas of skill and knowledge are: phonemic awareness, phonemic decoding, vocabulary, reading fluency, comprehension strategies In 2nd and 3rd grade, these areas of skill and knowledge are: vocabulary, reading fluency, comprehension strategies What does a student have to do at what time? Goes well with standards. Good discussion on what is expected from the students. By 2nd and 3rd grade the complexity changes. The crucial skills have to be mastered by 2nd and 3rd and after that it’s SOS. S.O.S- some of the same~~

We Know That… There are 5 Critical Components
of effective early reading instruction: Phonemic Awareness Phonics Fluency Vocabulary Comprehension Remember our trainings and experiences over the past 10 years. We know that the ultimate goal for reading is comprehension. In order for a student to fully understand everything that they read, certain building blocks need to be in place. DIBELs is one way of measuring the students’ knowledge of the 5 Critical Components in reading (Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension). All 5 are not stressed at the same time with equal emphasis. There is a developmental sequence in learning to read and DIBELS is based on that sequence. Students must have systematic and explicit instruction.

DIBELS Next Measures First Sound Fluency (FSF)
Letter Naming Fluency (LNF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) DIBELS Oral Reading Fluency (DORF) DAZE

Basic Early Literacy Skills DIBELS Next Indicators
Alignment of DIBELS Next Measures with Basic Early Literacy Skills Basic Early Literacy Skills DIBELS Next Indicators Phonemic Awareness First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Alphabetic Principle and Basic Phonics Nonsense Word Fluency Correct Letter Sounds (CLS) Whole Word Reads (WWR) Advanced Phonics and Word Attack DIBELS Oral Reading Fluency (DORF) Accuracy Accurate and Fluent Reading Connected Text Correct Words per Minute Reading Comprehension DAZE Retell Total/Quality of Response Vocabulary and Language Skills Word Use Fluency- Revised (available as an experimental measure from This slide will be seen throughout the presentation.

Forms of DIBELS Assessment
Benchmark Assessment (general screening) Given to all children, K-6 Given 3 times per year Measures a few skills that are powerful predictors of reading success, as identified by scientific research Will identify at risk students who are recommended for intervention and progress monitoring Tell participants that there are two forms of DIBELs : Benchmark and Progress Monitoring. Have participants turn to p and read the section: DIBELS as a Screening Instrument. Highlight key points and answer questions as needed. You always begin with the Benchmark to see where students are in relation to grade level standards. The Benchmark Screenings need to be given at the students’ current grade level. These assessments are given three times a year, at the beginning of the school year, the middle, and the end. (Approximately every 12 weeks) These benchmark requirements are based upon a database of over one-half million students, establishing the normative scores. No other reading assessment comes close to this norming quantity.

Benchmark Student Booklet
Page 32 Benchmark Student Booklet Here is an example of the student booklet that will be used for the Benchmark scores. This booklet will tell the teachers which measures to administer throughout the year. -Switch to the document reader and show the participants the following features on the cover: benchmark periods, time of year, what measures will be given for this grade level, where to record scores, etc.

Forms of DIBELS Assessment
Progress Monitoring Screening Given to at-risk students (based on Benchmark Screening) One target area at a time Can be out of grade level Consistent and given at equal time increments (Given every 2-4 weeks) Purpose is to ensure that instruction is working Progress Monitoring measures are administered primarily to students whose benchmark screening indicated that they are at some level of risk, and therefore they are receiving intervention instruction. The Progress Monitoring assessment materials quickly assess growth and can be given as frequently as needed. For those students at-risk or that have some-risk, teachers want and need quick, but accurate feedback. If interventions are not working, teachers need to know and adjust the instruction accordingly. There are 20 different forms for each measure. Refer participants to page 34 of I’ve DIBEL’d Now What? for further information on progress monitoring.

