DIBELS C URRICULUM B ASED M EASUREMENTS DPS District RtI Team 1

DIBELS CURRICULUM BASED MEASUREMENTSDPS District RtI Team

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OUTCOMES To know the four purposes for assessment To understand what makes an assessment a

Curriculum Based Measure (CBM) To be able to differentiate between a Mastery

Measure and a CBM To know why CBMs offer a unique way to progress

monitor student growth

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WHAT IS RELIABLE ASSESSMENT?

Reliability of the assessment refers to the stability or consistency of test scores.

To have confidence in assessment, we would expect a similar score if the students were tested:a) On a different day.b) By a different tester.c) A set of comparable items.

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WHAT IS VALID ASSESSMENT?

Validity of assessment refers to evidence that the test measures what it is supposed to measure.

Validity is established by showing that the test agrees with or predicts scores on other accepted measures.

Screening tests must have predictive validity. For example, DIBELS Oral Reading Fluency is

predictive of performance on outcome assessments such as CSAP

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WHAT IS EFFICIENT ASSESSMENT?

It takes a minimum amount of time to give.

It is not expensive.

The data is easy to interpret and manage.

Key skills have been selected for measurement.

There is a big pay-off in terms of the usefulness of the information gathered.

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WHY DO WE GIVE TESTS?

States, districts, schools, and teachers need to know whether they are:

a) reducing the number of “failing” students;

b) increasing the number of students reading at grade level or above; and

c) increasing the percentages of students in ethnic, racial, and low-income populations who are reading at grade level or above.

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AN EFFECTIVE, COMPREHENSIVE ASSESSMENT PLAN INCLUDES ASSESSMENTS TO ACCOMPLISH FOUR PURPOSES:

Outcome—to provide a bottom-line evaluation of the effectiveness of the instructional program.

Screening—to determine which children are at risk for academic difficulty and who will need additional intervention.

Diagnosis—to help teachers plan instruction by providing in-depth information about students’ skills and instructional needs.

Progress Monitoring—to determine if students are making adequate progress or need more intervention to achieve grade level outcomes.

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WHAT IS SCREENING?

All children are assessed. Each child’s assessment is brief, 10 minutes

or less. Screenings are given at the beginning,

middle, and end of the year. The purpose is to flag children who are at

risk for not being at grade level. Examples: CBMs (DIBELS , AimsWeb,DRA-2

(CBLA data), Spelling Inventories, SRI

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USE OF SCREENING DATA Screening is useful for predicting who is

likely to have academic difficulty.

The primary purpose of screening is to identify children before they fail and make sure the instruction is appropriate.

Identification is not enough! Screening is only valuable if it leads to differentiated instruction.

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WHAT IS PROGRESS MONITORING?

Assessing a child every few weeks on alternate forms of a task, such as oral passage reading fluency, to measure growth resulting from instruction

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WHY MONITOR PROGRESS? Children’s responses to instruction cannot

be assumed.

Students with true disabilities can be identified by poor response to instruction; refer them for additional evaluation.

We need to document objectively whether students are on the right track toward closing the gap.

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PROGRESS: THE TEACHER’S MAP

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

M archScores

AprilScores

MayScores

JuneScores

60

50

Aimline

A change in intervention

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2 TYPES OF PROGRESS MONITORING

Mastery Based Running Records Unit Tests (Teacher created and publisher created) Spelling Tests

Curriculum Based Measures DIBELS AimsWeb

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DEFINING MASTERY BASED MEASUREMENT

MASTERY MEASUREMENT

Teachers have been doing it for years

Tracks Mastery of a Discrete Skill

Follows an set sequence of skills

Uses a criterion-referenced test for each skill.

Once the skill is mastered, teachers move to the next instructional skill in the sequence.

2nd Grade Example Phonics

◦ cvc patterns ◦ cvce patterns ◦ cvvc patterns . . .

