1. Administration and Scoring of DIBELS Next in Kindergarten
Part 1
Office of Elementary English Language Arts
Kindergarten Webinar
June 2016
@BCPS_ELA

2. Learning Outcomes
By the end of this webinar, participants will be able to:
Demonstrate an understanding of the DIBELS Next Screening Measures to be used for kindergarten during gradual entry, August 2016.
Identify the materials and resources needed for the screenings.
Identify the guidelines for administering and scoring the First Sound Fluency (FSF) and Letter Naming Fluency (LNF) measures.
Identify where to record the data on a BCPS Kindergarten DIBELS Next Score Sheet.
By the end of this webinar, participants will be able to:
Demonstrate an understanding of the DIBELS Next Screening Measures to be used for kindergarten during gradual entry, August 2016.
Identify the materials and resources needed for the screenings.
Identify the guidelines for administering and scoring the First Sound Fluency (FSF) and Letter Naming Fluency (LNF) measures.
Identify how to record the data on a BCPS color-coded recording form.
Note that the focus of this webinar is on administering and scoring 2 DIBELS Next measures. Teachers will receive training on August 18 at Professional Development Day on Analyzing DIBELS NEXT Data to Inform Instruction.

3. Basic Early Literacy Skills
DIBELS Next
Dynamic Indicators of
Basic Early Literacy Skills
Developed by Roland Good, Ruth Kaminski and colleagues
at the University of Oregon
This slide shares the meaning of the DIBELS acronym and provides the website.

4. DIBELS Next DIBELS Next measures 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 targeted instruction;
• Evaluate the effectiveness of targeted instruction.

5. The Basic Early Literacy Skills
Phonemic Awareness: Hearing and using sounds in spoken words.
Phonics: The system of letter-sound relationships that serves as the foundation for decoding words in print.
Accurate and Fluent Reading of Connected Text: Reading stories and passages easily and confidently with few mistakes.
Reading Comprehension: Understanding what is read.
Vocabulary and Language Skills: Understanding and correctly using a variety of words.
DIBELS Next provides measures of these 5 basic early literacy skills.

6. The DIBELS Next Measures for Kindergarten
1. First Sound Fluency (FSF): The assessor says words, and the student says the first sound for each word. 2. Letter Naming Fluency (LNF): The student is presented with a sheet of letters and asked to name the letters. 3. Phoneme Segmentation Fluency (PSF): The assessor says words, and the student says the individual sounds in each word. 4. Nonsense Word Fluency (NWF): The student is presented with a list of VC and CVC nonsense words (e.g., sig, rav, ov) and asked to read the words.
These are the DIBELS Next screening measures available for kindergarten.

7. The DIBELS Next Measures for Kindergarten
Benchmark 1, which will be administered during gradual entry for every incoming kindergarten student, will only include the following measures:
First Sound Fluency (FSF): The assessor says words, and the student says the first sound for each word.
Letter Naming Fluency (LNF): The student is presented with a sheet of letters and asked to name the letters.
Only First Sound Fluency and Letter Naming Fluency will be administered during gradual entry for all incoming kindergarten students.

8. Materials Needed for Screening
Clipboard
Stopwatch or timer
Pen or pencil in a color that is not black
DIBELS Screening materials located on BCPS One (Kindergarten-Kindergarten Screenings and Assessments-DIBELS Next folder):
Letter Naming Fluency Direction and Scoring page (Grade K/Benchmark 1)
Letter Naming Fluency Student page: Benchmark 1
First Sound Fluency Direction and Scoring page (Grade K/Benchmark 1) page
BCPS Kindergarten DIBELS Next Score Sheet (By August 18)
DIBELS Next Recommended Benchmark Goals
Additionally in the DIBELS Next folder in BCPS One:
Summary of Scoring, Marking, and Administration Rules
Progress Monitoring Probes for First Sound Fluency
Progress Monitoring Probes for Letter Naming Fluency
Practice pages for Letter Naming Fluency

9. Materials Needed for Screening
This is where the Administration and Scoring resources will be located on BCPS One.
Schools will NOT need to purchase anything for this screening.