Progress Monitoring Student Booklet
Here is an example of a progress monitoring chart for a single student. -Have participants take a look at the difference between the progress monitoring and benchmark booklets. -The progress monitoring form allows a visual aid of the student’s trajectory line. In the front of the room, chart an example of a 2nd grader. Benchmark Aim Line- (52wpm, 72wpm, 87wpm) Student Progress Monitoring Data: (plot these points, they will be below the Aim Line) BM1- DORF score of 13wpm BM2- DORF score of 30wpm BM3- (We want for it to hit the benchmark target for the end of the year) In between these benchmark periods is where we need to progress monitor. These points will show us how the student is progressing. We need to look at the “at-riskness” of the child. What do I, as the teacher need to do? I must consider that I have to do as much as I can within the time that I have, to get them to where they need to be- out of risk and on target. Page 33

DIBELS and RtI/The Outcomes Driven Model
Have participants highlight on page 8-9 of their handbook: -Purposes of each step -The general questions to ask are (on the bottom of p9): What is the problem? Why is it happening? What should be done about it? Did it work? LAUSD calls it the Problem Solving Model. This is the RtI2 model. Draw a visual for the participants. We need to look at the STUDENT, the TARGET, how much TIME will they need, how FREQUENT are these interventions, what will the INTERVENTION look like, and how will I CHECK (progress monitor/ assess) if the targeted intervention worked. What if it didn’t work? What do I do? AM pg. 8-9

Administration Guidelines
DIBELS Materials Clipboard Stopwatch Calculator Pen or Pencil (in a color that is not black) Chapter 2 Have participants take out a highlighter and mark key items. timer should be small enough to hold in the palm of hand or attach to the clipboard track time accurately within hundredth of a second stopwatch or countdown quiet, unobtrusive beep

Testing Environment Small table or student desk in a relatively quiet location Time and location with minimal disruptions and noise Corner of the classroom Assessor positioned (around the corner or across from student) to be able to: see the student’s face and to be able to hear clearly Chapter 2 28

Timing Encouragement and Reinforcement Modeling and Reinforcement Repeating Directions or Items Discontinuing an Assessment Invalidating an Assessment Chapter 2 Timing time each measure according to the administration and scoring procedures Encouragement and Reinforcement what assessor can say is in bold italics, no other comments or prompts should be provided it is allowed for assessor to provide general encouragement to student in between measures (use non-specific statements) Modeling and Practice Items measures begin with assessor modeling practice item provides corrective feedback not intended to teach the skill to students who have not learned the skill Repeating Directions or Items if you judge that the student did not hear or understand the directions, a practice item, or a test item, you may repeat the directions or the item the timer should continue to run while repeating the item Discontinuing an Assessment discontinue rule for students who are unable to perform the task stop the measure and record a score of zero Invalidating an Assessment if error cannot be corrected without retesting the student, discard the test as invalid reassess the student using an alternate form from the PM materials if student is not wearing glasses, hearing aids, or seems ill, nervous, or an interruption occurs do not record the score 29

General Scoring Guidelines
Articulation and Dialect Differences Use of the Schwa sound General reminders: If a student stops and it is not a hesitation say, “Keep going.” (This reminder can be used as often as needed) If a student loses his or her place, point. (This reminder can be used as often as needed) 30

General Scoring Guidelines
Response patterns Recording and Scoring Underline ( _ ) Correct response Applies to PSF and NWF Slash ( / ) Denotes incorrect response Slash ( / ) and an Underline ( _ ) Underline and a slash the slash overrides SC Denotes self correction and counted as correct Exception in Whole Words Read in NWF 31

Testing Materials Benchmark Assessment Materials
Benchmark Scoring Booklet Benchmark Student Materials DAZE Benchmark Assessment Student Worksheets DAZE Benchmark Assessment Administration Directions and Scoring Keys 32

Testing Materials Progress Monitoring Assessment Materials
Progress Monitoring Scoring Booklet Progress Monitoring Student Materials DAZE Progress Monitoring Student Worksheets DAZE Progress Monitoring Administration Directions and Scoring Keys 33

Approved Accommodations
Page 20 Approved Accommodations pg. 20 -Refer to Table 2.1 for Approved Accommodations -Refer to Table 2.2 for Uses of DIBELS (appropriate uses vs. inappropriate uses) 34

