Presented by: Dr. Carol Tolman National Reading Consultant

2. What is DIBELS? A screening / diagnostic measure to be used in the fall of the school year for all K-3 students. Identifies those who are at risk for having reading difficulties. A progress monitoring instrument to be used in the winter of the school year for all K-3 students. Measures student progress. An outcomes / progress monitoring measure to be used in the spring of the school year for all K-3 students.

3. National Reading Panel (NRP)Five Essential Components of Reading Instruction Phonemic Awareness Phonics Fluency Vocabulary Comprehension

4. There are 7 DIBELS Measuresand 5 Essential Components Remember the 5 critical components of reading instruction? Phonemic Awareness, Phonics or Alphabetic Principle, Fluency, Comprehension, and Vocabulary DIBELS has 7 measures that assess those 5 components: ISF, PSF, NWF, LNF, ORF, REF, and WUFRemember the 5 critical components of reading instruction? Phonemic Awareness, Phonics or Alphabetic Principle, Fluency, Comprehension, and Vocabulary DIBELS has 7 measures that assess those 5 components: ISF, PSF, NWF, LNF, ORF, REF, and WUF

5. MA Reading First uses 5 DIBELS measures The National Reading Panel identified five critical areas for reading success. Let�s look at these five areas and how the DIBELS instrument addresses them. Click to add each point. As you click them, read the points. The graphic should show the relationships without having to add a lot of verbiage.The National Reading Panel identified five critical areas for reading success. Let�s look at these five areas and how the DIBELS instrument addresses them. Click to add each point. As you click them, read the points. The graphic should show the relationships without having to add a lot of verbiage.

6. MA Reading First uses DIBELS three times per year 1. Screening � Sept./Oct. Taken individually by all students, K-3 Identifies those who are not meeting a benchmark score DIBELS has two types of assessments. The first is Benchmark Assessments. These assessments are a general screening, given to all K-3 students. These assessments are given at the beginning of the school year, the middle, and the end. The assessments given at the beginning of the school year, at the middle, and at the end all are the same skill level for that particular grade. In other words, the assessment itself does not become more difficult. The benchmark requirements, however, do go up. These benchmark requirements are based upon a database of over one-half million students, establishing the normative scores. No other reading assessment comes close to this norming quantity. Click to add second assessment Another type of DIBELS assessment is the Progress Monitoring Assessment. Once a student has been identified by the Benchmark Assessment as at-risk, how does the teacher know if the intervention curricula or instructional strategies she implements are helping the student? The Progress Monitoring Assessment materials quickly assess growth and can be given as frequently as needed. Although other assessments provide benchmark measures, only DIBELS have this unique progress monitoring feature. For those students at-risk, teachers want and need quick, but accurate feedback. If interventions are not working, teachers need to know. DIBELS has two types of assessments. The first is Benchmark Assessments. These assessments are a general screening, given to all K-3 students. These assessments are given at the beginning of the school year, the middle, and the end. The assessments given at the beginning of the school year, at the middle, and at the end all are the same skill level for that particular grade. In other words, the assessment itself does not become more difficult. The benchmark requirements, however, do go up. These benchmark requirements are based upon a database of over one-half million students, establishing the normative scores. No other reading assessment comes close to this norming quantity. Click to add second assessment Another type of DIBELS assessment is the Progress Monitoring Assessment. Once a student has been identified by the Benchmark Assessment as at-risk, how does the teacher know if the intervention curricula or instructional strategies she implements are helping the student? The Progress Monitoring Assessment materials quickly assess growth and can be given as frequently as needed. Although other assessments provide benchmark measures, only DIBELS have this unique progress monitoring feature. For those students at-risk, teachers want and need quick, but accurate feedback. If interventions are not working, teachers need to know.

7. DIBELS Measures Administered by Grade

9. Initial Sound Fluency This is a mouse, flowers, pillow, letters (point to each picture while saying its name). Mouse begins with the sound /m/ (point to the mouse). Listen: /m/, mouse. Which one begins with the sounds /fl/?

10. DIBELS Benchmarks Kindergarten Initial Sound Fluency

11. Letter Naming Fluency (LNF) When I say 'start' begin here (point to first letter in upper left hand corner), go across the page (point), and tell me as many letters as you can. Try to name each letter. If you come to a letter you don't know I'll tell it to you. Put your finger on the first letter. Ready, begin.

