mCLASS®:Reading 3D™ What’s New in DIBELS Next

DIBELS® PRODUCT TRAINING

Introduction

Introduction 2

The right kind and quality of instruction delivered with

the right level of intensity and duration to

the right children at

the right time.–Joseph K. Torgesen,

Catch Them Before They Fall (1988)

Speedboat vs. Oil Tanker

Introduction 3

You do an intervention with a second grader, you’re changing direction on a speedboat, but when you do an intervention with a fifth grader, you’re changing direction on an oil tanker. –Catherine E. Snow, professor of education, Harvard Graduate School of Education

Reading 3D™

Introduction 4

Six DIBELS® measures

LNF, FSF, PSF, NWF, DORF, Daze

+Two Early Literacy Diagnostic (ELD) Measures

TRC + WR

=

A balanced approach to reading assessment

Reading 3D™ andCommon Core State Standards

Introduction5

Measure Common Core Standards

LNF Recognize and name all upper- and lowercase letters of the alphabet. (FS K)

FSF Isolate and pronounce initial sounds in spoken single-syllable words. (FS K)

PSF Segment spoken single-syllable words into their complete sequence of individual sounds. (FS K, 1)

NWF Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant; Associate the long and short sounds with the common spellings for the five major vowels. (FS K)

Decode regularly spelled one-syllable words. (FS 1, 2)

DORF/TRC

Recognize and read grade-appropriate irregularly spelled words. (FS 1, 2)Read on-level text with purpose and understanding to support comprehension. (FS 1–5)Read on-level text orally with accuracy, appropriate rate, and expression on successive

readings. (FS 1–5)

DAZE /TRC

Read on-level text with purpose and understanding to support comprehension. (FS 3, 4, 5)

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (FS 3–5)

TRC Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Anchor Standard for Reading, Key Ideas and Details)

WR Recognize and read grade-appropriate irregularly spelled words. (FS 1, 2, 3)

Source: corestandards.org FS = Reading Standards, Foundational Skills

Upgrades to DIBELS® Next

6

DIBELS 6 DIBELS® Next

Instructional Recommendation

Composite Score

Not comparable, but both serve as the best overall estimate of a student’s reading proficiency.

LNF LNF Comparable

PSF PSF Comparable

ISF Eliminated

FSF New in DIBELS® Next

NWF NWF-CLS Comparable

NWF-WWR New in DIBELS® Next

Upgrades Continued

7

DIBELS 6 DIBELS® Next

ORF DORF

DORF scores are similar but not exactly equivalent to 6th Edition. All passages are new for DIBELS® Next.

RTF DORF - Retell

RTF not required in DIBELS® 6 and there was no Benchmark for comparison.

Accuracy AccuracyAccuracy not required in DIBELS® 6 and there was no Benchmark for comparison.

WUFNot part of the core DIBELS® Next materials.

Daze New in DIBELS® Next

Additional Upgrades

•All new passages and forms

•Material revisions – fonts, etc.

•Improved Directions - Mr. Say has been researched to facilitate student understanding so you will want to read Mr. Say exactly.

•Response Patterns to help facilitate instructional planning

Composite Score

9

(Replaces the Instructional Recommendation)

CompositeScore

How Composite ScoreIs Calculated

10

The mobile device calculates the score automatically.

Grade 2, MOYKindergarten, MOY

Benchmark Goals

Introduction11

At or Above Benchmark

BelowBenchmark

DIBELS data are only valuable if we use the information to change outcomes.

Odds of AchievingSubsequent

Benchmark Goals

80% – 90%

StatusOdds of Achieving

SubsequentBenchmark Goals

Next Steps

At or AboveBenchmark 80% - 90%

Student is likely to make adequate progress with effective core instruction.

Below Benchmark 40% - 60%

Student is likely to need strategic support to make adequate progress.

Well Below Benchmark 10% – 20%

Student is likely to need intensive support to make adequate progress.

TRC Proficiency Level

Introduction 12

(Identifies Instructional Reading Level)

Reading Level

Yearlong Assessment Schedule

Begin the Benchmark

Introduction 14

Tap to beginassessment.

DIBELS® Next: LNF

15

Assessment Upgrades

Resulting Changes to Administration

New font, directions, stratification of items

None

(There are no Benchmark goals for LNF, but the student’s LNF score is included in the Composite Score.)

