DIBELS PAPER AND PENCIL

1. DIBELSPAPER AND PENCIL Dynamic Indicators of Basic Early Literacy Success

2. Agenda • Welcome • What are DIBELS? • Practice • Protocol • Scoring and Recording • Analysis • Resources & Reflection

3. Today’s Objectives • To introduce DIBELS as a screening and progress monitoring assessment tool • To become familiar with the administration and scoring procedures for all 7 DIBELS measures: • Letter Naming Fluency (LNF) • Initial Sound Fluency (ISF) • Phoneme Segmentation Fluency (PSF) • Nonsense Word Fluency (NWF) • Word Use Fluency (WUF) • Oral Reading Fluency (ORF) • Retell Fluency (RTF)

4. Connecting to Our Work • OCR-SPED • III • RtI2

5. Research and Development at the University of Oregon DIBELS research is supported by: • Early Childhood Research Institute on MeasuringGrowth and Development • Institute for the Development of Educational Achievement • University of Oregon, College of Education • Oregon Department of EducationThese materials were developed by Roland Good and Ruth Kaminski to use in training teachers to use DIBELS. http://dibels.uoregon.edu/

6. What Are DIBELS? Dynamic Indicators of Basic Early Literacy Skills DIBELS are brief fluency measures of critical early literacy skills used to: • Identify students at risk EARLY! • Evaluate effectiveness of instruction

7. 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.

8. What can we learn from these assessments? Information from progress monitoring… • Are the children actually learning what I am teaching? • Is my intervention strong enough to place the children on a growth trajectory that ends in grade level performance by the end of the year?

9. 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

10. 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

12. We Know That… There are 5 Critical Components of effective early reading instruction: • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension Students must have systematic and explicit instruction.

13. There are 7 DIBELS Measuresand 5 Big Ideas Phonemic Awareness Phonics(Alphabetic Principle) Fluency Compre-hension Vocabulary NWF LNF RTF ORF ISF PSF ORF WUF

14. DIBELS MEASURES • PHONEMIC AWARENESS ISF=Initial Sound Fluency PSF=Phoneme Segmentation Fluency • ALPHABETIC PRINCIPLE LNF= Letter Naming Fluency NWF= Nonsense Fluency • FLUENCY ORF=Oral Reading Fluency • COMPREHENSION ORF= Oral Reading Fluency RTF= Retell Fluency • VOCABULARY WUF= Word Use Fluency

15. 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 progress monitoring

16. Forms of DIBELS Assessment Progress Monitoring Screening • Given to at-risk students • Given every 2-4 weeks • Purpose is to ensure that instruction is working

17. DIBELS BENCHMARK ASSESSMENT CALENDAR

18. DIBELS BENCHMARK ASSESSMENT CALENDAR

19. DIBELs Materials • Clipboard • Stopwatch • Calculator • Pen or Pencil (in a color that is not black) • Additional Materials: -Administration and Scoring Guide -Scoring & Summary Pages -Student materials

20. TABBING THE GUIDE • LNF page 6 • ISF page 10 • PSF page 16 • NWF page 23 • ORF & RTF page 30 • WUF page 39 • DECISION RULES page 48

21. Sit “around the corner” from student, if possible.

22. Marking DIBELS Answers • We mark DIBELS scoring booklets so that we can recreate the student’s answers. This helps identify student error, patterns for grouping students and planning intervention instruction. • If you have time, record any errors the student makes. Do not record errors if it will jeopardize obtaining the correct score.

23. General Scoring Rules incorrect answers omitted words or letters skipped lines self corrections Score as Correct: • dialectical differences • articulation differences • adding or repeating a word SC

24. Protocol • Big Idea • Rationale from Administration & Scoring Guide • Review: materials, scoring marks, & procedures • Practice: 1. Instructor models 2. Guided with instructor as student 3. Independent with audio • Scoring & Recording • Q&A

25. There are 7 DIBELS Measuresand 5 Big Ideas Phonemic Awareness Phonics(Alphabetic Principle) Fluency Compre-hension Vocabulary NWF LNF RTF ORF ISF PSF ORF WUF

26. Initial Sound FluencyISF • Administered: BOY and MOY of Kindergarten • About 3 minutes to administer • Tests phonemic awareness & initial sounds • Goal: Benchmark is 25-30 initial sounds by MOY Kindergarten • A score of below 10 needs intensive intervention Read the description and administration directions on page 10.

