1. DIBELs Next Dr. Debbra Uttero ED 631

2. An Overview of DIBELs NEXT DIBELs Next Overview Video

3. Topics Introduction Administration Guidelines First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Letter Naming Fluency (LNF) Nonsense Word Fluency (NWF) DIBELs Oral Reading Fluency (DORF)

4. Introduction

5. DIBELs Measures SkillDIBELs Measure Phonemic AwarenessFirst Sound Fluency Phoneme Segmentation Fluency Alphabetic Principle and Basic PhonicsNonsense Word Fluency -Correct Letter Sounds -Whole Words Read Advanced Phonics and Word Attack SkillsDIBELs Oral Reading Fluency -Accuracy Accurate and Fluent Reading of Connected Text DIBELs Oral Reading Fluency -Correct Words Per Minute -Accuracy Reading ComprehensionDIBELs Oral Reading Fluency -Correct Words Per Minute -Retell/ Quality of Response Daze VocabularyWord Use Fluency - Revised

6. Response to Intervention and DIBELS (Uttero, 2015) Administer the DIBELs Benchmark Assessment Identify the need for services Target the specific needs of each child Implement the intervention Bi-weekly, administer the DIBELs Progress Monitoring assessment Check progress biweekly After administering three Progress Monitoring measures (6 weeks), if no progress, modify the intervention Continue to reassess biweekly, until Benchmark score is reached

7. Materials Pencil Clipboard Stopwatch or cell phone (to time the measures) A scoring booklet for each child (They are leveled according to grade level.) Materials that the student uses in order to complete the task.

8. Administration Guidelines

9. Review the scoring rules for each DIBELs measure. Explain the purpose of the assessment to the child. Administer the directions verbatim. Make sure that the timing is accurate. Hold the clipboard so that the child is not able to see your markings. If the child asks whether an answer is correct, respond with a positive comment about his or her effort.

10. General Guidelines Children are not penalized for issues related to articulation, dialect, or different first language (eg., “goin’” for “going” or “jello” for “yellow”). All measures have a discontinue rule for children having difficulty. DIBELs approved accommodations may be used if a student regularly has accommodations in the classroom.

11. Accommodations Large print or enlarged print Use of colored overlays Amplification or use of a sound system The practice items may be repeated one time. A marker or ruler may be used to focus student attention on any measure that has student materials.

12. To Download DIBELs Next Materials Go to http://dibels.orghttp://dibels.org Sign up (free) to download the tests. You will be given a user name and a password for the site to access free DIBELs Next materials. Access the materials: the scoring guides and the benchmark materials for the grade which your selected child completed in June.

13. First Sound Fluency (FSF)

14. What is First Sound Fluency? FSF measures a child’s fluency in identifying the initial sounds within spoken words. It’s an indicator of early phonemic awareness skills. Timing is continuous for one minute.

15. What are Initial Sounds? Initial sounds include the first group of sounds (onsets)in a word. For example for the word “crab”, /k/ would be awarded 2 points, and /kr/ would be given 1 point.

16. First Sound Fluency: Essential Information SkillPhonemic Awareness Time1 Minute – Continuous Timing Administration Schedule Beginning and Middle of Kindergarten Scoring2 points for each correct phoneme; 1 point for each consonant blend. consonant plus vowel, or consonant blend plus vowel said in one minute. Wait RuleWhen given a word, if a student does not respond within 3 seconds, mark a slash (/ ) through the zero, and give the next word. Discontinue Rule Zero points in the first five words.

17. During the Testing Say the first word from the list in the scoring booklet and start the timer. Present the words, to the student, one at a time by reading down the column of words. Score the student’s response according to the scoring rules. As soon as the student says the initial sound(s), say the next word promptly and clearly.

18. During the Testing (cont.) Continue to say the words one at a time and score the student’s responses for one minute. At the end of one minute, stop presenting the words. Do not score any student responses after 1 minute. If the student completes the assessment before 1 minute, the assessment stops and he or she receives the score obtained.

19. Scoring Rules Circle the corresponding listed sound or sounds that a student says for a word. Put a slash (/) through the zero on the scoring page for an incorrect response or no response in three seconds. Write “sc” over the slash and circle the corresponding sounds or group of students if the student self-corrects an error within 3 seconds.

20. Reminders If the student appears to have forgotten the task say, “ Remember to tell me the first sound you hear in a word.” You may give this reminder as often as needed. If the student says the name of the letter say, “Remember to tell me the first sound in the word, not the letter name.” This reminder may only be give once.