10. Administration Guidelines
Testing Environment
Sit at a small table/student desk in a relatively quiet location.
Sit opposite the student.
Hold the clipboard away from the student.
Note: Parents are welcome to be present during the screening.
1. Testing Environment
The assessor should:
Conduct the screening at a small table/student desk in a relatively quiet location and at a time with minimal disruptions and noise.
Be positioned to see the student’s face and near enough to the student to clearly hear what the student says.
Hold the clipboard in such a way that the student cannot see what is being written.
Note that un like KRA when parents were not allowed in the room during administration, parents are welcome to be present during this screening.

11. Administration Guidelines
2. Timing
Each measure is timed for one running minute.
A stopwatch or timer may be used.
Note: Total screening time may be approximately 3 minutes per student.
2. Timing
It is important to time each measure according to the administration and scoring procedures for that measure.
Each measure is timed for one running minute.
A stopwatch or timer may be used.
Note: Total screening may take approximately 3 minutes per student.

12. Ignore 1/100ths of seconds in DIBELS
Stopwatch 101
Start & Stop
Clear
Cautions
Avoid touching the middle button. (This will change the mode from stopwatch to time or something else.)
Always stop before clearing. (Otherwise, the stopwatch will be in “split timing” mode.)
Ignore 1/100ths of seconds in DIBELS

13. Stopwatch/Timer and Clipboard Use
Hold the clipboard, with the stopwatch in the non-dominant hand. OR Place the timer out of the student’s view.
Sit across from the student, if possible.
Slant the clipboard so it is not visible to the student.
Practice using the stopwatch and timer prior to testing. Keep out of student’s view so they are not distracted.

14. Administration Guidelines
3. Encouragement and Reinforcement
DIBELS measures are standardized assessments. Read what is in bold italics in the administration procedures on the test direction pages.
No other comments or prompts should be provided to the student.
Only general encouragement may be provided to the student between measures such as, “You are working really hard.”
3. Encouragement and Reinforcement
DIBELS measures are standardized assessments. What the assessor can say during testing is in bold italics in the administration procedures given in this manual and on the test direction pages.
No other comments or prompts should be provided to the student as part of the testing situation. In particular, the administration scripts do not allow the assessor to tell the student if he/she is right or wrong on an item during or after the assessment.
It is appropriate for the assessor to provide general encouragement to the student between measures. It is best to reinforce the student’s effort with general, non-specific statements such as, “You are working really hard.”

15. Administration Guidelines
4. Modeling and Practice Items
Most measures begin with modeling the activity and must be presented exactly as stated in the administration procedures.
Then practice items are presented to let the student try the task, with corrective feedback to ensure they understand the task.
The practice items and corrective feedback are intended to ensure the student understands the task.
Practice items are not intended to teach the skill to students who have not learned it.
4. Modeling and Practice Items
Most of the DIBELS measures begin with the assessor modeling the activity. Modeling is intended to clearly communicate to the student what is expected on the task, and must be presented exactly as it is stated in the administration procedures.
After the model, most DIBELS measures then have practice items to let the student try the task, with corrective feedback to ensure he/she understands the task.
The practice items and responses must be delivered exactly as they are stated in the administration procedures. The practice items and corrective feedback are intended to ensure the student understands the nature of the task and what is expected.
Practice items are not intended to teach the skill to students who have not learned the skill.

16. Administration Guidelines
5. Repeating Directions or Items
If the student did not hear or understand the directions, a practice item, or a test item, the assessor may repeat the directions or the item.
If the timer is already running, the timer should continue to run while repeating the item.
If the student continually asks to repeat items even when these issues have been addressed, the student’s hearing may need to be evaluated.
5. 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.
If the timer is already running, the timer should continue to run while you are repeating the item. It is your responsibility as the assessor to articulate clearly and loudly enough for the student to hear. You are also responsible for ensuring that the testing environment is not too noisy or distracting, and that the student is attending adequately to the directions and items.
If the student continually asks you to repeat items even when these issues have been adequately addressed, the student’s hearing may need to be evaluated.