Sight Vocabulary Comprehension

◦ Identification of who/what/when/where

◦ Identification of main idea

◦ Sequence of events Fluency

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DEFINING CURRICULUM BASED MEASUREMENTCurriculum-Based

Measurement

Informs how students are progressing in reading

Result of 30 years of research

Used across the country

Demonstrates strong reliability, validity, and instructional utility

2nd Grade CBM Example Students read aloud from

a grade-level passage. Each passage has the

same difficulty. As each student reads,

teacher marks errors. The number of words read

correctly is counted. Scores are put on a

graph. Progress is tracked

frequently to shape instructional decisions

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RESEARCH ON CBMS The CBM score is an overall indicator of reading

competence Students who score high on CBM

− Are better decoders − Are better at sight vocabulary − Comprehend better

CBM is sensitive to student improvement. CBM corresponds well with high-stakes tests. When teachers use CBM to inform their

instructional decisions, students achievement improves.

CBMs to be valid for ELLs demonstrating .64 -.77 correlation with comprehension skill levels (Baker & Good, 1995; Fien et.al., 2008)

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CBM’S CAN BE USED FOR…

Universal Screening As a part of a BOE to create instructional

groups. Progress monitoring

Required at Targeted and Intensive Levels Engaging students in their own progress!

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UNDERSTANDING THE ROLE OF CBMS IN THE DPS RTI ASSESSMENT SYSTEM

CBM’s are a necessary addition to our tool box.

They do not replace Mastery Measurement;

They are an additional tool for more frequent information regarding a student’s progress toward goals.

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DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS (DIBELS™)HTTP://DIBELS.UOREGON.EDU

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OUTCOMES

Understand what each subtest is measuring.

Understand why each test is administered. Understand how to administer each

subtest. Understand how to score each subtest.

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HEIGHT AND WEIGHT ARE INDICATORS OF PHYSICAL DEVELOPMENT

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HOW DO WE USE DIBELS? TYPES OF ASSESSMENT

Benchmark assessment◦ At Grade Level◦ All students 3-4 times per year

Progress monitoring◦ At Instructional Level◦ Students who need support more frequently

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MIDDLE AND LOW TRAJECTORIES FOR SECOND GRADERS

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Identify Students Early

Reading trajectories cannot be identified by reading measures until the end of first grade.

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IDENTIFY STUDENTS EARLYNEED FOR DIBELS

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WE CAN CHANGE TRAJECTORIES

How? Identify students early. Focus instruction on Big Ideas of literacy. Focus assessment on indicators of important

outcomes.

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GPS On Where are we?

You are Here

Port

Where do we want to be ?

How do we get there?

How are we doing?

ActualCourse

DesiredCourse

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DIBELS PROBES ARE THE GPS FOR EDUCATORS

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

M archScores

AprilScores

MayScores

JuneScores

60

50

Cor

rect

Pho

nem

es

Aimline

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The DIBELS Subtests

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DIBELS ORAL READING FLUENCY (DORF)

Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End

Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade

WUF

ISF

LNF

PSF

DORF

RTF

NWF

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WHAT IS READING FLUENCY?

Fluent readers read words with: Automatic recognition. Quick and accurate decoding. Comprehension.

Reading fluency can be measured by: Rate and accuracy. Words read correctly per minute.

p. 130

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IS ORF JUST WORD CALLING?

If wake up music, put on rock denim, speak orange jeans juice you for breakfast, and drink English, those of are part your things culture. If eat you bread for flat speak breakfast, Arabic, and long wear a to cotton protect robe you the from hot, those sun things part are of culture your.

p. 138

(Original passage excerpted from Rewards, page 250,

by Anita Archer, Sopris West)

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WHAT DO YOU THINK?If you wake up to rock music, put on denim jeans, drink orange juice for breakfast, and speak English, those things are part of your culture. If you eat flat bread for breakfast, speak Arabic, and wear a long cotton robe to protect you from the hot sun, those things are part of your culture. When some people hear the word culture, they think of priceless paintings and classical symphonies. Culture, as used in geography, is the way of life of a group of people who share similar beliefs and customs. These people may have the same language and religion.

p. 138

(Original passage excerpted from Rewards, page 250,

by Anita Archer, Sopris West)

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DIBELS ORAL READING FLUENCY (DORF)

Big Idea:

Benchmark Goal:

Assessment Times:

Accuracy and fluency reading connected text

40 end of First Grade 20 middle

90 end of Second Grade 68 middle

110 end of Third Grade 92 middle

First Grade:Winter, Spring Second - Sixth Grades: Fall,

Winter, Spring

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DIRECTIONS1. Place the scoring booklet on the clipboard and

position so that the student cannot see what you record.