21. Notes Schwa sounds /u/ added to initial consonants are not errors. Students are not penalized for differences related to: articulation, dialect, or first language.

22. After the Testing Stop the stopwatch. Make a note about any response patterns that you notice. Add the total number of correct responses in each column of the score sheet (2 point and 1 point answers). Multiple the number of two point answers by 2. Add the number of points from both columns to obtain the final score. Transfer the final score to the cover page of the student booklet.

23. FSF A Video First Sound Fluency Video

24. Phoneme Segmentation Fluency (PSF)

25. What is Phoneme Segmentation Fluency (PSF)? PSF is a brief measure of phonemic awareness. PSF assesses the student’s fluency in segmenting a spoken word into its component parts or sound segments.

26. Phoneme Segmentation Fluency (PSF) SkillPhonemic Awareness Time1 minute – continuous timing Administration Schedule Middle of kindergarten and beginning of first grade ScoreNumber of sound segments (different, correct parts of the word) the student says in 1 minute Wait Rule3 Seconds, then give next word Discontinue Rule Zero correct word segments in the first five words

27. Administration Directions Say the first word in the list, from the scoring booklet, and start the timer. Present the words to the student one at a time by reading across the row. As the student responds, mark the scoring booklet according to the scoring rules. As soon as the student finishes saying the sounds of the word, say the next word promptly and clearly. If the student indicates that he/she did not hear the word, you may repeat it.

28. Administration Directions (cont.) Continue to say words one at a time and score the student’s responses for 1 minute. At the end of 1 minute, put a bracket /]/ after the last sound segment the student said up until the end of the 1 minute timing. Stop presenting words and do not score any student responses after 1 minute.

29. Scoring Rules Underline each correct sound segment that the student says. Students receive 1 point for each different, correct, part of the word. Put a slash (/) through segments pronounced incorrectly. Circle entire words if the student repeats the word but doesn’t give any sound segments. Leave segments that are omitted blank. Write “sc” over any self-corrected sounds that had been previously slashed.

30. Discontinue and Wait Rules If a student has not said any sound segments correctly in the first 5 words, discontinue the task and record a score of zero. Maximum time for each sound segment is 3 seconds. If the student does not say the next sound segment within 3 seconds, say the next word.

31. Reminders If a student spells the word say, “Say all of the sounds in the word.” If a student repeats the word say. “Remember to say all of the sounds in the word.” These reminders may only be give once.

32. Notes Schwa sounds /u/ added to initial consonants are not errors. Students are not penalized for differences related to: articulation, dialect, or first language.

33. After the Testing Reset the stopwatch for the next measure. Make a note about any patterns in student responses that were not captured by the marking procedures. At a later time, compute the final score. Add the number of correct sound segments for each line (up to the bracket). Record the total for each line in space provided in the right-hand column of the scoring page. Add the number of correct sound segments from each line. Record the total number of correct sound segments in the space provided in the lower right-hand corner of the scoring page. Transfer the total number of correct sound segments to the front of the testing booklet.

34. Phoneme Segmentation: A Video Phoneme Segmentation Video

35. Letter Naming Fluency

36. Letter Naming Letter naming is not a basic early literacy skill. The skill of knowing letter names is not essential to reading outcomes. Letter naming is a strong predictor of later reading performance and is used in DIBELs as an additional measure of risk. LNF assesses a student’s ability to recognize individual letters and say their letter names.

37. Letter Naming Fluency (LNF) SkillNone- only a predictor of risk Time1 minute- continuous timing Administration Schedule Beginning of kindergarten to beginning of first grade Score Number of letters correctly named in 1 minute Wait RuleIf a student does not name a letter in 3 seconds, mark a slash (/) through the letter and say the correct letter name. Discontinue Rule No letters named correctly in the first row.

38. Administration Directions Put the student copy of the materials in front of the student and say, “ I am going to show you some letters. I want you to point to each letter and say its name.” “Start here (point to the first letter at the top of the page.)” “Go this way (sweep your finger across the first two rows of letters) and say each letter name.” “Put your finger under the first letter (point).” “Ready, begin.”

39. During the Testing Start the stopwatch after you say “begin”. Follow along in the scoring booklet, marking according to the scoring rules. At eh end of 1 minute, put a bracket (]) after the last letter named and tell the student to “Stop”. If the student completes the assessment before 1 minute, the assessment stops and he/she receives the score obtained.

