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DIBELS PAPER AND PENCIL

DIBELS PAPER AND PENCIL. Dynamic Indicators of Basic Early Literacy Success. Agenda. Welcome What are DIBELS? Practice Protocol Scoring and Recording Analysis Resources & Reflection. Connecting to Our Work. OCR-SPED IWT RtI 2. Differentiation PM. General Education. Tier 3. 3:1.

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DIBELS PAPER AND PENCIL

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  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. Connecting to Our Work • OCR-SPED • IWT • RtI2

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

  5. Differentiation PM Special Education – Resource Program Tier 3 3:1 PM Tier 2 5:1 PM Tier 1 Core Grade Level + IWT Resource Specialist

  6. 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)

  7. 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/

  8. 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

  9. Why Do We Need DIBELS? • Big problems to solve • 20%-70% of students have significant reading problems • Expertise in identifying deficit skills in students • 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. • Normative scores • Database of over one-half million students

  10. 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?

  11. 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

  12. 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

  13. 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.

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

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

  16. Forms of DIBELS Assessment Benchmark Assessment (general screening) • Given to all children, K-6 • At student’s current grade level • 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

  17. 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

  18. DIBELS BENCHMARK ASSESSMENT CALENDAR

  19. DIBELS BENCHMARK ASSESSMENT CALENDAR

  20. Activity • Get into a group of four people • LOOK at the data • ANALYZE the data • MAKE GROUPS based on the data • http://specialed.edublogs.org/ • Click on: RESOURCES • SETPD Resources • Small-group planning matrix • SHARE groups

  21. Brainstorm: Now What? • Based on your groups, brainstorm instruction • Goals • Instructional sequence • Differentiation • Students who need: • Support • Challenge

  22. DIBELS Materials • Clipboard • Stopwatch • Calculator • Pencil • Additional Materials: -Administration and Scoring Guide -Scoring & Summary Pages -Student materials -download or purchase

  23. TABBING THE GUIDE • Page number is at the top of the page • LNF page 6 • ISF page 10 • PSF page 16 • NWF page 23 • ORF & RTF page 30 • WUF page 39 • DECISION RULES page 48 • ACCOMMODATIONS page 44

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

  25. 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.

  26. 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

  27. Dialectical Differences • African American Vernacular English (AAVE) • Appalachian English • Hispanic American English • Native American English • Southern American English

  28. Articulation Differences

  29. 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

  30. 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

  31. Homework • Go to the DIBELS or the LAUSD special education (edublogs) website • http://dibels.uoregon.edu/ • http://specialed.edublogs.org/ • Download: • Initial Sound Fluency (ISF), Phonemes Sound Fluency (PSF), Letter Name Fluency (LNF), Nonsense Word Fluency (NWF) • At your students’ grade level • Benchmark for MOY • If there is no benchmark for these measures for your student, then download the progress monitoring (PM) measures • Administer two of each measure • Go to the freereading.com website • Download lessons specific to each student’s needs

  32. Analysis of Data • Next steps • Implications for Instruction • Grouping for Instruction • Progress Monitoring

  33. Analysis of Data • Next steps • Implications for Instruction • Grouping for Instruction • Progress Monitoring 20 12 23 10 32 14 5

  34. Analysis of Data • Next steps • Implications for Instruction • Grouping for Instruction • Progress Monitoring 20 12 23 39 10 32 6 32 10 9 15

  35. Analysis of Data • Next steps • Implications for Instruction • Grouping for Instruction • Progress Monitoring 58 65 15 10

  36. Resources • http://specialed.edublogs.org/

  37. Reflection Contact Information: Meredith Adams: meredith.adams@lausd.net

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