2. Place the reading passage in front of the student.3. Say these specific directions to the student:

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 first word of the passage). Begin.

ADMINISTRATION RULESTiming Rule for DORF

Continuous for 1 MinuteStart your stopwatch after the student says the first

word.At the end of 1 minute place a bracket (]) after the last

word read, say “stop” and stop your stopwatch.

Wait RuleMaximum time for each word is 3 seconds. If the student does not read a word within 3 seconds,

say the word and mark the word as incorrect. If necessary, indicate for the student to continue with

the next word. Self-Corrections with 3 seconds are not marked as errors

Discontinue RuleIf the student does not read any words correctly in the

first row of the first passage, discontinue administering the passage and record a score of zero (0).

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LET’S WATCH A VIDEO OF THE TEST BEING ADMINISTERED.

My uncle, my dad, and my brother and I built a giant sand castle at the beach. First we picked a spot far from the big waves. Then we got out buckets and shovels. We drew a line to show where it would be. It was going to be big!

We all brought buckets of wet sand to make the walls.

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SCORING EXAMPLESMispronounced Words A word is scored as correct if it is

pronounced correctly in the context of the sentence.

If the word is mispronounced in the context, it is scored as an error.

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PASSAGE STUDENT SAYSSCORING

PROCEDURECORRECT WORDS/

TOTAL WORDS

Dad read the paper. “Dad reed the paper.” (i.e., .long e)

Dad read the paper. 3 /4

I ate too much. “I eat too much.” I ate too much. 3 /4

SCORING EXAMPLES

Repeated Words

Words that are repeated are ignored in scoring.

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TOTAL WORDS

I have a goldfish. “I have a . . . I have a goldfish.”

I have a goldfish. 4 /4

SCORING EXAMPLESInserted Words Inserted words are ignored and not

counted as errors. The student does not get additional

credit for inserted words.

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TOTAL WORDS

It is time for a rest. “It is time for a long rest.”

It is time for a rest. 6 /6

I ate too much. “I ate way too much.” I ate too much. 4 /4

SCORING EXAMPLESOmitted words

Omitted words are scored as incorrect.

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TOTAL WORDS

It is time for a rest. “It is time for rest.” It is time for a rest. 5 /6

I ate too much. “I ate much.” I ate too much. 3 /4

SCORING EXAMPLESWord Order

All words that are read correctly but in the wrong order are scored as incorrect.

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TOTAL WORDS

The ice cream man comes.

“The cream ice man comes.”

The ice cream man comes.

3 /5

I ate too much. “I too ate much.” I ate too much. 2 /4

NOTESelf Corrects A word is scored as correct if it is

initially mispronounced but the student self corrects within 3 seconds.

Mark SC above the word and score as correct.

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TOTAL WORDS

Dad read the paper “Dad reed . . . red the paper.” (i.e., self-corrects to short e)

Dad read the paper.

4 /4SC

NOTEArticulation and Dialect The student is not penalized for imperfect

pronunciation due to dialect, articulation, or different first language.

Example. The student consistently says /th/ for /s/ and reads “rest” as “retht.”

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TOTAL WORDS

It is time for a rest. “It is time for a retht.” (articulation)

It is time for a rest. 6 /6

We took the short cut.

“We took the shot cut.” (dialect)

We took the short cut.

5 /5

• Add the number of words read correctly up to the bracket. Record total number of words read correctly in space provided in the lower right hand of scoring page.

Final Score:Scoring Page

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NOW LET’S TRY A FEW TOGETHER

Modeling of test administration & Scoring Guided Practice

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DIBELS™ RETELL FLUENCY (RTF)



WUF

ISF

LNF

PSF

DORF

RTF

NWF

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RETELL FLUENCY (RTF) Big Idea:

Benchmark Goal:

Assessment Times:

Comprehension

25% or greater of number of words read

First Grade:Winter, Spring

Second - Sixth Grades: Fall, Winter, Spring

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DIRECTIONS FOR ADMINISTRATION

1. If the student reads 10 or more words correct on DORF, administer Part 2: Retell. Say these specific directions:

Please tell me all about what you just read. Try to tell me everything you can. Begin.