40. Scoring Rules The student receives 1 point for each correct letter named in 1 minute. Slash (/) any letter that the student omits or names incorrectly. Write “SC” above any letter that had previously been slashed and was self-corrected within 3 seconds. Count that letter as correct. Draw a line through any row the student skips and do not count that row in the scoring.

41. Discontinue and Wait Rules If the student does not get any correct letter names within the first 10 letters (first row), discontinue the task and record a score of 0. Wait 3 seconds for the student to respond. If the student does not name a letter after 3 seconds, put a slash (/) over the letter and provide the correct letter name.

42. Reminders In this measure, these reminders may only be given once. If a student does not go left to right, say “Go this way.”” (Sweep your finger across the row.) If the student skips 4 consecutive letters, say “Try to say each letter name.”

43. Reminders (cont.) In this measure, these reminders may be given as often as needed. If the student stops before 1 minute is up, and it is not a hesitation on a specific letter, say, “Keep going.” If the student loses his/her place, point to the letter.

44. Note Students are not penalized for imperfect pronunciation due to articulation delays or impairments or speaking in dialect or a first language that is not English.

45. After the Testing Reset the stopwatch for the next measure. Make a note about any patterns in student responses. Later, add the number of correct letters named up to the bracket. Record the total number of letters correctly named in the space provided in the lower right- hand corner of the scoring page. Transfer the total number of correct letters named from the scoring page to the front of the testing booklet.

46. Letter Naming Fluency: A Video Letter Naming Fluency

47. Nonsense Word Fluency (NWF)

48. What is Nonsense Word Fluency? (NWF) Nonsense Word Fluency is a brief, direct measure of the alphabetic principle and basic phonics. It assesses knowledge of basic letter- sound correspondences and the ability to blend letter sounds into consonant-vowel- consonant words.

49. Nonsense Word Fluency (NWF) SkillAlphabetic Principle and Basic Phonics Time1 Minute, Continuous Timing Administration Schedule Middle of kindergarten to beginning of second grade ScoreNumber of correct letter sounds (CLS) and number of whole words read without sounding out (WWR) Wait RuleIf the student responds sound-by-sound, mixes sounds and words, or sounds out and recodes, allow 3 seconds and then provide the correct letter sound. If the student responds with whole words, allow 3 seconds, and then provide the correct word. Discontinue Rule No correct letter sounds in the first row.

50. Administration Directions Deliver the directions in bold-faced type verbatim. Start the stopwatch after you say, “Begin”. Follow along and mark according to the scoring rules. At the end of 1 minute, place a bracket (]) after the last letter sound produced (even if it is in the middle of a nonsense word), say “Stop”, and stop the stopwatch. If the student completes the task before 1 minute has elapsed, the assessment stops, and he or she receives that score.

51. Scoring Rules Underline each letter sound the student says correctly, either in isolation or blended together. Put a slash (/) over each letter sound read incorrectly. Leave blank any omitted letter sounds or words. When the student is reading sound-by-sound, leave blank any inserted letter sounds. When the student is reading word-by-word, slash the underline to indicate any inserted letter sounds.

52. Scoring Rules (cont.) Write “sc” above any letter sound or word that had been previously slashed and was self- corrected within three seconds. Count that letter sound or word as correct. Credit is only given for WWR when the student reads the whole word completely and correctly the first time, and only reads the word once. Draw a line through any row the student skips. Do not count the row when scoring.

53. Scores Correct Letter Sounds (CLS): The number of letter sounds produced correctly in 1 minute. For example, if a student reads dif as /dif/ or /d/, /i/, /f/ that score would be 3. Whole Words Read (WWR): The number of make-believe words read correctly as a whole word without first being sounded out. If a child reads dif as /dif/, the CLS score is 3 and the WWR score is 1.

54. Discontinue and Wait Rules If the student does not get any sounds correct in the first 5 words, discontinue the task and record a score of 0. Maximum wait time per letter sound/word is 3 seconds. If the student does not say a letter sound/word within 3 seconds, score the letter sound/word incorrect and tell the student the correct letter sound/word. If providing the correct letter sound or word does not prompt the student to continue say, “Keep going.”

55. Reminders If the student does not go left to right say, “Go this way” (sweep your finger across the row). If the student says the letter names, say, “Say the sounds, not the letter names”. If the student reads the word first, then says the letter- sounds, say, “Just read the word”. If the student says all the letter sounds correctly in the first row, but does not make any attempt to recode or blend, say, “Try to read the words as whole words.” These reminders listed above may only be used once.

56. Reminders (cont.) If the student stops reading, and it’s not a hesitation on a specific item, say, “Keep going.” If a student loses his/her place while reading, point to the place. These two reminders may be used as often as needed.