Benchmark Assessment Yearly Schedule

DIBELS Next BENCHMARK ASSESSMENT CALENDAR
GRADE FSF First Sound Fluency LNF Letter Naming Fluency PSF Phoneme Segmentation Fluency NWF Nonsense Word Fluency DORF & RTF DIBELS Oral Reading Fluency Retell Fluency DAZE WUF Word Use Fluency K (BOY) K (MOY) K (EOY) 1 (BOY) 1 (MOY) 1 (EOY) 2 (BOY) 2 (MOY) 2 (EOY) 3 (BOY) 3 (MOY) 3 (EOY) This chart shows when the assessments are given and in what grade. It also shows at what grade level, it is a critical skill. - WUF is optional and localized (benchmark goals are not available for this measure) 36

DIBELS Next BENCHMARK ASSESSMENT CALENDAR
GRADE ISF Initial Sound Fluency LNF Letter Naming Fluency PSF Phoneme Segmentation Fluency NWF Nonsense Word Fluency DORF & RTF DIBELS Oral Reading Fluency Retell Fluency DAZE WUF Word Use Fluency 4 (BOY) 4 (MOY) 4 (EOY) 5 (BOY) 5 (MOY) 5 (EOY) 6 (BOY) 6 (MOY) 6 (EOY) The upper grade students only take ORF and RTF and DAZE. Remember that there are 3 passages per assessment period. Progress monitoring could happen at a different level. 37

Implementing DIBELS Next in Your School
Testing Approaches: Within the classroom The classroom teacher assessing 5 students a day School-wide: One Day A large team of trained assessors Team must be large enough to cover the whole school The classroom teacher can assess their own class as the assessor teaches the class Advantage: efficient testing, minimal disruption Disadvantage: need for a large support team which may include the needs for subs (money) School-wide: Multiple Days Smaller team, multiple days pg.30 You may look at the Time Requirements for Benchmark Assessment to determine how long will this take for the teacher to assess, for school roll-out, etc.

Protocol Big Idea Read and highlight Assessment Manual Review
Practice: 1. Highly Structured Practice (I Do) 2. Check for Understanding (Appendix) 3. Guided Practice (We Do) Scoring & Recording Q&A You Do: done with a partner and comparing the differences in scores Scoring and Recording: refer to the benchmark scores

Standard Features of DIBELS Next Measures
Basic Early Literacy Skill Administration Time Administration Schedule Administration Directions When to Start and Stop the Stopwatch Score Scoring Rules Reminders Wait Rule Discontinue Rule - Participants highlight the directions 40

First Sound Fluency FSF /d/ Chapter 5 all auditory AM Chapter 5

Alignment of DIBELS Next Measures with Basic Early Literacy Skills
DIBELS Next Indicators Phonemic Awareness First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Alphabetic Principle and Basic Phonics Nonsense Word Fluency Correct Letter Sounds (CLS) Whole Word Reads (WWR) Advanced Phonics and Word Attack DIBELS Oral Reading Fluency (DORF) Accuracy Accurate and Fluent Reading Connected Text Correct Words per Minute Reading Comprehension DAZE Retell Total/Quality of Response Vocabulary and Language Skills Word Use Fluency- Revised (available as an experimental measure from A brief direct measure of a student’s fluency in identifying the initial sounds in words. The ability to isolate the first sound in a word is an important phonemic awareness skill that is highly related to reading acquisition and reading achievement. Review this if participants are experienced DIBELS users: Measure: First Sound Fluency (FSF) Modifications: First Sound Fluency replaces Initial Sound Fluency (ISF) as a measure of early phonemic awareness Benefits: No pictures, no guessing Continuous timing Increased reliability 42

First Sound Fluency- FSF
Read the description and administration directions on Pages After reading have group “shout out”, share what they highlighted.

First Sound Fluency- FSF
Basic Early Literacy Skill Phonemic Awareness Administration Time 1 minute Administration Schedule Beginning of kindergarten to middle of kindergarten Score 2 points for each correct initial phoneme and 1 point for each correct initial consonant blend, consonant plus vowel, or consonant blend plus vowel said by the student in 1 minute Wait Rule If the student does not respond within 3 seconds on a word make a slash ( / ), through the zero and say the next word Discontinue Rule Zero points in the first five words Review the key features 44

FSF Scoring Rules Page 42 2 points for correctly identifying the initial phoneme 1 point for identifying the correct initial sounds Make a slash (/) for an incorrect or no response Write “sc” for a response that the student corrected within 3 seconds Discontinue Rule discontinue if the student has not said any correct sounds in the first 5 words Wait Rule Wait 3 seconds for the student to respond Examples…

