Oregon Department of Education Statewide K-3 Literacy Outreach: Introduction to DIBELS

Oregon Department of Oregon Department of Education Statewide K-3 Education Statewide K-3

Literacy Outreach: Introduction Literacy Outreach: Introduction to DIBELSto DIBELS

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Acknowledgments and Permissions

Oregon Reading First Institutes on Beginning Reading

Original Content developed by:Edward J. Kame’enui, Ph. D.Deborah C. Simmons, Ph. D.Michael D. Coyne, Ph. DBeth Harn, Ph. DRoland Good, Ph.D.Carrie Thomas Beck, Ph.D.Hank Fien, Ph.D.Jeanie Smith, Ph.D.

All ORRF materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

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Acknowledgments and Permissions

Some video clips are used with the

permission of Reading Rockets, a project

of Greater Washington Educational

Telecommunications Association (WETA).

More information is available at:

http://www.ReadingRockets.org/

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Oregon K-12 Literacy FrameworkOregon K-12 Literacy Frameworkandand

K-3 Statewide OutreachK-3 Statewide Outreach This framework is designed to provide teachers, administrators, parents, and

other stakeholders with a blueprint of what districts and schools in Oregon can and must do to help students learn how to read and move toward reading to learn.

As Outreach sessions are intended to support districts and schools in their implementation of the Oregon Literacy Framework, each of the Modules has been designed to target one or more of the Framework components.

This framework is organized around the following components: Goals (Module 1) Assessment (Modules 1, 2, and 3) Instruction (Modules 1, 4, 5, and 6) Leadership (Module 7) Professional Development (All Modules) Commitment

Today’s Session

For additional information about the Oregon K-12 literacy framework, including details about the implementation of each component, please visit the Oregon Department of Education website at http://state.or.us

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Oregon Beacon SchoolsOregon Beacon Schools

The Oregon Department of Education and Oregon Reading First Center have identified three Beacon Schools to serve as demonstration sites throughout the state:

Humboldt Elementary (Portland) Jefferson Elementary (Medford) Lincoln Street Elementary (Hillsboro) Beacon Schools were selected on the basis of the progress they

made in demonstrating high quality implementation of effective reading practices and strong student outcomes.

Beacon Schools are currently accepting visitors! For more information on who to contact to schedule your visit, please visit the Oregon Reading First Center website at http://oregonreadingfirst.uoregon.edu/beacon_schools.html

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Foundational Features: Foundational Features: Translating Research into PracticeTranslating Research into Practice

Schoolwide:

Each & All

Prevention Oriented

Scientifically

Based

Results Focused

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Building an Effective Reading Program for Building an Effective Reading Program for All Students: Essential ComponentsAll Students: Essential Components

For Each Student

Instruction

GoalsAssessment

For All Students

Efficient Informative at the

School Class Individual Level

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Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do

The objectives of today’s session are to:

1. Differentiate purposes of assessment.

2. Delineate how the DIBELS assessment system differs from

traditional assessment systems.

3. Use DIBELS to evaluate outcomes at the school, grade, class

and student level.

4. Administer and score DIBELS.

5. Interpret DIBELS results.

6. Develop a plan to use DIBELS quarterly with all students.

7. Evaluate the current assessment system in your school.

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Purposes of Assessment in the Purposes of Assessment in the Schoolwide ModelSchoolwide Model

“Teaching without assessment is like driving a car without headlights.”

Assessment for all children must:1. Focus on essential, important skills

2. Be instructionally relevant

3. Be efficient to administer

4. Be sensitive to change in skill performance

5. Measure fluency of performance

DIBELS provide the feedback to ensure our program is meeting the needs of all children

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Essential Features of DIBELS Essential Features of DIBELS (Dynamic Indicators of Basic Early Literacy Skills)(Dynamic Indicators of Basic Early Literacy Skills)

Preventing Reading Difficulties Through Early

Identification

Dynamic – Responsive to Changes in Student

Performance Identifies students who need additional support

Evaluates student response to intervention

Indicators – Focused on an Essential Skill Enables assessment to be efficient

Basic Early Literacy Skills – Relevant to Instructional

Planning Links essential literacy skills to prevent reading failure

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The Need for Results-Focused The Need for Results-Focused AssessmentAssessment