57. Notes Schwa sounds /u/ added to consonants are not counted as errors when the student is saying letter sounds. Students are not penalized for imperfect pronunciation, use of dialect, articulation delays, or a use a first language other than English.

58. After the Testing Reset the stopwatch for the next measure. Make a note about any response patterns. Later, add the number of correct letter sounds and whole words read for each line (up to the bracket). Record the total for each line in the right-hand column in the scoring book. Add the number of correct letter sounds from each line. Record the total correct letter sounds in the space provided on the scoring page. Add the number of whole words read correctly and record that number in the space provided on the scoring page. Transfer the number of CLS and WWR to the front of the scoring booklet.

59. Nonsense Word Fluency: A Video Nonsense Word Fluency Video

60. DIBELs Oral Reading Fluency (DORF)

61. What is DIBELs Oral Reading Fluency? DORF is a measure of advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension. Two parts to DORF: Oral Reading Fluency and Passage Retell

62. DIBELs Oral Reading Fluency (DORF) SkillsAdvanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension Administration Time For each passage, 1 minute for the reading and 1 minute for the retell Administration Schedule Middle of first grade through end of sixth grade ScoringMedian number of words correct per minute, median number of errors per minute, and median number of correct words retold Wait RuleOn DORF, 3 seconds; On Retell, first hesitation 3 seconds Discontinue Rule If no words are read correctly in the first line, say, “Stop”, record a score of 0, and do not administer the Retell. If fewer than 10 words are read on the passage #1, do not administer the retell. Do not administer passages #2 and #3. If fewer than 40 words are read in a passage, use your professional judgment to determine whether to administer the Retell for that passage.

63. Guidelines The assessor shows the reading passage to the student. The student reads the passage. Scores: The number of words read correctly in 1 minute and the percentage of words read correctly in one minute

64. Directions Read the following verbatim for the first passage: “I would like you to read a story to me. If you do not know a word, I will read the word to you. Keep reading until I say stop. Be ready to tell me all about the story when you finish. Put your finger under the first word (point to the first word in the passage). Ready, begin.”

65. Directions (cont). For passages #2 and #3, if the student reads more than 10 words in the first paragraph, use the following shortened directions: “Now read this story to me. Please do your best reading. Ready, begin.”

66. During the Testing Do not read the title of the passage to the student. If the student chooses to read the title, do not start the stopwatch until he or she reads the first word of the passage. If a student struggles with a word in the title, after three seconds, tell the word to the student. Do not correct any errors that the student makes while reading the title. Start the stopwatch after the student reads the first word in the passage. If the student struggles with the first word in the passage for 3 seconds, mark the word as incorrect, say the word, and then start the stopwatch.

67. During the Testing (cont.) Follow along in the scoring booklet. Leave blank any words read correctly. Put a slash (/) through errors, including skipped words. On passages that are two pages long, remember to have the student go on to page 2, if the minute has not elapsed. At the end of a minute, place a bracket (]) in the text after the last word provided.

68. During the Testing (cont.) Say “Stop” and remove the passage. If the student is in the middle of a sentence at the end of 1 minute, allow the student to finish the sentence, but only score the words that the student read during the 1 minute.

69. Scoring Rules Leave blank any words read correctly. If the student reads proper nouns with correct pronunciation or with any reasonable phonetic pronunciation, it is counted as correct. Abbreviations must be read the they they would be pronounced in conversation.

70. Scoring Rules (cont.) Numerals must be read correctly within the context of the sentence. Hyphenated words count as two words if both parts can stand alone. A word is cored as correct if it is initially misread but the student self-corrects within 3 seconds.

71. Scoring Rules (cont.) Put a slash (/) through each error. Errors include words read incorrectly, substitutions, skipped words, hesitations of more than 3 seconds, words read out of order, and other words that are sounded out but not read as a whole word. If a student reads the same word incorrectly multiple times in the story, it counts as an error each time. Students should read contractions as they are printed on the page. If a student skips a row, draw a line through the entire row and count the omitted words as errors.

72. Discontinue Rule If the student does not read any words correctly in the first row or the first passage, discontinue administering the passage and record a score of zero. Do not administer Retell. Do not administer passages 2 and 3. If the student reads fewer than 10 words per minute in the first passage, do not administer Retell and do not administer passages 2 and 3. Record the score from the first passage.

73. Wait Rule Maximum time for each word is 3 seconds. If the student does not read the word in 3 seconds, say the word and mark the word as incorrect. If necessary, indicate the next word for the student.