Practice 1 Assessor Says: Student Say: Example: soap /s/ /oa/ /p/
Error correction 1. laughed /l/ 11. bright /br/ 2. pine /p/ 12. knock /n/ 3. skirt /s/ 13. trash “t” 4. flag /fl/ 14. list 5. rang /ru/-schwa 15. spring /spr/ 6. crow /k/ 16. chief /ch/ 7. hide /h/ 17. grand /g/ 8. blame /bl/ 18. sweat 9. deck /d/ 19. shelf /sh/ 10. crab 20. heard /hu/-schwa cheat sheet After scoring go to Benchmark and discuss “Need for Support” column - discuss response patterns

Check for Understanding
Practice Scoring Sheet FSF, Appendices page 103 Answer Key FSF, Appendices page 104 You Do 1. Model with first example 2. Participants does page 103 on their own 3. Check your scores 4. Compare you scores with partner

Practice 2 Assessor Says: Round 2: Student B You Say: Example: soap
Error correction /s/ /oa/ /p/ 1. laughed /l/ 11. bright /br/ 2. pine /pie/ 12. knock /nu/ 3. skirt /sk/ 13. trash /tra/ 4. flag /fl/ 14. list 5. rang /ra/ 15. spring /spr/ 6. crow /kr/ 16. chief /ch/ 7. hide /h/ 17. grand /gr/ 8. blame /blai/ 18. sweat “s” 9. deck /d/ 19. shelf /sh/ 10. crab 20. heard - discuss response patterns

Scoring and Recording 2 point responses: ___
x 2 ___ point responses: ____ = Total: ___

Letter Naming Fluency LNF

Alignment of DIBELS Next Measures with Basic Early Literacy Skills Basic Early Literacy Skills DIBELS Next Indicators Phonemic Awareness First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Alphabetic Principle and Basic Phonics Nonsense Word Fluency Correct Letter Sounds (CLS) Whole Word Reads (WWR) Advanced Phonics and Word Attack DIBELS Oral Reading Fluency (DORF) Accuracy Accurate and Fluent Reading Connected Text Correct Words per Minute Reading Comprehension DAZE Retell Total/Quality of Response Vocabulary and Language Skills Word Use Fluency- Revised (available as an experimental measure from LNF does not fall under the 5 components of literacy LNF- Not directly linked to a basic early literacy skill. The skill of knowing letter names is not essential to reading outcomes. Knowledge of letter names in kindergarten is a strong and robust predictor of later reading performance and has an enduring relationship with phonological awareness. Remind of changes on for experienced DIBELS user: Measure: Letter Naming Fluency Modification: New font New directions and layout New arrangement of items Checklist of common response patterns Benefits: More student friendly Increased ease of administering and scoring Increased consistency of scores Enhanced intervention planning 51

Letter Naming Fluency-LNF
Read description and directions for administration on Chapter 6, pages 48-52 Assesses a student’s ability to recognize individual letters and say their letter names Early indicator for at-risk and difficulty achieving early literacy benchmark goals

Letter Naming Fluency-LNF
Basic Early Literacy Skill None Administration Time 1 minute Administration Schedule Beginning of kindergarten to beginning of first grade Score Number of letters named correctly in 1 minute Wait Rule If the student does not name a letter within 3 seconds, mark a slash ( / ), through the letter and say the correct letter name Discontinue Rule No letters named in the first row 53

LNF Scoring Rules Discontinue rule
Discontinue if the first 10 letters incorrect Wait Rule After 3 seconds tell the student the correct letter name, score as incorrect, and move on Uppercase I and lowercase l are interchangeable, marked correct Saying a number for a letter (#1 for l) is incorrect Examples…

Practice with Instructor
Scoring Practice Practice with Instructor read from cheat sheet

LNF Scoring & Recording
Count total letters correct 1 minute Make anecdotal notes i.e.. B and D reversals, etc.