Instructional Time is Precious: Need to spend time teaching, not testing DIBELS measures do not assess all aspects of

reading Short duration fluency-based measures

Some Skills are More Important Than Others: Assesses skills predictive of later reading proficiency Provides timely feedback to schools and teachers to

enable responsive instruction Allows early identification of students who need

instructional support Assesses whether children are learning enough

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What DIBELS Assess: Critical What DIBELS Assess: Critical Outcomes and IndicatorsOutcomes and Indicators

The NRP and NRC reports identified five essential skills or “Big Ideas”: Phonological Awareness: The ability to hear and manipulate

sounds in words. Alphabetic Principle: The ability to associate sounds with letters

and use these sounds to read words. Accuracy and Fluency with Connected Text: The effortless,

automatic ability to read words in connected text to develop understanding.

Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.

Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

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Assessing Each Big Idea with Assessing Each Big Idea with DIBELSDIBELS

Big Idea DIBELS Measure

Phonological Awareness

Alphabetic Principle

Fluency and Accuracy

Vocabulary

Comprehension

Initial Sounds Fluency (ISF)Phonemic Segmentation Fluency

(PSF)

Nonsense Word Fluency (NWF)

Oral Reading Fluency (ORF)

Word Use Fluency (WUF)

Oral Reading Fluency (ORF) & Retell Fluency (RTF)

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Why Focus on Fluency?Why Focus on Fluency?

To gain meaning from text, students must read fluently. Proficient readers are so automatic with each

component skill (phonological awareness, decoding, vocabulary) that they focus their attention on constructing meaning from the print (Kuhn & Stahl, 2000).

Component skills need to be well developed to support understanding.

It is not enough to be simply accurate; the skill must be automatic.

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Role of Automaticity or FluencyRole of Automaticity or Fluency

Role of Automaticity

or Fluency: Video of

Dr. Reid LyonQuickTime™ and a

YUV420 codec decompressorare needed to see this picture.

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Role of Automaticity or Fluency: Video of Reid Lyon The focus of reading instruction is not only on getting

students to know sounds or letters but to:

__________________ Building automaticity in the component skills is

analogous to: _____________________

Get to the meaning

Learning to ride a bike

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First Grade Curriculum MapFirst Grade Curriculum Map

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Prevention Oriented: Relation Between Prevention Oriented: Relation Between ORF and Other Outcome MeasuresORF and Other Outcome Measures

88% of students who met the end-of-first-grade ORF goal went on to meet or exceed Oregon’s State Benchmark Test in grade 3.

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Play audio clip

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3. Use DIBELS to evaluate outcomes at the school, grade,

class and student level.





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How Do We Change Reading How Do We Change Reading Outcomes?Outcomes?

1. Earlier rather than later: prevention

oriented

2. Schools not just programs

3. Results not just improvement

4. Science not just opinion

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Results Focused: Evaluating Results Focused: Evaluating Progress At Multiple LevelsProgress At Multiple Levels

Schoolwide DIBELS can answer:

1. How are we doing as a school?

2. How are we doing at each grade?

3. How is each class doing?

4. How are individual students doing?

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How Are We Doing as a School?How Are We Doing as a School?

How would you describe this school’s end-of-year first graders? Circle one of the following:

a) All on-trackb) Majority on-trackc) Some on-track

43%36%

End of Year Histogram - Oral Reading Fluency

End of Year Benchmark: 40 CWPM

Low RiskSome RiskAt Risk

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What Skills Did These First Graders What Skills Did These First Graders Have at the End of Kindergarten?Have at the End of Kindergarten?

Almost half the kindergartners finished the year without strong skills in phonological awareness Making these students ______ for reading difficulties, a

prediction in this case that came true.at risk

60%16%

End of Year Benchmark: 35 correct phonemes

End of Year Histogram - Phoneme Segmentation Fluency

Established

Emerging

Deficit

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DIBELS Tell Us if Odds Are in DIBELS Tell Us if Odds Are in Our FavorOur Favor

Scatter Plot: The Relation Between Phonological Awareness and Oral Reading Fluency

Odds of being an Established Reader on ORF in May of first grade when Established on PSF in May of kindergarten is 37 out of 44, or 87%.