27. ISF Scoring

28. Initial Sound FluencyInstructor Model Grade K- MOY names picture identifies picture identifies picture correct initial sounds says “yard’ points to giraffe points to present says “/br/” names picture incorrect initial sound renames: correct initial sound incorrect initial sound says “city” points to crutches says “tooth” says “/r/” names picture 5-second hesitation identifies picture repeats word says “horse” hesitates 5 seconds points to dime says “/peanuts/” says “mop” says “goat” points to goat says “I don’t know” correct initial sound incorrect initial sound identifies picture no answer

29. Initial Sound FluencyGuided Practice Grade K- MOY 5-second hesitation renames: correct initial sound identifies picture correct initial sound hesitates 5 seconds points to giraffe say “giant” points to present says “/b/” names picture incorrect initial sound 5-second hesitation incorrect initial sound says “city” says “crutches” hesitates 5 seconds says “/t/” names picture identifies picture names picture correct initial sound says “horse” points to sofa says “dime” says “/p/” points to mop hesitates 5 seconds says “goat” says “/dishes/” identifies picture 5-second hesitation names picture repeats word

30. Initial Sound FluencyIndependent Practice Grade K- MOY

31. Scoring & Recording ISF = 60 X number correct seconds This test is the ONLY assessment that is not a one minute test.

32. There are 7 DIBELS Measuresand 5 Big Ideas Phonemic Awareness Phonics(Alphabetic Principle) Fluency Compre-hension Vocabulary NWF LNF RTF ORF ISF PSF ORF WUF

33. Phoneme Segmentation FluencyPSF • Administered: MOY Kinder thru EOY 1st • Measures student ability to segment 3 and 4 phoneme words into individual phonemes • Good predictor of later achievement • 2 minutes to administer • Goal: benchmark goal of 35-45 phonemes per minute by MOY (spring) Kinder, BOY (fall) 1st Read description and directions for administration on page 16.

34. PSF Scoring • Underline each sound made • Circle if no segmentation • Slash thru segments pronounced incorrectly • Overlapping segmentation is marked from start and stop points • Omissions are not marked, no credit

35. Phoneme Segmentation FluencyInstructor Model Grade 1- BOY

36. Phoneme Segmentation FluencyGuided Practice Grade 1- MOY

37. Phoneme Segmentation FluencyIndependent Practice Grade 1- BOY

38. Scoring & Recording • Add for total • Make anecdotal notes on error pattern(s).

39. There are 7 DIBELS Measuresand 5 Big Ideas Phonemic Awareness Phonics(Alphabetic Principle) Fluency Compre-hension Vocabulary NWF LNF RTF ORF ISF PSF ORF WUF

40. Letter Naming FluencyLNF • Early indicator for at-risk and difficulty achieving early literacy benchmark goals • 1 min Read description and directions for administration on page 6.

41. LNF Scoring • Discontinue rule if after 10 letters incorrect • 3 second hesitation, score incorrect and move on • 3 seconds for self correction, mark correct and with SC • Letters that are skipped, marked incorrect • Uppercase I and lowercase l are interchangeable, • marked correct (#1 is incorrect)

42. Letter Naming FluencyInstructor Model Grade K- BOY

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

44. There are 7 DIBELS Measuresand 5 Big Ideas Phonemic Awareness Phonics(Alphabetic Principle) Fluency Compre-hension Vocabulary NWF LNF RTF ORF ISF PSF ORF WUF

45. Nonsense Word FluencyNWF • Administered: MOY Kinder thru BOY 2nd • Measures ability to blend letters into words • 2 minutes to administer (includes directions) • Goal: benchmark of 25 letter sounds per min by BOY Grade 1 Read description and directions for administration on page 23.

46. NWF Scoring • Discontinue rule, after no correct sounds for the first 5 words • Underline individual letters, said in isolation • Underline whole word, if said correctly • Repeated sounds, are underlined twice • 3 sec hesitation, score incorrect and move on • Insertions, are marked correct as long as all sounds are made • Sound order must be followed in correct sequence

47. Nonsense Word FluencyInstructor Model Grade 1- BOY

48. Nonsense Word FluencyGuided Practice Grade 1- BOY

49. Nonsense Word FluencyIndependent Practice Grade 1- BOY

50. Scoring & Recording • Count total sounds correct • 1 minute • Make anecdotal notes ie. Read all short e as short i, etc.