Phoneme Segmentation Fluency
PSF sh ee p Chapter 7

DIBELS Next Indicators Phonemic Awareness First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Alphabetic Principle and Basic Phonics Nonsense Word Fluency Correct Letter Sounds (CLS) Whole Word Reads (WWR) Advanced Phonics and Word Attack DIBELS Oral Reading Fluency (DORF) Accuracy Accurate and Fluent Reading Connected Text Correct Words per Minute Reading Comprehension DAZE Retell Total/Quality of Response Vocabulary and Language Skills Word Use Fluency- Revised (available as an experimental measure from Direct measure of phonemic awareness Administered: MOY Kinder thru BOY 1st grade Measures student’s fluency in segmenting a spoken word into its component parts or sound segments. 1 minute measure Remind of changes only to 1-Day experienced DIBELS Users: Measure: Phoneme Segmentation Fluency (PSF) Modifications New directions and layout New arrangement of items (test words) Checklist of common response patterns Benefits Increased ease of administering and scoring Increased consistency of scores Enhanced intervention planning 58

Phoneme Segmentation Fluency- PSF
Read description and directions for administration on pages 55-57

PSF Scoring Rules Basic Early Literacy Skill Phonemic Awareness
Administration Time 1 minute Administration Schedule Middle of kindergarten to beginning of first grade Score Number of correct sound segments, ( different correct parts of words) the student says in 1 minute Wait Rule If the student does not respond within 3 seconds, say the next word Discontinue Rule Discontinue if student has not said any correct sound segments in the first 5 words

Practice 1 Assessor Says: Student Says: Example: soap /s/ /oa/ /p/
Error correction 1. too /t/ /oo/ 9. law /l/ /o/ 2. wake /w/ /ai/ /k/ 10. bump /b/ /mp/ 3. beans /b/ /ea/ /n/ /z/ 11. shout /sh/ /owt/ 4. bell /b/ /el/ 12. pig /p/ /i/ /g/ 5. doors /d/ /or/ /z/ 13. dogs /d/ /o/ /g/ /s/ 6. dish . . . 14. bike bike 7. brought /b/ /r/ /o/ /t/ 15. guys /g/ /ie/ /z/ 8. web /w/ /e/ /b/ 16. far /f/ /ar/ add whole word reading errors add omitting sounds hesitations - discuss response patterns

Practice Scoring Sheet PSF, page 105 Answer Key PSF, page 106

Practice 2 Assessor Says: Round 2: Student B You Say: Example: soap
Error correction /s/ /oa/ /p/ 1. too /t/ /oo/ 10. bump bump 2. wake /w/ /aik/ 11. shout /sh/ /owt/ 3. beans /bea/ /nz/ 12. pig /p/ /ig/ 4. bell /b/ /el/ 13. dogs /d/ (3 sec) 5. doors doors 14. bike /b/ /iek/ 6. dish /d/ /ish/ 15. guys guys 7. brought . . . 16. far /f/ /ar/ 8. web /w/ /eb/ 9. law /l/ /o/ - discuss response patterns

PSF Scoring & Recording
Add for total Make anecdotal notes for PSF Response Patterns.

Agenda Day Two Welcome Materials for Today Multi-tiered Framework
Protocol: NWF, DORF/RETELL, DAZE Welcome participants and review norms for the day. Review participant materials that will be used for the day: -Participant Manual Share the agenda for the day. In addition to the above expectations, remind participants to: Turn their cell phones on vibrate/silent. Return from breaks at the assigned time. Review the previous days instruction: Give participants an opportunity to ask questions, Quiz on what they know about: FSF, *Preparation is necessary for certain slides, please read through this presentation carefully. 65

Nonsense Word Fluency NWF

DIBELS Next Indicators Phonemic Awareness First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Alphabetic Principle and Basic Phonics Nonsense Word Fluency Correct Letter Sounds (CLS) Whole Word Reads (WWR) Advanced Phonics and Word Attack DIBELS Oral Reading Fluency (DORF) Accuracy Accurate and Fluent Reading Connected Text Correct Words per Minute Reading Comprehension DAZE Retell Total/Quality of Response Vocabulary and Language Skills Word Use Fluency- Revised (available as an experimental measure from Brief, direct measure of the alphabetic principle and basic phonics Administered: MOY Kinder thru BOY 2nd Measures ability to blend letters into CVC and VC words 1 minute measure Please remind participants in Day 1 session only: Measure: Nonsense Word Fluency (NWF) Modification: New font New directions and layout New arrangement of items (nonsense words) Checklist of common response patterns New score: Whole Words Read (WWR) Benefits More student friendly Increased ease of administering and scoring Increased consistency of scores Enhanced intervention planning Enhanced interpretation of scores 67