DIBELS® Next: FSF

16

Assessment Upgrades Resulting Changes to Administration

Distinction made between initial phoneme and initial blends of sounds

Points awarded based on isolation of initial phoneme (2) or initial blends of sounds (1)E.g. for “skirt” /s/ = 2 points /sk/ and /sker/ = 1 point.

FSF: First Sound Fluency

FSF17

Measures the ability to isolate the first sound in a word

/ch/ /ea/ /f/

The word “chief” comprises three phonemes.

What is Phonemic Awareness?

FSF18

The ability to recognize, produce, and manipulate soundsin spoken language

“bat” comprises the sounds:

“chop” comprises the sounds:

“box” comprises the sounds:

“dried” comprises the sounds:

/b/ /a/ /t/

/ch/ /o/ /p/

/b/ /o/ /k/ /s/

/d/ /r/ /ie/ /d/

Phonemic Awareness is

•auditory.

•something you can do with your eyes closed.

•an essential foundation for reading.

Why First Sound Fluency?

FSF20

/k/ /kr/or

Initial sounds include the first group of sounds in the word

(i.e., onsets), not necessarily individual phonemes.

/n/ /nie/or

/f/ /fr/ /fre/or

crab

nine

friend

1 point for saying the correct initial

sounds

FSF Scoring

FSF21

2 points for sayingthe correct initial

phoneme in isolation

b

g goa

bl blo

or

FSF is the only measure for which you record the student’s best answer rather than the student’s final answer.

goat

block

FSF Benchmark Goals

FSF22

Points are given for correct initial phonemes identified by the student during one minute of assessment.

GradeMinimum Number

of Points

BOY Kindergarten 10

MOY Kindergarten 30

FSF Common Scoring Rules

FSF23

FSF Scoring Rules 1 of 2

FSF24

Correct Sounds

Screenshot of FSF screen showing correct scoring options

for stated phonemes

TK

Select the first sound or group of sounds that matches the student’s response.

FSF Scoring Rules 2 of 2

FSF25

Incorrect SoundsTap the incorrect box.

Speech and Articulation

FSF26

Count these common articulation errors correct if part of the student’s normal speech pattern:

• The phoneme /j/ for /dr/ as in “drop”• The phoneme /ch/ for /tr/ as in “trash”

FSF Reminders

FSF27

• If a student says a letter name, say, “Remember to tell me the first sound in the word, not the letter name.” Immediately say the next word.

• If a student appears to have forgotten the directions (e.g., provides rhyming words or claps syllables), say, “Remember to tell me the first sound you hear in the word.” Immediately say the next word.

As Needed:

One Time:

FSF Quick Reference

FSF28

Correct Incorrect

Initial phoneme No response

Initial consonant and vowelLetter name (prompt with one-time reminder)

Initial consonant blend Ending sound(s)

Initial consonant blend and vowel

3 second or longer hesitation

/ch/ substituted for /tr//j/ substituted for /dr/

Whole word repeated

DIBELS® Next: PSF

29

Assessment Upgrades

Resulting Changes to Administration

New directions and stratification of items

No longer assessed in Grade 1 after BOY

PSF: Phoneme Segmentation Fluency

PSF30

Measures the ability to segment two- to four-phoneme words into individual phonemes

b o t

The word “bought” comprises three phonemes.

PSF Scoring Rules 1 of 6

PSF31

/s/ /a/ /k/

3 / 3

Underline correct sounds, whether in isolation, blended, or as a whole word.

sack

/s/ /a/ /k/

1 / 3

Student says: /s/

Student says: /s/ /a/ /k/

/s/ /a/ /k//s/ /a/ /k/

PSF Scoring Rules 2 of 6

PSF32

Underline then tap incorrect sounds. sack

2 / 3

Student says: /z/ /a/ /k/

2 / 3

Student says: /s/ /o/ /k/

PSF Scoring Rules 3 of 6

PSF33

Underline blended or repeated sounds. sack

/s/ /a/ /k/

2 / 3

Student says: /sa/ /k/

/s/ /a/ /k/

2 / 3

Student says: /s/ /s/ /ak/

PSF Scoring Rules 4 of 6

PSF34

Leave blank any omitted sounds. sack

/s/ /a/ /k/

2 / 3

Student says: /s/ /k/

/s/ /a/ /k/

1 / 3

Student says: /s/ hmm…

/g/ /o/ /t/

PSF Scoring Rules 5 of 6

PSF35

Mark added sounds incorrect if connected to a phoneme; ignore added sounds if said in isolation.