Odds of being an Established Reader on ORF in May of first grade when Deficit on PSF in May of kindergarten is 1 out of 6, or 16%.

Students in this section had established alphabetic principle skills at the middle of First Grade and ended the year as readers.

Students in this section had deficit alphabetic principle skills at the middle of First Grade and ended the year as at risk readers.

Play audio clip

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A Compass is Only Helpful If We A Compass is Only Helpful If We Know Our Destination (Outcomes)Know Our Destination (Outcomes)

Each measure has a scientifically-based goal Two parts to every goal:

How much / How well? By when?

Measure How Much? By When?

Initial Sounds Fluency 25 or more Middle of K

Phonemic Segmentation Fluency

35 or more End of K

Nonsense Word Fluency 25 or more50 or more

End of KMiddle of First

Oral Reading Fluency 1st: 40 or more2nd: 90 or more

3rd: 110 or more

1st: End of Year2nd: End of Year 3rd: End of Year

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When to Administer DIBELSWhen to Administer DIBELS

Monitoring student skill development

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Allocating Resources More Allocating Resources More EfficientlyEfficiently

Early identification of students most in need of additional instructional support

Mid-Year Kindergarten Class ListName Initial Sound Fluency Letter Name Fluency Instructional Recommendation

Score Percentile Deficit Score Percentile Deficit

Mari 1 4 Deficit 35 67 Low risk Strategic - Additional Intervention

Christian 2 5 Deficit 21 42 Some risk Intensive - Needs Substantial Intervention

Ann 5 10 Deficit 13 29 At risk Intensive - Needs Substantial Intervention

Debbie 10 25 Emerging 47 87 Low risk Strategic - Additional Intervention

Yasmin 13 35 Emerging 40 77 Low risk Strategic - Additional Intervention

Kaimana 16 45 Emerging 21 42 Low risk Strategic - Additional Intervention

Jillian 19 54 Emerging 30 58 Low risk Strategic - Additional Intervention

Chance 20 57 Emerging 41 79 Low risk Benchmark - At Grade Level

Jimmy 21 60 Emerging 40 77 Low risk Strategic - Additional Intervention

Sam 21 60 Emerging 50 90 Low risk Strategic - Additional Intervention

Justin 23 65 Emerging 30 58 Low risk Benchmark - At Grade Level

Adam 25 70 Established 5 13 At risk Strategic - Additional Intervention

Jumpei 28 76 Established 28 54 Low risk Benchmark - At Grade Level

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How to Use DIBELS in Your How to Use DIBELS in Your School: Schoolwide AdministrationSchool: Schoolwide Administration

Designed to Collect Data Efficiently at the School Level Short duration: 1-minute

administration Repeatable with 20 alternate

forms Reproducible and convenient

to use Fluency based

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Training: Standardized Method of Training: Standardized Method of AdministrationAdministration

For scores to be useful, we must administer the measures according to standardized administration and scoring directions. Presenting each measure:

Present the directions as written Use the specific materials

Timing each measure: Use a stopwatch

Scoring each measure: Follow scoring rules for each measure Score immediately after completing

Standardization provides each child an equal opportunity to display skills.

Engage student to do his or her best

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Separating Teaching & Testing Separating Teaching & Testing TimeTime

Scores will be used to assist in making

instructional decisions Therefore, we must administer the measures

without: Assisting the student during the task

Modifying the task, materials, or time

Standardized, reliable data collection and scoring are essential!

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Learn the MeasuresLearn the Measures

Three things to consider for each measure:

What essential skill does it assess?

What is the appropriate time and grade?

What is the goal (how much, by when)?

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Phonemic Segmentation Fluency Phonemic Segmentation Fluency (PSF):(PSF):

What important skill does it assess? Phonological Awareness The ability to hear and manipulate sounds in

words at the phrase level What is the appropriate time and grade?