Nonsense Word Fluency-NWF
Read description and directions for administration on Pages 66-68

NWF Scoring Rules Basic Early Literacy Skill
Alphabetic Principle and Basis Phonics Administration Time 1 minute Administration Schedule Middle of kindergarten to beginning of second grade Score Number of correct letter sounds (CLS) and number of whole words read (WWR) without sounding out Wait Rule If the student responds sound by sounds with words, mixes sounds with words, or sounds out and recodes, allow 3 seconds, then provide the correct letter sound If the student mostly responds with whole words, allow 3 seconds, then provide the correct word Discontinue Rule No letter sound named in the first row

Practice 1 Assessor: Student Says Example: mip /m/ /ep/ *
Error correction mip 1. rif /r/ /e/ /f/ 11. yuz /y/ /uz/ 2. duz /d/ /e/ /z/ 12. nik nik 3. ap /aaaaaa/ /p/ 13. yeb /y//e//b/ “yeb” 4. jop /j/ /op/ 14. kof /k/ /o/ /f/ “kef” 5. sec /s/ /i/ /c/ 15. naj /n/ (3 sec-wait for prompt) /j/ 6. bov /bo/ /vuh/ 16. ad /a/ /ad/ 7. kal /k/ /a/ /l/ “kel” 17. tiv /t/ /e/ /v/ 8. yef /y/ (3 sec-wait for prompt) /f/ 18. voc /v/ /e/ /c/ 9. uv /u/ /v/ 19. tud /t/ (3 sec-wait for prompt) 10. lin /l/ /e/ /n/ 20. lef /l/ /u/ /f/ - discuss response patterns

Practice Scoring Sheet NWF, page 107 Answer Key NWF, page 108

Practice 2 Assessor Says: Student Says: 1. rif /r/ /i//f/ “rip”
11. yuz “you” 2. duz /d/ /u/ /z/ 12. nik “nock” 3. ap /a/ /p/ 13. yeb /yuh//eb/ 4. jop /j/ /o/ /b/ “job” 14. kof “coffee” 5. sec /s/ /ec/ 15. naj /n/ /aj/ 6. bov /d/ov / 16. ad /ad/ 7. kal /k/ /e/ (3 sec-wait for prompt) 17. tiv “t” (3 sec-wait for prompt)/i//v/ 8. yef “yif” 18. voc /v//o//c/ 9. uv “up” 19. tud “thud” 10. lin /l/ (3 sec-wait for prompt) /n/ 20. lef “leaf” - discuss response patterns

Scoring & Recording Count total correct letter sounds (CLS)
Count whole words read (WWR) Make anecdotal notes i.e.. Read all short e as short i, etc.

DIBELS Oral Reading Fluency
DORF

Alignment of DIBELS Next Measures with Basic Early Literacy Skills Basic Early Literacy Skills DIBELS Next Indicators Phonemic Awareness First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Alphabetic Principle and Basic Phonics Nonsense Word Fluency Correct Letter Sounds (CLS) Whole Word Reads (WWR) Advanced Phonics and Word Attack DIBELS Oral Reading Fluency (DORF) Accuracy Accurate and Fluent Reading Connected Text Correct Words per Minute Reading Comprehension DAZE Retell Total/Quality of Response Vocabulary and Language Skills Word Use Fluency- Revised (available as an experimental measure from Reminder for DAY 1 participants only: Measure: DIBELS Oral Reading Fluency (DORF) Modification: New font New directions and layout All new reading passages Checklist of common response patterns New scores: errors and retell Benefits: More student-friendly Increased ease of administering and scoring More equivalent passages Enhanced intervention planning Enhanced interpretation Administered: MOY Grade 1 thru EOY Grade 6 Assesses accuracy and fluency Two components: Oral reading fluency Passage retell Passages are calibrated by the reading level, for each grade 3 passages are given Read with APE (accuracy, prosody, expression) 75

DIBELS Oral Reading Fluency- DORF
Read description and directions for administration on pages 79-83