got

2 / 3

Student says: /gl/ /o/ /t/

/g/ /o/ /t/

3 / 3

Student says: /g/ /l/ /o/ /t/

0 / 3

/sh/ /ea/ /p/

PSF Scoring Rules 6 of 6

PSF36

Underline the whole word if a student repeats the word without providing any sound segments.

sheep

/sh/ /ea/ /p/

0 / 3

Student says: /sheep/

Student says:/steep/

DIBELS® Next: NWF

37

Assessment Upgrades

Resulting Changesto Administration

New font, directions, stratification of items

none

Additional score: Whole Words Read (WWR)

• As before, credit given for sounds read (Correct Letter Sounds – CLS)

• Scored automatically when entire word is underlined on first attempt

• WWR indicates incremental steps in reading skills moving towards reading connected text

NWF: Nonsense Word Fluency

NWF38

Measures the ability to identify and blend letter sounds

NWF assesses two related skills:

The ability to identify and say the most common sound associated with each letter.

/d/ /a/ /t/

The ability to blend sounds together into words.

“dat”

NWF Benchmark Goals

NWF39

Grade

Minimum Number of

Correct Letter Sounds (CLS)

Minimum Number of

Whole Words Read (WWR)

KindergartenMOY: 17

EOY: 28n/a

Grade 1

BOY: 27

MOY: 43

EOY: 58

BOY: 1

MOY: 8

EOY: 13

Grade 2 BOY: 54 BOY: 13

After the NWF Assessment

Cut point

WWR score (Kindergarten)

NWF40

CLS score

Two NWF Scores: CLS and WWR

NWF41

Correct Letter Sounds (CLS) and Whole Words Read (WWR)

• CLS is the number of sounds the student reads correctly.

• WWR is the number of nonsense words read correctly once as whole words without being sounded out first.

Word on Probe Sample Response

CLS WWR

d a f

/d/ /a/ /f/ 3 0

/da/ /f/ or /d/ /af/

3 0

“daf” 3 1

/d/ /a/ /f/ “daf” 3 0

“dafs” 3 0

“daf” “daf” 3 0

WWR Button

NWF42

Tap the green WWR button to mark the word correct and advance to the next word.

DIBELS® Next: DORF

43

Assessment Upgrades

Resulting Changes to Administration

New font, directions, and passages

none

Additional scores: Accuracy and Retell

• Retell Fluency is administered after each passage is read aloud

• Accuracy percentage is calculated automatically

Three passages and retell required at each administration

none(reduces variability of results)

DORF: DIBELS® Oral Reading Fluency

DORF44

The student is presented with an unfamiliar grade-level passage and asked to read aloud for one minute.

The student is then asked to retell what s/he just read.

Part 1:

Oral Reading

Part 2:

Passage Retell

There are two components to DORF:

DORF Student Materials

DORF45

Beginning of Year Benchmark

Grade 2Passage One

DORF End of Year Benchmark Goals

DORF46

Grade

Minimum Number of

Words Read

Correctly

Percent Accuracy in

Oral Reading

Minimum Number of

Words Used in Retell

Retell Quality of Response

1 47 90% at least 15 n/a

2 87 97% 27 2 - 4

3 100 97% 30 3 - 4

4 115 98% 33 3 - 4

5 130 99% 36 3 - 4

6 120 98% 32 3 - 4

DORF Part 1: Oral Reading Common Scoring Rules

DORF47

DORF Oral ReadingScoring Rules, page 1 of 3

DORF48

Mispronounced Words:Word Order:

Proper Nouns:

Text: My dog has fleas.

Student reads: My flea has a dog.

Scoring: flea and dog are incorrect.

Text: I live in town.

Student reads: I live [long i] in town.

Scoring: live is incorrect.

Text: I visited Dubai.

Student reads: I visited Dubay.

Scoring: Dubai is correct.

DORF Oral ReadingScoring Rules, page 2 of 3

DORF49

Numerals:

Exception:

Abbreviations:

Text: The girl had ice cream.