Mid-year kindergarten through first grade What is the goal?

How well? 35 phonemes or more By when? End of kindergarten

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What PSF Looks LikeWhat PSF Looks Like

As you view the video, attend to: The child:

Characterize task performance (circle one): Complete Segmentation with Fluency Partial Segmentation with Fluency Partial Segmentation with No Fluency Some Segmentation with Errors

The examiner: Comfortable with materials Comfortable with student Comfortable with administration

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What PSF Looks LikeWhat PSF Looks Like

QuickTime™ and aYUV420 codec decompressor

are needed to see this picture.

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How Do We Administer and Score How Do We Administer and Score the PSF Measure?the PSF Measure?

Materials:1. Examiner copy of word list with phoneme

scoring columns. Student has no materials when assessing phonological awareness.

2. Stopwatch3. Pencil

Preparing the Student:1. Good testing conditions (e.g., lighting, quiet,

comfortable)2. Provide model in standardized manner and

follow correction procedures as necessary

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How Do We Administer and Score How Do We Administer and Score the PSF Measure?the PSF Measure?

1. Place the segmentation word list in front of you but shield it so 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 say /s/ /a/ /m/. Let’s try one. (One second pause.) Tell me the sounds in “mop.”

"OK. Here is your first word."

CORRECT RESPONSE:

If students says, /m/ /o/ /p/, you say

INCORRECT RESPONSE:

If student gives any other response, you say

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

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Maximizing Administration TimeMaximizing Administration Time

Stopwatch: Present the first word and start the stopwatch and time for 1 minute.

Scoring: Underline each different, correct sound segment produced. (See specific

scoring rules and examples.) Put a slash (/) through sounds produced incorrectly.

Maintaining momentum: As soon as the student is finished saying the sounds, present the next

word. Allow the student 3 seconds for each sound segment.

Discontinue: If a student has not given any correct sound segments in the first 5

words, discontinue the task and record a score of zero (0). Ending testing:

At the end of 1 minute, stop timing and calculate the number of correct phonemes per minute.

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Scoring Rules for PSFScoring Rules for PSF

Correct Segmentation: A correct sound segment is any different, correct

part of the word. For example, the sound /t/ is a correct segment of "trick", as are /tr/ and /tri/ (see rule 2, following page).

Examiner says "trick," student says "t...r...i...k" Examiner says "cat," student says "k...a...t"

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

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Elongating SoundsElongating Sounds

Correct Segmentation: No need for an audible pause between the sounds to

receive credit. If you can hear each individual sound when the

student runs them together, score each sound as correct.

Use your professional judgment based on the response and your knowledge of your program. If still not sure, do not give credit


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

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Errors in Segmenting: No Errors in Segmenting: No SegmentationSegmentation

No Segmentation: If student repeats the entire word, no credit is given for

any correct parts.

Circle the word to indicate no segmented response

was given.


trick “trick” /t/ /r/ /i/ /k/ 0/4cat “cat” /k/ /a/ /t/ 0/3

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Errors in Segmenting: Incomplete Errors in Segmenting: Incomplete SegmentationSegmentation

Incomplete segmentation: Student is given partial credit for each sound segment

produced correctly, even if student has not segmented at the phoneme level.

The underline indicates the size of the sound segment. For example:

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


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

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Errors in Segmenting: Errors in Segmenting: Overlapping SoundsOverlapping Sounds

Overlapping: Student receives credit for each different, correct

sound segment of the word. Underline the different sound segments produced For example:

Examiner says “trick,” student says “tri...ick”

Examiner says “cat,” student says “c...cat”


trick “tri...ick” /t/ /r/ /i/ /k/ 2/4cat “c…cat” /k/ /a/ /t/ 1/3

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Errors in Segmenting: Omission Errors in Segmenting: Omission of Soundsof Sounds

Omission:

Student does not receive credit for sound segments

not produced. If student provides the initial sound only,

be sure to wait 3 seconds for elaboration.


trick “t...ik” /t/ /r/ /i/ /k/ 2/4cat “c” (3 seconds) /k/ /a/ /t/ 1/3

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Errors in Segmenting: Errors in Segmenting: Mispronunciation of SoundsMispronunciation of Sounds

Mispronunciation:

Student does not receive credit for sound segments

that are mispronounced. Put a slash (/) through the incorrect sounds.