17. Administration Guidelines
6. Discontinuing an Assessment
Each measure includes a discontinue rule for students who are unable to perform the task.
When following the discontinue rule, stop the measure and record a score of zero.
6. Discontinuing an Assessment
Each measure includes a discontinue rule for students who are unable to perform the task.
When following the discontinue rule, stop the measure and record a score of zero.

18. Administration Guidelines
7. Invalidating an Assessment
If an error is made in administering or scoring a measure, and that error cannot be corrected without retesting the student, then the score should be discarded as invalid. Reassess the student as soon as possible using an alternate form from the progress monitoring materials.
If a student refuses to participate, do not record a score. Stop the assessment and try again on another day.
If the student is not able to give his/her best performance at that time—then do not test, or stop the assessment.
7. Invalidating an Assessment
If an error is made in administering or scoring a measure, and that error cannot be corrected without retesting the student, then the score should be discarded as invalid. Reassess the student as soon as possible using an alternate form from the progress monitoring materials.
If a student refuses to participate in the testing, do not record a score. Stop the assessment and try again on another day, perhaps with an assessor who is more familiar to the student.
If you determine that the student is not able to give his/her best performance at that time—then do not test the student, or if testing has already begun, then stop the assessment.

19. General Scoring Guidelines
Articulation and Dialect Differences
Articulation and Dialect Differences
Example: Student says /th/ for /s/ = Not penalized
Use of the Schwa Sound
Example: Student says “buh” for /b/
Articulation and Dialect Differences
For all DIBELS measures, students are never penalized for articulation or dialect differences that are part of their typical speech. For example, a student who typically says /th/ for /s/ would not be penalized on FSF for saying that the first sound in the word see is /th/. It is helpful for assessors to be familiar with the speech patterns of the students they assess. If a student has articulation or dialect differences that are difficult to understand, consider someone retesting the student who is more familiar with the student’s articulation or dialect. DIBELS Next® Assessment Manual Guidelines for Administering and Scoring DIBELS Next® 17
Use of the Schwa Sound
The schwa sound is the /u/ sound added to some consonant sounds. In particular, the voiced consonant sounds such as /b/, /d/, and /g/ are difficult to produce without adding a schwa, i.e., “buh” for /b/. Although teachers are encouraged to model pure production of sounds in their instruction, there is no penalty for students using the schwa sound when producing isolated consonant sounds during DIBELS assessment.

20. General Scoring Guidelines
General DIBELS Reminders
If the student stops and it is not a hesitation on a specific item, say “Keep going.” This reminder may be used as often as needed.
If the student loses his/her place, point. This reminder may be used as often as needed.
General DIBELS Reminders
Each measure includes specific reminder prompts. In addition to those reminders, there are two general reminders that apply to all individually administered measures that include written material.
If the student stops and it is not a hesitation on a specific item, say Keep going. This reminder may be used as often as needed.
If the student loses his/her place, point. This reminder may be used as often as needed.

21. General Scoring Guidelines
Recording and Scoring Responses
The following rules apply to most DIBELS measures:
• A slash mark ( ) denotes an incorrect response.
• An “sc” written above a slashed response denotes a self- correction, and the response is counted as correct.
BCPS recommendation: If an incorrect answer is given, write the incorrect response beside the slashed zero. This will be helpful in analyzing errors for instructional planning.

22. Accommodations
Enlarged student materials for students with visual impairments.
Use of colored overlays, filters, or lighting adjustments for students with visual impairments.
Use of assistive technology, such as hearing aids and assistive listening devices (ALDs), for students with hearing impairments.
The use of a marker or ruler to focus student attention on the materials for students who are not able to demonstrate their skills adequately without one. Note: It is good practice to attempt the assessment first without a marker or ruler and then retest with an alternate form of the assessment using a marker or ruler if needed.