DORF Administration Directions
Do not read the title to the student Maximum wait time for each word is 3 seconds Students read 3 different passages If the student reads less than 10 words correctly on the first passage, do not continue with passages 2 and 3 If the student reads 40 or more words correctly on a passage, have the student retell what they just read If the child reads less than 40 words in the passage use professional judgment for giving the retell For the retell, remove the passage from in front of the student

DORF Scoring Rules Basic Early Literacy Skill
Advanced Phonics and Word Attack Skills Accurate and Fluent Reading of Connected Text Reading Comprehension Administration Time 1 minute Administration Schedule Middle of first grade through end of sixth grade Score Middle number of word correct per minute, median number of errors per minute, and median number of correct words in the Retell Wait Rule On DORF, 3 seconds: On retell. 1st hesitation 3 seconds

DORF Scoring Rules Discontinue Rule If no words are read correctly in the first line, say STOP, record a score of 0, and do not administer Retell. If fewer than 10 words are read correctly on passage #1 during benchmark assessment, do not administer Retell or passages #2 and #3. If fewer than 40 words are read correctly on any passage, use professional judgment whether to administer Retell for that passage paragraph on 50% correlation from DORF to RTF 79

DIBELS Oral Reading Fluency- DORF Retell
Read description and directions for administration on pages 81-83 80

DIBELS Oral Reading Fluency- DORF Practice 1
Trees are very tall points. They c…c…(3 seconds – come) in d…d…(3 seconds – different) shops and s…s…si…(3 seconds – sizes). Y…y…(3 seconds – yet) all trees has the (3 seconds – same) p…p…pa (3 seconds – parts). The l..(3 seconds - leaves) are the great p..p..(3 seconds – parts) of the tree. Some are big and flat. O..o..(3 seconds – others) look like th…thin needs. No math their size or shop, l…l…(3 seconds – leaves) take in air and sun…sunny…(3 seconds – sunlight). Trees need a..(3 seconds – air) and (3 seconds – light) to (3 seconds – live) and g..g…gr…(3 seconds – grow. 81

DIBELS Oral Reading Fluency- Retell Practice 1
It was about trees (3 seconds). They need air. (5 seconds)

Check Your Understanding
Practice Scoring Sheet DORF/Retell, page 109 Answer Key DORF/Retell, page 110 Wrong Picture of Answer Key

DIBELS Oral Reading Fluency- DORF Practice 2
Trees are very tall plants. They come in different shapes and sizes. Yet all trees have the same parts. The leaves are the green parts of the tree. Some leaves are big and flat. Others look like thin needles. No matter their size or shape, leaves take in air and sunlight. Trees need air and light to live and grow. The hardest, tallest part of the tree is the trunk. The trunk holds up the tree. The bark is the part of the trunk that we see. Tiny tubes inside the trunk move water and nutrients throughout the tree. discuss general response patterns for all (three) passages participants read passage in order to familiarize themselves for retell 84

DIBELS Oral Reading Fluency- Retell Practice 2
Trees are big plants. They have leaves that are green. Some leaves are big and some are small. All trees have trunks. A tree has bark. (3 seconds) All trees need air and sun to grow. (5 seconds) discuss quality of response (1 per passage) discuss general retell response patterns for all (three) passages

Retell Scoring Rules Basic Early Literacy Skill
Advanced Phonics and Word Attack Skills Accurate and Fluent Reading of Connected Text Reading Comprehension Administration Time 1 minute Administration Schedule Middle of first grade through end of sixth grade Score Count as correct any words in the response that are related to the passage. Wait Rule If the student does not say anything or gets of track for 5 seconds Discontinue Rule Discontinue if student does not say anything for 5 seconds or gets off track for 5 seconds 86

Scoring & Recording Record the cumulative word count
Record the number of errors on booklet Subtract the errors from the total words Use Retell Quality of Response to rate the quality of the retell After the testing: Record all three oral reading passages on front cover of the Benchmark booklet Circle the median score Record all 3 retell scores, the number of words and the quality of response Circle the median response of each

Accuracy Rate Total words read minus the errors divided by the total words read gives you the accuracy rate Example DORF score: Total words: Errors: Words correct: Accuracy Rate: ÷ 27= 92% Independent Level: % Instructional Level: % Frustration Level: < 90%