For example, there is no /ks/ sound in the word "trick."


trick “t...r...i...ks” /t/ /r/ /i/ /k/ 3/4cat “b…a...t” /k/ /a/ /t/ 2/3

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Student CharacteristicsStudent Characteristics

Pronunciation & Dialect:

Student is not penalized for imperfect pronunciation

due to dialect or articulation. For example, if the student says /r/ /e/ /th/ /t/ for "rest"

because of articulation difficulties, give full credit. Use

professional judgment and prior knowledge of the student’s

speech pattern to assess skill performance.

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Student CharacteristicsStudent Characteristics

Schwa Sounds: Schwa sounds (/u/) added to consonants are not

counted as errors.


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

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Let’s practice PSFLet’s practice PSF

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PSF Practice #1

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PSF Practice #2

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Tips for ScoringTips for Scoring

Score what you hear! Practice with at least 7 students before using the

scores to make programming decisions.

One sound won’t make a major difference in skill assessment, but pondering for 5 seconds on whether to score 2 or 3 phonemes on a response will.

Look over words you are presenting to increase the pacing.

Practice phonemes in the booklet to increase reliability and consistency in scoring.

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Breakout Activity: Practicing the Breakout Activity: Practicing the MeasureMeasure

Locate the “Phonemic Segmentation Fluency

Breakout Activity”

1. Form a 3-person group

2. Assign roles:

Examiner

Student

Observer

3. Practice administering measure (3 rounds)

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Relation of PA to the Alphabetic Relation of PA to the Alphabetic PrinciplePrinciple

The odds of having established alphabetic principle skills in time, given student had established PA skills at the end of kindergarten was 29 of 38, or 76%.

The odds of having established alphabetic principle skills in time, given student had limited PA skills at the end of Kindergarten was 0 of 2, or 0%.

Phonological awareness does not guarantee proficiency on the alphabetic principle, but the skills are highly linked.

Play audio clip

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What is the Alphabetic Principle? The ability to associate sounds with letters and use these sounds to read words. Comprised of two parts:

Alphabetic Understanding: Letter-sound correspondences.

Phonological Recoding: Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown “printed string” or to spell.

(see next page for first grade curriculum map)

Role of Alphabetic Principle: Role of Alphabetic Principle: Mapping the Phonemes to PrintMapping the Phonemes to Print

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Role of Alphabetic Principle: Role of Alphabetic Principle: Mapping the Phonemes to PrintMapping the Phonemes to Print

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Role of Alphabetic Principle Role of Alphabetic Principle



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Role of Alphabetic Principle Role of Alphabetic Principle

Role of Alphabetic Principle: Video of Louisa Moats If students can decode nonsense words then

students understand: Words are made up of sounds Sound-symbol correspondence Structure of words

People who are proficient at reading nonsense words are better at: _________________Reading for meaning

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Nonsense Word Fluency (NWF):Nonsense Word Fluency (NWF):

What important skill does NWF assess? Alphabetic Principle:The ability to associate sounds

with letters and use these sounds to read words.

What is the appropriate time and grade? Middle of the year in kindergarten and throughout first

grade What is the goal?

First Grade: How well? 50 letter-sounds or more By when? Middle of first grade

Kindergarten: How well? 25 letter-sounds or more by end of kindergarten

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What NWF Looks LikeWhat NWF Looks Like


Characterize task performance (circle one): Reads at the word level with Fluency Reads at the word level with Limited Fluency Reads at the sound level with Fluency Reads at the sound level with Limited Fluency


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What NWF Looks LikeWhat NWF Looks Like

QuickTime™ and aCinepak decompressor


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How Do We Administer and Score How Do We Administer and Score the NWF Measure?the NWF Measure?