2. Start your stopwatch after you say “begin.”3. Count the number of words the student says in

his or her retell by moving your pen through the numbers as the student is responding.

4. At the end of 1 minute circle the total number of words, say “stop” and stop your stopwatch.

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DIBELS™ RETELL FLUENCY (RTF) Examiner asks student to tell everything

he/she can about the passage just read. Score: Number of words in the retelling

that relate to the passage.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

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DIBELS™ ORAL READING FLUENCY (DORF)Remember…

My uncle, my dad, and my brother and I built a giant sand castle at the beach. First we picked a spot far from the big waves. Then we got out buckets and shovels. We drew a line to show where it would be. It was going to be big!

We all brought buckets of wet sand to make the walls.

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RETELL FLUENCY (RTF)There was a boy, a girl, a dad, and a brother. And they were going to make a sand castle. They drew a line where it was going to be and they picked a spot far away from the waves. They brought wet sand of their own to make the walls and they brought shovels.

QuickTime™ and aH.263 decompressor

are needed to see this picture.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

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SCORING EXAMPLEThe student says, The bird had a nest. There was a mommy bird.

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0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

SCORING EXAMPLESFalse Starts and Words Used as Fillers

Only actual words are counted. Student says, They uhh are going to the uhhh library. It is uhhh you know downtown. Uhhhhh there’s a uhhhhh you know room there.

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0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

SCORING EXAMPLES

Irrelevancies, InaccuraciesThe crucial judgment is whether the student is retelling the passage or has gotten off track on another story or topic.

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FINAL SCORE:SCORING PAGE

Write the number of words in the retell in the space provided on the left side of the scoring page.

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NONSENSE WORD FLUENCY (NWF)



WUF

ISF

LNF

PSF

DORF

RTF

NWF

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WHY NONSENSE WORDS?

Assess student rapid accuracy with association of sounds with symbols.

Assess how students attack unknown or multisyllabic words.

Research has shown this subtest to be valid for ELLs demonstrating a .64 -.77 correlation with comprehension skill levels (Baker & Good, 1995; Fien et.al., 2008)

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NONSENSE WORD FLUENCY (NWF) Big Idea: Benchmark Goal:

Assessment Times:

Alphabetic Principle

50 by middle of First Grade with at least 15 words recoded (i.e., read as whole words) 13 at Middle K 25 at End of K / Beginning of 1st

Kindergarten:Winter, Spring

First Grade:Fall, Winter, Spring

Second Grade:Fall

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DIBELS™ NONSENSE WORD FLUENCY(NWF)

Examiner shows page of nonsense words to student. Student reads the words.Score: Number of correct letter sounds student reads in 1 minute.

kik woj sig faj yiskaj fek av zin zezlan nul zem og nomyuf pos vok viv fegbub dij sij vus toswuv nij pik nok motnif vec al boj nensuv yig dit tum jojyaj zof um vim veltig mak sog wot sav

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DIRECTIONS FOR ADMINISTRATIONLook at this word (point to the first word on the practice page). It’s a make-believe word. Watch me read the word: /s/ /i/ /m/ “sim” (point to each letter then run your finger fast beneath the whole word). I can say the sounds of the letters, /s/ /i/ /m/ (point to each letter), or I can read the whole word “sim” (run your finger fast beneath the whole word). Your turn to read a make-believe word. Read this word the best you can (point to the word “lut”). Make sure you say any sounds you know.

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CORRECTION PROCEDURE

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CORRECT RESPONSE:

If the student responds “lut” or with all of the sounds say,

INCORRECT RESPONSE:

If the student does not respond within 3 seconds or responds incorrectly say,

That’s right. The sounds are /l/ /u /t/ or “lut.”

Remember, you can say the sounds or you can say the whole word. Watch me: the sounds are /l/ /u/ /t/ (point to each letter) or “lut” (run your finger fast through the whole word.). Let’s try again. Read this word the best you can (point to the word, “lut”.).

STUDENT COPY4. Place the page of nonsense

words in front of the student.

Here are some more make-believe words (point to the page). 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.

