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DIBELS Next

DIBELS Next . Dynamic Indicators of Basic Early Literacy Skills. 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. Page 12. Changes - DIBELS Next. Changes - DIBELS Next. Page 12. Page 12.

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DIBELS Next

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  1. DIBELS Next Dynamic Indicators of Basic Early Literacy Skills

  2. 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.

  3. Page 12 Changes - DIBELS Next

  4. Changes - DIBELS Next Page 12

  5. Page 12 Changes - DIBELS Next

  6. Agenda Day One • Welcome • Materials for Today • Multi-tiered Framework • What is DIBELS Next? • Protocol • Scoring and Recording

  7. 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

  8. Connecting to Our Work • OCR • IWT • RtI2

  9. Differentiation PM General Education Tier 3 3:1 PM Tier 2 5:1 PM Tier 1 Core Grade Level + IWT

  10. Differentiation PM General Education Students with Disabilities Receiving Resource Support Tier 3 3:1 PM Tier 2 5:1 PM Tier 1 Core Grade Level + IWT Resource Specialist Teacher

  11. Special Education – Special Day Program Tier 3 3:1 PM Tier 2 5:1 PM Tier 1 Core Grade Level + Intensive Intervention Instruction PM III

  12. Introductory Activity What do you know about DIBELS? • Share with a partner. (Think, Pair, Share) • Share with the group. 12

  13. 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

  14. Page 10 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/

  15. 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

  16. 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.

  17. 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

  18. 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

  19. 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.

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

  21. Alignment of DIBELS Next Measures with Basic Early Literacy Skills

  22. 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

  23. Page 32 Benchmark Student Booklet

  24. 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

  25. Progress Monitoring Student Booklet Page 33

  26. DIBELS and RtI/The Outcomes Driven Model AM pg. 8-9

  27. Administration Guidelines DIBELS Materials • Clipboard • Stopwatch • Calculator • Pen or Pencil (in a color that is not black)

  28. Administration Guidelines 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

  29. Administration Guidelines • Timing • Encouragement and Reinforcement • Modeling and Reinforcement • Repeating Directions or Items • Discontinuing an Assessment • Invalidating an Assessment

  30. 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)

  31. General Scoring Guidelines • Response patterns • Recording and Scoring

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

  33. 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

  34. Page 20 Approved Accommodations

  35. Benchmark Assessment Yearly Schedule

  36. DIBELS Next BENCHMARK ASSESSMENT CALENDAR

  37. DIBELS Next BENCHMARK ASSESSMENT CALENDAR

  38. 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

  39. 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

  40. 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

  41. FSF /d/ First Sound Fluency AM Chapter 5

  42. Alignment of DIBELS Next Measures with Basic Early Literacy Skills

  43. First Sound Fluency- FSF Read the description and administration directions on Pages 39-42.

  44. First Sound Fluency- FSF

  45. FSF Scoring RulesPage 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…

  46. Practice 1

  47. Check for Understanding Practice Scoring Sheet FSF, Appendices page 103 Answer Key FSF, Appendices page 104

  48. Practice 2

  49. Scoring and Recording 2 point responses: ___ x 2 ___ + 1 point responses: ____ = Total: ___

  50. LNF Letter Naming Fluency

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