Materials:

1. Examiner probe

2. Student pages (practice page “sim lut” and test page)

3. Stopwatch

4. Pencil Preparing the student:

Good testing conditions (e.g., lighting, quiet, comfortable)

Provide the model in standardized manner and follow correction procedures as necessary

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Say these specific directions to the child:“Look at this word (point to the first word on the practice probe). It’s a make-believe word. Watch me read the word: (point to the letter “s”) /s/, (point to the letter “i”) /i/, (point to the letter “m”) /m/ “sim” (run your finger fast through 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 through 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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CORRECT RESPONSE:

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

INCORRECT OR NO RESPONSE:

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

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

Watch me: (point to the letter ‘l’) /l/, (point to the letter

‘u’) /u/, (point to the letter ‘t’), /t/. Altogether the sounds are /l/ /u/ /t/ (point to each letter) or “lut” (run you finger fast through the whole word).

Remember, you can say the sounds or you can say the whole word. Let’s try again. Read this word the best you can (point to the word “lut”).

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Place the student copy of the probe in front of the child.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.


Student Copykik woj sig faj yis

kaj fek av zin zez

lan nul zem og nom

yuf pos vok viv feg

bub dij sij vus tos

wuv nij pik nok mot

nif vec al boj nen

suv yig dit tum joj

yaj zof um vim vel

tig mak sog wot sav

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Stopwatch: Start watch after student says the first word/sound and time for 1 minute.

Scoring: Underline each correct letter sound produced (see specific scoring rules

and examples). Slash each incorrect letter sound produced.

Maintaining momentum: Allow the student 3 seconds for each letter sound. After 3 seconds,

provide the sound to keep the student moving. Discontinue:

If a student does not get any correct in the first row, discontinue the task and record a score of zero (0).

Ending testing: At the end of 1 minute, put a bracket after the last letter-sound/word

produced and calculate the total letter-sounds correct in one minute.

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Scoring Rules for NWFScoring Rules for NWF

1. Correct Letter Sounds A correct letter sound is scored as the most common sound in English.

– For example, all the vowels are scored for the short sound and the most common sound for the letter “c” is /k/. See pronunciation guide for remaining letter sounds.

2. Marking the booklet Underline exactly the way the student completes task.

For example, if the student goes sound-by-sound, underline each letter individually. If the student reads the target as a whole word, underline the entire word.

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3. Partially Correct Responses If a word is partially correct,

underline the letter sounds produced correctly. Put a

slash (/) through the letter if the letter sound is incorrect. For example, if stimulus word is "sim" and student says "sam,"

the letters "s" and "m" would be underlined because those letter

sounds were produced correctly, giving a score of 2.

4. Repeated sounds Letter sounds pronounced twice while

sounding out the word are given credit only once. For example, if stimulus word is "sim" and the student says

/s/ /i/ /im/, the letter "i" is underlined once and the student

receives 1 point for the phoneme "i" even though the letter "i"

was pronounced correctly twice (a total of 3 for the entire word).

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5. 3-second rule - sound by sound If student hesitates for 3 seconds on a letter, score the letter sound incorrect, provide the correct letter sound, point to the next letter, and say, "What sound?" This prompt may be repeated. For example, if the stimulus word

is "tob" and the student says /t/ (3 seconds), prompt by saying, "/o/ (point to b) What sound?"

6. 3-second rule - word by word If student hesitates for 3 seconds on a word, score the word incorrect, provide the correct word, point to the next word, and say, "What word?"

5. This prompt may be repeated. For example, if the stimulus words are "tob dos et" and the student says, "tob" (3 seconds), prompt by saying "dos (point to et) What word?"

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7. Insertions Insertions are not scored as incorrect.

For example, if the stimulus word is "sim" and the student says

"stim," the letters "s" "i" and "m" would be underlined and full

credit given for the word, with no penalty for the insertion of /t/.

8. Skipping Rows If student skips an entire row, draw a

line through the row and do not count the row in

scoring.

9. Self-corrections If student makes an error and then self-

corrects within 3 seconds, write "SC" above the letter

and count it as correct.