635. Start your stopwatch.

6. Follow along on the test booklet and underline each letter sound the student provides correctly, either in isolation or in the context of the nonsense word. Put a slash (/) over each letter sound read incorrectly.

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ADMINISTRATION RULESTiming Rule for NWF

Continuous for 1 MinuteStart the stopwatch after you say, begin.At the end of 1 minute place a bracket (]) after the last letter

sound, say “stop” and stop your stopwatch.

Wait RuleMaximum time per letter sound is 3 seconds. If the student does not say the next letter sound/word within 3

seconds score the letter sound/word incorrect. Tell the student the correct sound/word, and, if necessary, point to the next letter/word, and say, “What sound/word?”

Discontinue RuleIf the student does not get any sounds correct in the first 5

words, discontinue the task and record a score of zero (0). Prompting Rule

If the student provides the letter name rather than the letter sound, say, “Remember to tell me the letter sound, not the name.”

This prompt may be provided once.

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NONSENSE WORD FLUENCY (NWF)

12

11

10

10

0

5

48

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DIRECTIONS FOR SCORING

1. Underline each letter sound the student provides correctly, either in isolation or in the context of the nonsense word.

2. Put a slash (/) over each letter sound read incorrectly.

3. Do not mark any letter sounds omitted, added, or repeated.

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SCORING EXAMPLES:UNDERLINE CORRECT LETTER SOUNDS

Sounds in Isolation

Underline the individual letters for each letter sound said correctly in isolation.

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Word Student SaysScoring

ProceduresCorrect Letter

Sounds

tob t…o…b t o b __/3

dos d…o…s d o s __/3

3

3

SCORING EXAMPLES:UNDERLINE CORRECT LETTER SOUNDSSounds in Words

Use a single underline under multiple letters for correct letter sounds blended together. Give credit for each letter-sound correspondence said correctly.

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Sounds

tob tob t o b ____/3

dos d…os d o s ____/3

3

3

SCORING EXAMPLES:SLASH INCORRECT LETTER SOUNDS

Partially Correct Words If a word is partially correct, underline the

corresponding letters for letter sounds said correctly.

Put a slash ( / ) over the letter if the corresponding letter sound is incorrect.

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Sounds

tob toab t o b __/3

dos dot d o s __/3

2

2

SCORING EXAMPLES:

Repeated Sounds

Letter sounds said more than once while sounding out the word are given credit only once.

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Sounds

tob t…o…ob t o b __/3

dos d…o…s…dos d o s __/3

3 3

3

NOTEArticulation and Dialect The student is not penalized for

imperfect pronunciation due to dialect, articulation, or different first language.

Example: A student who regularly substitutes /th/ for /s/, says “thim” for “sim.”

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Sounds

sim thim s i m __/3

rit wit r i t __/3

3

3

NOTESelf Correct

If a student makes an error and corrects him/herself within 3 seconds, write “SC” above the letter sound or word and count it as correct.

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Skips Row

If a student skips an entire row, draw a line through the row and do not count the row in scoring.

FINAL SCORE:BENCHMARK ASSESSMENT

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• Transfer total number of correct letters named from scoring page to front of benchmark assessment booklet.



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PHONEME SEGMENTATION FLUENCY

(PSF)



WUF

ISF

LNF

PSF

DORF

RTF

NWF

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WHAT IS A PHONEME?

Phonemes are the smallest oral segments into which a word can be divided.Spoken words are combinations of speech sounds.

shoe = /sh/ /ū/ (2 phonemes) stove = /s/ /t/ /ō/ /v/ (4 phonemes)

Highly predictive of later reading outcomes(Adams, 1999)

p. 70

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PHONEME SEGMENTATION FLUENCY (PSF)

Big Idea:

Benchmark Goal:

Assessment Times:

Phonemic Awareness

35 end of K 18 at middle of K

Kindergarten:Winter, Spring

First Grade:Fall, Winter, Spring

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DIRECTIONS FOR ADMINISTRATION1. Place the scoring booklet on the

clipboard and position so that the student cannot see what you record.

2. Say these specific directions to the student:I am going to say a word. After I say it, you tell me all the sounds in the word. So, if I say, “Sam,” you would say /s/ /a/ /m/. Let’s try one. (one second pause) Tell me the sounds in “mop.”