23. Unapproved Accommodations
Unapproved accommodations are those that are likely to change how the assessment functions.
Scores from measures administered with unapproved accommodations should not be treated or reported as official DIBELS scores, and cannot be compared to other DIBELS scores or benchmark goals.
An unapproved accommodation may be used when:
(a) A student cannot be tested accurately using the standardized rules or approved accommodations, but the school would still like to measure progress for that student; or
(b) A student’s Individualized Education Plan (IEP) requires testing with an unapproved accommodation. Scores for a student using an unapproved accommodation can be used to measure individual growth for that student.
Unapproved accommodations are those that are likely to change how the assessment functions.
Scores from measures administered with unapproved accommodations should not be treated or reported as official DIBELS scores, and cannot be compared to other DIBELS scores or benchmark goals.
An unapproved accommodation may be used when:
(a) a student cannot be tested accurately using the standardized rules or approved accommodations, but the school would still like to measure progress for that student; or
(b) a student’s Individualized Education Plan (IEP) requires testing with an unapproved accommodation. Scores for a student using an unapproved accommodation can be used to measure individual growth for that student.

24. Administration of First Sound Fluency (FSF)
Let’s take a closer look at the Administration of First Sound Fluency (FSF)

25. First Sound Fluency (FSF)
First Sound Fluency (FSF) is a new measure in DIBELS Next. FSF is 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 (Yopp, 1988).
The ability to isolate and identify the first phoneme in a word is an easier skill than segmenting words or manipulating phonemes in words, thus FSF is used as a measure of developing phonemic awareness at the beginning and middle of kindergarten.

26. Differences Between ISF and FSF
ISF requires visual stimulus materials (pictures)
Relies entirely on words presented verbally by the examiner.
75% of items on ISF permit selection responses
Does not require or allow for a selection response
Allows for a motor response (pointing)
Does not allow for a motor response
Allows 1 point for each response
Includes differential scoring (i.e., 2 points, 1 point, or no points) depending on the type of student response
Requires a 3 minute start and stop administration
One minute running clock
The difference in scoring between scoring Initial Sound Fluency in DIBELS 6th and scoring First Sound Fluency in DIBELS Next is that in Initial Sound Fluency students only received 1 point for generating the initial sound and it was considered correct if they produced the first 2 sounds in the word, such as the blend. However, in DIBELS Next First Sound Fluency, they receive 2 points for isolating the initial phoneme and 1 point if they produce more than one phoneme such as a blend.

27. First Sound Fluency (FSF)
Materials Needed:
• Scoring Page
• Pen/pencil
• Clipboard
• Stopwatch/timer
All materials needed are located on BCPS One in the Kindergarten Course map, Assessment folder, in the DIBELS Next folder.
Students do not need any materials as this is an auditory measure.

28. First Sound Fluency (FSF)
Administration Directions:
Say the words in bold italic type verbatim.
Say the first word and start the stopwatch or timer.
Administration Directions:
Say the words in bold italic type verbatim.
Say the first word and start your stopwatch.

29. First Sound Fluency (FSF)
During the testing:
Present the words to the student one at a time by reading down the column of words.
Score the student’s responses by circling the corresponding sound or group of sounds on the scoring page. Mark a slash ( ) through the zero for no response or for an incorrect response. Write the incorrect sound beside the slash.
As soon as the student finishes saying the initial sound/sounds in the word, say the next word promptly and clearly.
During the testing:
Present the words to the student one at a time by reading down the column of words.
Score the student’s responses by circling the corresponding sound or group of sounds on the scoring page. Mark a slash ( ) through the zero for no response or for an incorrect response. Write the incorrect sound above the slash.
As soon as the student finishes saying the initial sound/sounds in the word, say the next word promptly and clearly.
Continue to say the words one at a time and score the student’s responses for 1 minute.
At the end of 1 minute, stop presenting the words. Do not score any student responses after 1 minute. If the student completes the assessment before 1 minute, stop testing and record the score obtained. Scores are not prorated.