74. Reminders If the student stops reading, and its not a hesitation on a word, say, “Keep Going”. If the student loses his/her place while reading, point to the correct place. These reminders may be used as often as needed.

75. After Testing Reset the stopwatch for the next measure. Make a note about any patterns of student responses. Add the total number of words read (up to the bracket (]). Record the total number of errors. Subtract the errors from the number of words read and record the words read correctly in the space provided in the lower right hand side of the scoring page.

76. Oral Reading Fluency: A Video DIBELs Oral Reading Fluency

77. DORF Retell If the student reads 40 or more words correctly in the passage, have the student retell what he/she just read. If the student reads fewer than 40 words correctly in a passage, use professional judgment as to whether to administer Retell for that passage.

78. Retell Directions Remove the passage and say, “Now tell me as much as you can about the story you just read. Ready. Begin”. Start the stopwatch and allow a maximum of 1 minute for the retell. Mark through numbers in the scoring book for words in the student’s response that are related to the story.

79. During the Testing Move your pencil through the numbers as the student is responding to count the number of words he or she said that are related to the passage that he or she just read. Stop moving your pencil if the student stops retelling the story or if his or her retell is not relevant to the story that he or she just read. If the student’s response goes on for more than 1 minute, say “Thank you”. Discontinue the task and circle the total number of words in the student’s retell. When the student has finished responding or has met the discontinue criteria, circle the total number of words in the retell.

80. Retell Scoring The student receives 1 point for every word, in his or her retell, that is related to the story. Count any words, that are not related to the passage, as incorrect. Do not move your pencil through any numbers for words that are not about what the student just read. The judgment is based on whether the student is generally accurately retelling what was just read or has gotten off track.

81. Wait and Discontinue Rule: Retell If the student stops or hesitates for 3 seconds, select one of the following: If the student has not said anything at all, provides a very limited response, or provides an off-track response say “Tell me as much as you can about the story”. Otherwise, say, “Can you tell me anything more about the story?” These reminders may be used only once.

82. Note The student is not penalized for differences in pronunciation of words due to articulation delays, delays or impairments in speech, speaking a first language other than English.

83. After Testing Write the number of words in the Retell in the space in the student booklet. Reset the stopwatch for the next measure. Rate the quality of the student’s retell using the Retell Quality of Response Rating.

84. Quality of Retell Response 1. Provides 2 or fewer details. 2. Provides 3 or fewer details. 3. Provides 3 or more details in a meaningful sentence. 4. Provides 3 or more details in a meaningful sentence that captures a main idea.

85. DIBELs Next Retell: A Video DIBELs Next Retell Video

86. Final Score: Cover Page If the student reads 3 passages, transfer the student’s words correct and error scores to the front of the scoring booklet. Circle the median (middle) words correct score and the median error score. Record the retell scores for the 3 passages. Circle the median retell score and the median Quality of Response. Record the final retell score and corresponding rubric on the front page of the student booklet.

87. References DIBELs Next Retell Video: https://www.youtube.com/watch?v=Oq3scfBS7oo DIBELs Next and RTI https://www.google.com/search?q=DIBELs+Next+Admini stration+Practice+You+Tube&oq=DIBELs+Next+Administr ation+Practice+You+Tube&aqs=chrome..69i57.15535j0j9 &sourceid=chrome&es_sm=91&ie=UTF-8 DIBELs Oral Reading Fluency (DORF) Video: https://www.youtube.com/watch?v=qS76rse9Z9A

88. References (cont.) First Sound Fluency Video https://www.youtube.com/watch?v=1nyVyb9hc80https://www.youtube.com/watch?v=1nyVyb9hc80 Kaminski, R.A., and Good, Roland H. (2010). DIBELs Next Transition Workshop. Dynamic Measurement Group. Letter Naming Fluency Video: https://www.youtube.com/watch?v=pBoYhbOrTNshttps://www.youtube.com/watch?v=pBoYhbOrTNs Nonsense Word Fluency Video: https://www.youtube.com/watch?v=u81_iyFqlnw

89. References (cont.) Overview of DIBELs Next Video: https://www.youtube.com/watch?v=e2GywoKm2pI Phoneme Segmentation Fluency Video: https://www.youtube.com/watch?v=oLlQVEqRz_U Uttero, D.A. (2015). Personal Study and Reflection.

90. DIBELs Next Cut-Off Scores Review of DIBELs Next Cut-Off Score Handouts

91. DIBELs and RTI