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CORRECT RESPONSE:

If student says /m/ /o/ /p/:

INCORRECT RESPONSE:

If student says anything other than /m/ /o/ /p/:

Very good, the sounds in “mop” are /m/ /o/ /p/.

The sounds in “mop” are /m/ /o/ /p/. Your turn. Tell me the sounds in “mop.”

Okay, here is your first word.

ADMINISTRATION RULESTiming Rule for PSF

Continuous for 1 MinuteStart your stopwatch as soon as you say the first word.At the end of 1 minute place a bracket (]) after the last word

read, say “stop” and stop your stopwatch.

Wait RuleMaximum time for each sound segment is 3 seconds. If the student does not say the next sound segment within 3

seconds, say the next word.

Discontinue RuleIf a student has not said any sound segments correctly in the

first 5 words, discontinue the task and record a score of zero (0).

Prompting RuleIf a student has done the examples correctly and does not

answer the questions correctly, say, “Remember to tell me the sounds in the word.”

This prompt may be given once.

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PHONEME SEGMENTATION FLUENCY (PSF)OBSERVE SCORING

/s/ /t/ /ar/

/y/ /e/ /t/

/s/ /l/ /e/ /d/

/y/ /oo/

/sh/ /ea/

/k/ /oa/ /l/

/s/ /ai/ /f/

/g/ /i/ /v/

/h/ /i/ /d/

/w/ /o/ /k/

/h/ /uu/ /k/

/s/ /w/ /i/ /ng

/oa/ /k/

/b/ /oa/ /n/ /z/

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1. Underline the correct sound segments the student says.

Students receive 1 point for each different, correct, part of the word.

2. Put a slash ( / ) through segments pronounced incorrectly.

3. Leave segments that are omitted blank.4. Circle entire words. 5. Count Self Corrections within 3 seconds

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Scoring Examples:Underline Correct Sound Segments

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STUDENT SCORING CORRECTWORD: SAYS: PROCEDURE: SEGMENTS:

trick “t...r...i...k” /t/ /r/ /i/ /k/ 4 /4cat “k...a...t” /k/ /a/ /t/ 3 /3

Correct Phoneme Segmentation Examiner says “trick,” student says “t...r...i...k”

Examiner says “cat,” student says “k...a...t”

Schwa SoundsExaminer says “trick,” student says “tu...ru...i...ku”

Examiner says “cat,” student says “ku...a…tu”

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trick “tu...ru...i...ku” /t/ /r/ /i/ /k/ 4 /4cat “ku...a...tu” /k/ /a/ /t/ 3 /3

Incomplete Segmentation Examiner says “trick”, student says “tr...ick” Examiner says “cat”, student says “c...at”

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trick “tr...ik” /t/ /r/ /i/ /k/ 2 /4cat “c…at” /k/ /a/ /t/ 2 /3


Overlapping Segmentation Examiner says “trick,” student says “tri...ick”Examiner says “cat,” student says “ca…a…at”

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trick “tri...ick” /t/ /r/ /i/ /k/ 2 /4cat “ca…a…at” /k/ /a/ /t/ 3 /3


Sound Elongation Examiner says “rest,” student says “rrrrreeeesssttt”

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rest “rrrreeeessssttt” /r/ /e/ /s/ /t/ 4 /4


NOTEArticulation and Dialect The student is not penalized for imperfect

pronunciation due to dialect, articulation, or different first language.

Example: Examiner says “rest,” the student who consistently says /th/ for /s/ says “r…e…th…t”

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rest “r…e…th…t” /r/ /e/ /s/ /t/ 4 /4


Add number of correct phonemes for each line (up to bracket). Record total for each line in space provided in right hand column of scoring page.

Add number of correct sound segments from each line. Record total number of correct sound segments in space provided in lower right hand corner of scoring page.

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6

5

2

3

5

5

5

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INITIAL SOUNDS FLUENCY (ISF)

Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade

WUF

ISF

LNF

PSF

DORF

RTF

NWF

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WHAT ARE INITIAL SOUNDS? First group of sounds in the word, i.e., onsets,

NOT individual phonemes Why onsets?