30. First Sound Fluency (FSF)
During the testing:
Wait Rule: If a student does not respond within 3 seconds on a word, mark a slash ( ) through the zero and say the next word.
Discontinue Rule: If the student gets zero points in the first five words.
During the testing:
Wait Rule: If a student does not respond within 3 seconds on a word, mark a slash ( ) through the zero and say the next word.
Discontinue Rule: If the student gets zero points in the first five words.

31. FSF After testing: Score FSF Compute the final score:
Add the correct responses in the 2-point column. Multiply the number of responses by two and record the total in the space provided.
Add the correct responses in the 1-point column and record the total in the space provided.
Add the two totals from each column together and record the total score in the space provided.
Add the correct responses in the 2-point column. Multiply the number of responses from the 2-point column by two and record the total in the space provided.
• Add the correct responses in the 1-point column and record the total in the space provided.
• Add the two totals from each column together and record the total score in the space provided.

32. First Sound Fluency (FSF)
Sample Scoring

33. Review: First Sound Fluency (FSF)
Summary of administration and scoring rules. There is an additional handout located in BCPS One in the DIBELS folder that contains these administration and scoring rules. Teachers may want to print it and place it on their clipboards as a reference during administration of the screening.

34. First Sound Fluency Video
Two videos of FSF administration are available for teachers to view on their own.

35. First Sound Fluency Video
This student has difficulty following the directions and provides the letter instead of the first sound. Listen as the assessor prompts.

36. Administration of
Letter Naming Fluency
(LNF)

37. Letter Naming Fluency (LNF)
Letter Naming Fluency (LNF) is a brief, direct measure of a student’s fluency in naming letters. LNF assesses a student’s ability to recognize individual letters and say their letter names.
The purpose of LNF is to measure students’ automaticity with letter naming. Fluency in naming letters is a strong and robust predictor of later reading achievement (Adams, 1990). The purpose of LNF is to measure fluency rather than identify which letters the student knows or does not know, so while all letters are included on the LNF materials, they appear in random order. As such, it provides an added risk indicator for early school-age children.

38. Letter Naming Fluency (LNF)
LNF is a strong and robust predictor of later reading achievement but is not a powerful instructional target, i.e., focusing instruction on letter names should not be expected to lead to better reading outcomes.
For students at risk, the primary instructional goals should be developing phonological awareness skills and gaining knowledge about the alphabetic principle.
LNF is a strong and robust predictor of later reading achievement but is not a powerful instructional target, i.e., focusing instruction on letter names should not be expected to lead to better reading outcomes.
For students at risk, the primary instructional goals should be developing phonological awareness skills and gaining knowledge about the alphabetic principle.

39. Letter Naming Fluency (LNF)
Materials Needed:
• Scoring Page
• Pen/pencil
• Clipboard
• Stopwatch/Timer
Student materials
* All materials needed are located on BCPS One in the Kindergarten Course map, Assessment folder, in the DIBELS Next folder.
All paper materials needed for this screening are located on BCPS One in the Kindergarten Course map, Assessment folder, in the DIBELS Next folder.

40. Letter Naming Fluency (LNF)
Each line has 10 letters.
Each page has a random sort of lower and upper case letters.
The font is a primary block-like font.
Lines help students keep their place.

41. Letter Naming Fluency (LNF)
Administration Directions
Say the words in bold italic type verbatim.
Begin with the practice activities.
The practice activities are designed to introduce the assessment task to the student.
They are untimed and include correction procedures.
The correction procedures are not used once the testing begins.

42. Letter Naming Fluency (LNF)
Administration Directions
Put the student copy of the materials in front of the student and say the following:
I am going to show you some letters. I want you to point to each letter and say its name. (Put the page of letters in front of the student.)
Begin testing. 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.

43. Letter Naming Fluency (LNF)
During the testing:
• Follow along in the scoring booklet. Mark a slash ( ) through any skipped letter or letter read incorrectly. Write the incorrect student response above the slash
• At the 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, stop testing and record the student’s score.