Daze DIBELS version of a maze procedure…

DIBELS Next Indicators Phonemic Awareness First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Alphabetic Principle and Basic Phonics Nonsense Word Fluency Correct Letter Sounds (CLS) Whole Word Reads (WWR) Advanced Phonics and Word Attack DIBELS Oral Reading Fluency (DORF) Accuracy Accurate and Fluent Reading Connected Text Correct Words per Minute Reading Comprehension DAZE Retell Total/Quality of Response Vocabulary and Language Skills Word Use Fluency- Revised (available as an experimental measure from For 1-Day remind participants: Daze: A new DIBELS maze measure of reading comprehension for Grades 3-6, which can be group or individually administered Additional measure of comprehension Provides additional information for intermediate students 2- Day DIBELS version of the maze Assesses the student’s ability to construct meaning from text using word recognition skills, background information and prior knowledge, familiarity with linguistic properties such as syntax and morphology, and cause and effect reasoning Approximately every seventh word has been replaced by a box containing the correct word and two distracter words Can be given whole class, small group, or individually 3 minute timed measure 90

DIBELS Daze Read description and directions for administration on pages

Daze Administration Directions Page 59
Begin with the modeling and practice activities Use the standardized directions with all students Students read the passage silently, once modeling and practice has been completed

Daze Scoring Rules Basic Early Literacy Skill Reading Comprehension
Administration Time 3 minutes Administration Schedule Beginning at 3rd grade through end of sixth grade Score Number of correct words in 3 minutes minus half the number of incorrect words Wait Rule There is no wait rule Discontinue Rule

Scoring Practice #2 Scoring Sheet Practice

Scoring & Recording Calculate the number of correct responses
Calculate the number of incorrect responses Record both scores on booklet- C designates correct I designates incorrect Calculate the adjusted score (AS) This is a modified score that compensates for guessing The formula is: C – (I  2) = AS Also on the cover of the benchmark booklet Calculating an Adjusted Score is not automatically done for all students. You will only calculate this if you feel there may be some discrepancy. Ex) 36 - (8/2) = 32

DIBELS Next Composite Scores
Refer to cover of Benchmark Booklet, Grade 1 Sample Worksheet of Samantha, and Benchmark Goals and Composite Scores -Note that LNF is included in her composite score. When we looked at this measure earlier, we stated that this is not a determinant of reading success. The composite score factors in how it would impact the student’s overall reading ability. The composite score combines multiple measures to see what kind of overall support the student needs.

Samantha Grade 1

Refer to cover of Benchmark Booklet, Grade 1 Sample Worksheet of Samantha, and Benchmark Goals and Composite Scores -Note that LNF is included in her composite score. When we looked at this measure earlier, we stated that this is not a determinant of reading success. The composite score factors in how it would impact the student’s overall reading ability. The composite score combines multiple measures to see what kind of overall support the student needs. 98

Refer to Grade 4 Sample Worksheet of Max and Benchmark Goals and Composite Scores -He is low in the range. 290 is the beginning. 886 is on the higher end. Is he a strong reader compared to his peers? -Note the DORF Accuracy Table stays the same all year long for this grade level.

Max – Grade 4

Refer to Grade 4 Sample Worksheet of Max and Benchmark Goals and Composite Scores -He is low in the range. 290 is the beginning. 886 is on the higher end. Is he a strong reader compared to his peers? -Note the DORF Accuracy Table stays the same all year long for this grade level. 101

Resources Websites Free Reading www.free-reading.net
Florida Center for Reading Research Reading Rockets University of Oregon DIBELS Big Ideas in Beginning Reading Here are some resources that we have found valuable that you can explore and access the DIBELS research and download additional materials.

3 - Invaluable things that I learned today
Reflection and Wrap Up 3 - Invaluable things that I learned today 2 - Questions that I have and need to further investigate 1 - Action that I will take within the next 24 hours as a result of today Reflection and Wrap Up 3:00-3:15 (15 minutes) Slide 63 Give participants time to reflect and jot down their Have them share at their tables and share a few ideas with the whole group.

Dynamic Indicators of Basic Early Literacy Skills

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