Developmentally it is easier for children to hear the onset, i.e., initial group of sounds in the word, than to isolate the initial phoneme.

Example, it is easier to hear /str/ at the beginning of “street” than /s/

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INITIAL SOUNDS FLUENCY (ISF) Big Idea:

Benchmark Goal:

Assessment Times:

Phonemic Awareness

25 Middle of K 8 Beginning of K

Preschool Kindergarten:

Fall, Winter

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Dynamic Indicators of Basic Early Literacy SkillsUniversity of Oregon

Initial Sound Fluency -Sample

DIBELS™ Initial Sound Fluency

(ISF)

Examiner names the pictures and asks the student to point to a picture that begins with a specific sound. Examiner asks the student to say the first sound in a word.

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PRACTICE ITEMSThis is mouse, flowers, pillow, letters (point to each picture while saying its name).Mouse (point to the mouse) begins with the sound /m/. Listen: /m/, mouse. Which one begins with the sounds /fl/?

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CORRECT RESPONSE:

Student says “flowers” or points to flowers, you say,

INCORRECT RESPONSE:

If student gives any other response, you say,

Good. ‘Flowers’ begins with the sounds /fl/

‘Flowers’ begins with the sounds /fl/ (point to flowers). Listen, /fl/ flowers. Let’s try again. Which one begins with the sounds /fl/?

PRACTICE ITEMS

Pillow (point to pillow) begins with the sound /p/. Listen, /p/ pillow. What sound does letters begins with?

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Here are some more pictures. Listen carefully to the words.

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CORRECT RESPONSE:

Student says /l/, you say,

INCORRECT RESPONSE:

If student gives any other response, you say,

Good. ‘Letters’ begins with the sound /l/.

‘Letters’ begins with the sound /l/. Listen, /l/ letters. Let’s try again. What sound does ‘letters’ begin with?

ADMINISTRATION RULESTiming Rule for ISF

Intermittent TimingAsk the first question and start your stopwatch. Stop your

stopwatch as soon as the student responds.Continue for all 4 pages of questions.

Wait RuleMaximum time for each question is 5 seconds.If the student does not respond within 5 seconds, score the

question as zero and ask the next question.

Discontinue Rule If a student has a score of 0 on the first five questions,

discontinue the task and record a score of zero (0).

Prompting RuleIf a student has done the examples correctly and does not

answer the questions correctly, say “Remember to tell me a picture that begins with the sound (repeat sound).”

This prompt may be given once.This prompt is only for those questions for which the student

points to or names a picture.

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INITIAL SOUND FLUENCYPRACTICE TIMING

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SCORING EXAMPLES:SCORE AS CORRECT

If the student points to or names the correct picture.

Examiner asks, “Which picture begins with /p/?” Student points to “pie.”Examiner asks, “Which picture begins with /p/?” Student says “pie.”

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EXAMINER SAYS:

STUDENT SAYS/DOES:

SCORE:

This is pie, letters, flower, mouse.

Which picture begins with /p/?

“pie” / points to pie

0 1

SCORING EXAMPLES:SCORE AS CORRECT

If the student responds with the initial consonant sound or initial sounds.

Examiner asks, “What is the first sound in ‘clock?’”: Student says /k/ or /kl/ or /klo/ for “clock” but not “clock.”

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EXAMINER SAYS:

STUDENT SAYS/DOES:

SCORE:

What sound does “clock” begin with?





/k/

/kl/

/klo/

/l/

“clock”

0 1

0 1

0 1

0 1

0 1

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SCORING EXAMPLES:SCORE AS CORRECTIf the student names a picture and the name begins

with the correct initial sound, score as correct. Example: The target picture is “hand” for /h/ and the student points at road and says “highway.”

EXAMINER SAYS:

STUDENT SAYS/DOES:

SCORE:

This is road, barn, hand, egg?

Which picture begins with /h/? “highway” 0 1

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Scoring Examples:Score as Correct

• If the student names word and the word begins with the correct initial sound, score as correct even if there is no picture of the word.

• Example: The target picture is “barn” for /b/ and the student says, “Barbie.”

EXAMINER SAYS:

STUDENT SAYS/DOES:

SCORE:

This is road, barn, hand, egg?