44. Letter Naming Fluency (LNF)
During the testing:
Wait Rule: If a student does not name a letter in 3 seconds, mark a slash ( ) through the letter and say the correct letter. name.
Discontinue Rule: If no letters are named correctly in the first row, discontinue and score a zero.

45. Letter Naming Fluency (LNF)
After testing: Score LNF - Compute the final score:
Add the number of correct letters and record the number on the Total Correct line of the LNF scoring page.
Mark LNF Response Patterns and make a note on the scoring page about any patterns in student responses that were not captured by the marking procedures.

46. Review: Letter Naming Fluency (LNF)
Direct attention to the Wait Rule and Discontinue Rule.
Summary of administration and scoring rules. There is an additional handout located in BCPS One in the DIBELS folder that contains these administration and scoring rules. Teachers may want to print it and place it on their clipboards as a reference during administration of the screening.

47. Letter Naming Fluency Video
A video of LNF administration and scoring is available.

48. DIBELS Next Recordkeeping
A color-coded BCPS Kindergarten DIBELS Next Score Sheet will be provided for each teacher to record and maintain student DIBELS data.
This spreadsheet will be located on BCPS One in the Kindergarten Assessment/DIBELS folder.
Teachers will not record data on the DIBELS website.

49. DIBELS Next Recordkeeping
Record the scores on the BCPS Kindergarten DIBELS Next Score Sheet .
Scores will automatically be shaded in the boxes.
Benchmark is the LOWEST score that predicts reading success.
Additional information will be provided on the August 18 DIBELS Next training – Part 2 regarding the use of the score sheet and interpretation of data.
Benchmark
Strategic
At-Risk
FSF
23+
0 - 12
LNF
29+
0 - 21

50. DIBELS Next Recordkeeping
BCPS Kindergarten DIBELS Next Score Sheet
Additional information will be provided on the August 18 DIBELS Next training – Part 2 regarding the use of the score sheet and interpretation of data.

51. Prepare for DIBELS Next Administration
Read the following chapters from the DIBELS Next Assessment Manual:
Chapter 2: Guidelines for Administering and Scoring DIBELS Next, pages
Chapter 5: First Sound Fluency, pages
Chapter 6: Letter Naming Fluency, pages
Note: Updated DIBELS Next Recommended Benchmark Goals are located in the BCPS One folder.
In order for teachers to prepare themselves to administer the DIBELS measures described in this webinar, it is recommended to read the following chapters from the DIBELS Next Assessment Manual located in BCPS One:
Chapter 2: Guidelines for Administering and Scoring DIBELS Next, pages
Chapter 5: First Sound Fluency, pages
Chapter 6: Letter Naming Fluency, pages

52. Prepare for DIBELS Next Administration
New assessors may consider shadow-
scoring with an experienced co-worker.
Shadow-scoring is when two people score together so they can check their answers and discuss discrepancies.
When two assessors shadow-score, one gives the directions and both score.

53. DIBELS Next Administration
First Sound Fluency (FSF) and
Letter Naming Fluency (LNF) will be
administered to every kindergarten student
during gradual entry. Parents are welcome to be present during the screening.
In summary, DIBELS First Sound Fluency (FSF) and Letter Naming Fluency (LNF) will be
administered to every kindergarten student during gradual entry.
A reminder that parents are welcome to be present during the screening.

54. Analyzing DIBELS Next to Inform Instruction in Kindergarten
Coming August 18, 2016
Analyzing DIBELS Next to Inform Instruction in Kindergarten
Part 2
Analyzing DIBELS Next to Inform Instruction in Kindergarten -Part 2
Will be presented in area cluster meetings during the August 18 Professional Development Day.
At this time teachers will learn about analyzing the data, progress monitoring, and how this informs large and small group instruction.
Office of Elementary English Language Arts
Kindergarten Professional Development
August 18, 2016
@BCPS_ELA

55. DIBELS Next Administration
Contact the Office of Elementary
English Language Arts with
any questions.
#4039
Best wishes for a successful start to
the school year!