12. DIBELS Benchmarks Kindergarten Letter Naming Fluency

13. Phoneme Segmentation Fluency

14. DIBELS Benchmarks Kindergarten Phoneme Segmentation Fluency

15. DIBELS Nonsense Word Fluency Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say, �begin�, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.

16. DIBELS Benchmarks Kindergarten Nonsense Word Fluency

18. Letter Naming Fluency (LNF) When I say 'start' begin here (point to first letter in upper left hand corner), go across the page (point), and tell me as many letters as you can. Try to name each letter. If you come to a letter you don't know I'll tell it to you. Put your finger on the first letter. Ready, begin.

19. DIBELS Benchmarks Grade 1 Letter Naming Fluency

20. Phoneme Segmentation Fluency

21. DIBELS Benchmarks Grade 1 Phoneme Segmentation Fluency

22. DIBELS Nonsense Word Fluency Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say, �begin�, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.

23. DIBELS Benchmarks Grade 1 Nonsense Word Fluency

24. DIBELS Oral Reading Fluency Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say, �stop� I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.

25. DIBELS Benchmarks Grade 1 Oral Reading Fluency

27. DIBELS Nonsense Word Fluency Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say, �begin�, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.

28. DIBELS Benchmarks Grade 2 Nonsense Word Fluency

29. DIBELS Oral Reading Fluency Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say, �stop� I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.

30. DIBELS Benchmarks Grade 2 Oral Reading Fluency

32. DIBELS Oral Reading Fluency Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say, �stop� I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.

33. DIBELS Benchmarks Grade 3 Oral Reading Fluency

34. Further Progress Monitoring Progress Monitoring may be administered more frequently using alternate forms provided

35. DIBELS � Kindergarten Here is the DIBELS assessment plan for Kindergarten. In the left column are the fluencies being tested. �Beginning,� �Middle,� and �end� refer to the parts of the academic year. These three times are when the Benchmark Assessment measures are given. The Progress Monitoring Assessments may be given at any time for at tisk students. Kindergarten assessments are the most time consuming to administer. You will see as we move up in the grade levels, the assessment time decreases. Here is the DIBELS assessment plan for Kindergarten. In the left column are the fluencies being tested. �Beginning,� �Middle,� and �end� refer to the parts of the academic year. These three times are when the Benchmark Assessment measures are given. The Progress Monitoring Assessments may be given at any time for at tisk students. Kindergarten assessments are the most time consuming to administer. You will see as we move up in the grade levels, the assessment time decreases.

36. DIBELS �Grade 1 Here is the DIBELS assessment plan for first grade. As you can see, some fluencies are dropped and new ones added, to reflect the growth in skills. �Letter naming� is assessed at the beginning of first grade. Since this skill should be automatic by mid-first grade, it is no longer included. However, as students learn to read short passages, Oral Reading and Retelling fluencies are added by mid-first grade. DIBELS assessments grow with the students. By first grade, the assessing time per students is four to five minutes, depending on the time of year. Here is the DIBELS assessment plan for first grade. As you can see, some fluencies are dropped and new ones added, to reflect the growth in skills. �Letter naming� is assessed at the beginning of first grade. Since this skill should be automatic by mid-first grade, it is no longer included. However, as students learn to read short passages, Oral Reading and Retelling fluencies are added by mid-first grade. DIBELS assessments grow with the students. By first grade, the assessing time per students is four to five minutes, depending on the time of year.

37. DIBELS � Grade 2 As students move to reading longer passages, DIBELS concentrates on Oral Reading Fluency and Retelling Fluency. The Retelling Fluency indicates reading comprehension. The Word Use Fluency indicates vocabulary development. Testing time per student begins at four minutes and then goes to three. As students move to reading longer passages, DIBELS concentrates on Oral Reading Fluency and Retelling Fluency. The Retelling Fluency indicates reading comprehension. The Word Use Fluency indicates vocabulary development. Testing time per student begins at four minutes and then goes to three.

38. DIBELS � Grade 3 As you can see, by third grade, the initial reading fluencies have been dropped. DIBELS now concentrates on oral reading, comprehension, and vocabulary. Each student will require 3 minutes for the third grade battery.As you can see, by third grade, the initial reading fluencies have been dropped. DIBELS now concentrates on oral reading, comprehension, and vocabulary. Each student will require 3 minutes for the third grade battery.