Which picture begins with /b/? “barbie” 0 1

FINAL SCORE Add number of correct responses. Calculate the ISF Score using the formula:

For example, if the student has 12 correct in 30 seconds, their rate is 24 correct initial sounds per minute.

60 x Number Correct

SecondsISF =

60 x 12

30ISF = = 24 ISF

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Add number of correct responses and record total in space provided in lower right hand corner of scoring page.

Record time in seconds in space provided in lower left of scoring page.

Calculate correct initial sounds per minute and record in space provided at bottom of scoring page.

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1336

22



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LETTER NAMING FLUENCY (LNF)



WUF

ISF

LNF

PSF

DORF

RTF

NWF

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LETTER NAMING IS ADDED MEASURE OF RISK

Serves as an indicator of risk in conjunction with scores on other DIBELS measures.

The skill of letter naming has a high correlation with later reading outcomes (Adams, 1999)

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Big Idea:

Benchmark Goal:

Assessment Times:

Alphabetic Principle

40 end of K 27 at middle of K

Kindergarten:

Fall, Winter, SpringFirst Grade: Fall

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DIRECTIONS FOR ADMINISTRATION1. Place the scoring booklet on the clipboard and position

so that the student cannot see what you record.2. Place the page of letters (student materials) in front of

the student.3. Say these specific directions to the student:

Here are some letters (point). Tell me the names of as many letters as you can. When I say “begin”, start here (point to first letter), and go across the page (point). Point to each letter and tell me the name of that 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.

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ADMINISTRATION RULESTiming Rule for NWF

Continuous for 1 MinuteStart the stopwatch after you say, “begin.” At the end of 1 minute place a bracket (]) after the last letter

named, say “stop” and stop your stopwatch.

Wait Rule• Maximum time for each letter is 3 seconds. • If the student does not name the next letter within 3 seconds,

score the letter incorrect (i.e., slash the letter). Say the correct letter and, if necessary, point to the next letter, and say, “What letter?”

Discontinue RuleIf the student does not get any correct letter names within the

first 10 letters (1 row), discontinue the task and record a score of zero (0).

Prompting RuleIf the student provides the letter sound rather than the letter

name, say, “Remember to tell me the letter name, not the sound it makes.”

This prompt may be provided once.

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QuickTime™ and aH.263 decompressor

are needed to see this picture.

sc

51

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Slash (/) any letter that the student omits or names incorrectly.

Letters named correctly are not marked.

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SCORING EXAMPLES:SLASH INCORRECT LETTERS

Substitutions

A letter is incorrect if the student substitutes a different letter for the stimulus letter (e.g., “B” for “D”).

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LETTERS STUDENT SAYSSCORINGPROCEDURE

CORRECTLETTERS

T D s U

T D s U

“t…b…s…u”

“t…d…g…o”

t D s U

t D s U

3/4

2/4

SCORING EXAMPLES:SLASH INCORRECT LETTERS

Omissions

A letter is incorrect if the student omits the letter.

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LETTERS STUDENT SAYSSCORINGPROCEDURE

CORRECT LETTERS

T D s U

T D s U

“t…s…u”

“t…u”

t D s U

t D s U

3/4

2/4

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NOTESimilar Shaped Font

The upper case letter “I,” and the lower case letter L” are difficult or impossible to distinguish.

A response of either “I” or “L” is scored as correct.

LETTERSSTUDENT SAYS SCORING

PROCEDURECORRECTLETTERS

I D s l “l..d..s..l” I D s l 4/4

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NOTESkips Row

If a student skips an entire row, draw a line through the row and do not count the row in scoring.Self CorrectIf a student makes an error and corrects him or herself within 3 seconds, write “SC” above the letter and do not count it as an error.



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GENERAL CONSIDERATIONS

Administration, timing, and scoring need to be exact, according to standardized instructions.

This is the key to maintain the reliability and validity of the assessment!

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THE PLAN FROM HERE… Complete benchmark testing at grade level

with your identified students Use data for . . . . .

Determining instructional needs of individual students

Grouping decisionsDeciding level of intensity for

intervention

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Documents

DIBELS C URRICULUM B ASED M EASUREMENTS DPS District RtI Team 1