1. Cynthia McGurl, Ph.D. HILL for Literacy & CK3LI
Phoneme Segmentation Fluency mCLASS DIBELS Next Refresher & Reliability Check
Cynthia McGurl, Ph.D.
HILL for Literacy & CK3LI

2. Underline Sound Segment
Phoneme Segmentation
Timing starts after you tap and say the first word.
Underline Sound Segment
(1 point for each segment underlined)
Slash (Tap)
(0 points)
Leave Blank
Says correct sound segment
Adds schwa sound to correct sound
Pronounces sound incorrectly due to articulation delay/dialect/different first language
Elongates sounds
Says incorrect sound segment
Adds sound (if separate from other sound segments)
Omits sound
In summary, the timing for Phoneme Segmentation Fluency starts when the assessor says the first word and ends after one minute. Students receive points for each correct sound segment they produce in one minute. The most desirable response is segmenting the words into phonemes, however, students can get credit for incomplete segmentation. Slash any incorrect sounds segment and leave blank and added or omitted sounds. Circle the word if the student repeats the whole word and gives no sound segments. Score the sound segment or word as incorrect and say the next word if the student hesitates for 3 seconds. Discontinue the task if the student has not gotten any correct sound segments in the first 5 words. CLICK
Word repetition: Underline the word.
Incomplete (blended) segmentation: Underline blended sound segments.
Overlapping segmentation: Underline each segment.
Wait Rule: Score as incorrect and say the next word.
Discontinue Rule: No correct sound segments in the first five words. (Prompt)

3. PSF Reminders
If the student spells the word, say Say the sounds in the word. This can be used once. If the student repeats the word, say Remember to say all the sounds in the word. This may be used once.
See DIBELS Cheat Sheets as a Reference

4. Game Show
Partner up
You will and your partner(s) will be provided with tricky questions regarding DIBELS administration and scoring.
No gotchas, rather this is an opportunity to have good conversation.
TWO Rules:
EVERYONE PARTICIPATES
HAVE FUN!

5. TRUE! Question I True/False
If the student clearly does not understand the task after the examples have been presented, I can provide additional examples.
TRUE!
If a student does not clearly understand the task an examiner may provide additional examples within the context of the standardized directions. However, it is strongly urged that schools/districts choose two consistent back up words for all assessors to use to ensure standardization and the use of quality exemplars.

6. Question II True/False
If a student asks you to repeat a word, don’t!
FALSE!
It is important to arrange assessment environments to minimize the need to repeat words, i.e., sit close enough to the child, make sure you have his/her attention, and speak clearly. If the child asks, repeat the word. If it occurs one time it is not a big deal. If this happens often, be sure to make a note.

7. Question III Yes/No
Mrs. Smith teaches welded sounds (e.g. ing, ang, ank) during her Fundations lessons. When administering PSF Mrs. Smith provides 4 points for any of the following response patterns: Is Mrs. Smith right?
STIMULOUS WORD : tank
Student Response #1: /t/ /a/ /n/ /k/
Student Response #2: /t/ /a/ /nk/
Student Response #3: /t/ /ank/
 PSF is an indicator of the Big Idea phonemic awareness and it is important to capture how students can hear individual phonemes in words so that they can map these phonemes on to symbol (letters). Although, Mrs. Smith is teaching her students to approach segmentation in this manner she still must adhere to the standardizion provided. Ultimately, if her students are proficient in this skill, and segmenting automatically in a way that they were taught, it should not prohibit them from meeting the benchmark of 40 by the end of kindergarten/beginning of first grade. When interpreting the pattern of student performance, as long as the students’ pattern mirrors the way they were taught this should be considered acceptable.

8. Question IV Score this response
The stimulus word provided was “trick” The students response was: “/t/ /r/ /ik/” how would you score this and how many points would they receive?
/t/ /r/ /i/ /k/
=3/4

9. Question V -a Score this response
The stimulus word provided was “trick” The students response was: “/t/ /r/ /i/ /k/ /s/” how would you score this and how many points would they receive?
/t/ /r/ /i/ /k/
Ignore the /s/ as it is not attached to any of the other correct phonemes
=4/4

10. Question V -b Score this response
The stimulus word provided was “trick” The students response was: “/t/ /r/ /i/ /ks/” how would you score this and how many points would they receive?
/t/ /r/ /i/ /k/
During the administration and scoring of PSF inserted sounds are ignored as long as they are not attached to adjoining phonemes. Therefore, with the first example, even though the student inserted a sound, they will still receive full credit. In the latter example, the student would not receive credit for the last phoneme as the inserted phoneme was attached to it, thus “spoiling” it. In the event students are inserting phonemes that do not belong make sure to include this in your notes.
=3/4

11. Question VI Score this response
The stimulus word provided was “trick” The students response was: “/t/ /r/ /ri/ /k/” how would you score this and how many points would they receive?
/t/ /r/ /i/ /k/
Even though each individual sound was not “purely” segmented, the rule states that examiners will underline each correct sound segment that the student says. Students will receive 1 point for each different, correct, part of the word.
=4/4

12. Question VII True/False
If the student repeats the word, underline it.
YES!
(with mobile devices)
Using mCLASS and mobile devices in administration and scoring you would underline the word. However, if you are using the paper and pencil version, each word that is repeated should be circled. Students will not receive any points for repeated words.

13. Question VIII Open Response
Mastery of phoneme segmentation is expected by when?
End of K
Ignore the /s/ as it is not attached to any of the other correct phonemes

14. Question IX True/False
At the end of one minute, place the bracket after the last word presented.
Maybe
At the end of one minute you will place the bracket after the last sound that the student produced in one minute. This may or may not be at the end of the word.

15. Question IX True/False
If the student spells a word you can provide a one-time prompt. Bonus: What is the one time prompt?
Yes
At the end of one minute you will place the bracket after the last sound that the student produced in one minute. This may or may not be at the end of the word.
Say the sounds in the word.

16. False Question X True/False
Every time a student repeats a word, a prompt may be provided: Remember to say all the sound in the word.
False
If the student repeats a word, this prompt may be provided but only once.

17. Student Have 2nd strongest assessor play the student
Student Have 2nd strongest assessor play the student. Assessor Have strongest DIBELer be the assessor first. Have that person administer the measure completely. Observer Keep notes on Assessment Reliability checklist and score along. Have the observer read back the feedback to both assessor and student. Discuss fine points. If necessary, look up rule in training materials to make problem area is well understood. Repeat process with each individual playing all the roles.