Student reads: Some girls had ice cream.

Scoring: The and girl are incorrect.

DORF Oral ReadingScoring Rules, page 3 of 3

DORF50

Words not read exactlyas written:

Contraction read as two words:

Two words read as a contraction:

Text: It is time to go home.

Student reads: It’s time to go home.

Scoring: It and is are incorrect.

Text: It’s time to go home.

Student reads: It is time to go home.

Scoring: It’s is incorrect.

DORF Part 2: Passage Retell Common Scoring Rules

DORF51

DORF Passage RetellQuick Reference

DORF52

Correct Incorrect

Stating accurate detailsExclamations or“Hmm…” or “Umm…”

Contractions Songs and recitations

Minor repetitionsRote repetition of words or phrases

Minor irrelevancies Stories or irrelevancies

Minor inaccuraciesStating retell details multiple times

DORF Trainer DemoPart 2: Passage Retell

DORF53

Timing Features

•Starting timer

•Response timer

•Warning screen

Marking

•Words used in retell (left to right )

Observe

•Correcting word count (right to left )

•Running points total

DORF Part 2: Passage Retell Common Scoring Rules

DORF54

DORF Passage RetellQuick Reference

DORF55

Correct Incorrect

Stating accurate detailsExclamations or“Hmm…” or “Umm…”

Contractions Songs and recitations

Minor repetitionsRote repetition of words or phrases

Minor irrelevancies Stories or irrelevancies

Minor inaccuraciesStating retell details multiple times

Interim Results Screen

DORF56

Interim results show after completing passages 1 and 2.

Retell Optional

DORF57

Use professional judgment.

After the Assessment

DORF58

Median Score

DORF Audio Practice (BOY)

DORF59

1. Confirm BOY as time of year.

2. Select Sue Aatleson_2.

3. Select Benchmark.

4. Choose DORF.

5. Listen to audio recording.

6. Score student responses on device.

7. Record response patterns, motivation, and notes.

1st 2nd 3rd

DORF Audio Practice (BOY)Passage 1 Review

DORF60

Picture Day

Retell (39 words; Quality of Response = 4)“Nick — he didn’t really understand about picture day —

but his friends took a picture because they loved picture day. Picture day is really nice with them, but he don’t think it’s nice ‘cause he never took a picture before. If he took a picture, he would feel good because you smile and you say, ‘Cheese.’”

DIBELS® Next: Daze

61

Key Features

Group-administered measure for grades 3 – 6

Timed for 3 minutes

Students read a passage silently and circle the word (out of three choices) that makes the most sense in the context of the sentence.

The score is the number of correct responses subtracting half of the incorrect responses.

Daze

Daze62

Assesses the ability to construct meaning from text using:

•Word-recognition skills•Background information and prior knowledge•Familiarity with syntax and morphology•Cause-and-effect reasoning skills

home

summer

was

After playing in the dirt, Sam went to wash her hands.

Example:

Daze Student Materials

Daze63

Beginning of YearBenchmark

Grade 5

Daze Administration Protocols

Daze64

• Ensure students have pencils ready and write their names on the booklets before beginning.

• Use the Scoring Key to read directions aloud verbatim.

• Allow 30 seconds for students to complete two practice items. Then review practice items.

• Set timer for 3 minutes.

• Start timer after you say, “Begin.”

• Score worksheets and enter results at www.mclasshome.com without students present.

Daze Trainer Demo

Daze65

Timing

• 3-minute timer

Observe

• Practice questions

Marking

• Incorrect responses

Daze As-Needed Reminders

Daze66

• If a student starts reading the passage aloud, say, “Remember to read the story silently.”

• If a student is not working on the task, say, “Remember to circle the word in each box that makes the most sense in the story.”

• If a student asks you to provide a word for him/her, or for general help with the task, say, “Just do your best.”

Daze Scoring Rules 1 of 2

Daze67

Correct ResponsesCount correct circled or otherwise marked correct responses.

chocolate

get

large

chocolate

get

large✓

Circled Checked Underlined

Daze Scoring Rules 2 of 2

Daze68

Incorrect Responses

Mark a slash through incorrect or skipped responses.

chocolate

get

large

gave

stretched

train✓

group

became

window

Wrong answerMore than one answer marked

Item left blank prior to an item attempted

✓