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Lets Practice NWFLets Practice NWF

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]]

14

15

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NWF Practice #1

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]

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NWF Practice #2

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Breakout ActivityBreakout Activity

Locate the “Nonsense Word Fluency Breakout

Activity”

Form a 3-person group

Assign roles:

Examiner

Student

Observer

Practice administering measure (3 rounds)

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Score for the most common sounds of the letters. Short vowels: i (big), e (beg), a (bag), u (bug), o (bog) “Hard” sounds: “c” = /k/, “g” = /g/, “j” = /j/

A point for each letter, whether it is sound-by-sound or read as a whole word.

Score what you hear! Underline exactly the way the student completes the

task. Practice with at least 7 students before using the

scores to make programming decisions. Look over words you are presenting to increase

pacing.

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Initial Sounds Fluency (ISF):Initial Sounds Fluency (ISF):

What important skill does it assess? Phonological Awareness The ability to hear and manipulate sounds in

words.

What is the appropriate time and grade? Beginning of the year, kindergarten

What is the goal? How well? 25 phonemes or more By when? Middle of kindergarten

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What ISF Looks LikeWhat ISF Looks Like


Characterize task performance (circle one): Sound Isolation with Fluency Sound Isolation with Limited Fluency Sound Recognition with Limited Fluency Some Sound Recognition with Errors


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What ISF Looks LikeWhat ISF Looks Like

QuickTime™ and aCinepak decompressor


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How Do We Administer and Score How Do We Administer and Score the ISF Measure?the ISF Measure?

Materials:1. Examiner probe

2. Student picture pages

3. Stopwatch

4. Pencil

Preparing the student: Good testing conditions

(e.g., lighting, quiet, comfortable)

Provide model in standardized manner and follow correction procedures as necessary

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1. Place student copy of 4 randomized pictures in front of child.

2. Say these specific directions to the child:

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

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Correct Response on Sample Item:

Student points to flowers, you say: “Good. Flowers

begins with the sounds /fl/.”

Incorrect Response:

“Flowers (point to flowers) begins with the sounds /fl/.

Listen, /fl/, flowers. Let's try it again. Which one

begins with the sounds /fl/?”

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

Correct Response: If the student says /l/ you say: “Good. Letters begins with the sound /l/.”

Incorrect Response: If the student says any other response, you say: “Letters (point to letters) begins with the sound /l/. Listen, /l/, letters. Let's try it again. What sound does letters (point to letters) begin with?”

Then you say: "Here are some more pictures. Listen carefully to the questions."

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Stopwatch: Read the question, start stopwatch. After child gives response, stop

stopwatch. Record the total time to answer each of the 16 questions. When the examiner is talking, the watch is not running.

Scoring: Score is correct or incorrect (see specific scoring rules and examples).

Maintaining momentum: Make sure to introduce each picture page. Allow student 5 seconds to answer each question.

Discontinue: If a student gets no items correct in the first 5 items, discontinue the task

and record a score of zero (0). Ending testing:

After administering all 16 items, record the total duration of thinking/response time found on your stopwatch.

Count number of items correct. Calculate final score (see formula).

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Scoring Rules for ISFScoring Rules for ISF

Identification Responses (“Which picture begins with…?”) If the child points to the correct picture or names it,

score as correct.

If the child names or renames the picture with a word that begins with the target sound, score as correct.

PROMPT:STUDENTSAYS: SCORE:

Which picture begins with /p/? “pie” 0 1

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Identification Responses (“Which picture begins with…?”) If the child points to the correct picture or names it,

score as correct.

If the child names or renames the picture with a word that begins with the target sound, score as correct.

PROMPT:

STUDENT SAYS: SCORE:

Which picture begins with /p/? “pie” 0 1

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Production Responses (“What sound does …. begin with?”) Correct Initial Sound or Sounds: If the word starts with

an initial consonant sound, the child can respond with the first consonant or consonant-consonant blend. For example, if the word is “clock,” a correct initial sound would be /c/ or /cl/. The student must give the sound, not the letter name.

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Make sure to introduce each picture page.

Score what you hear! Practice with at least 7 students before using the scores to make

programming decisions.

Practice with stopwatch. Time how long it takes student to answer question.

Make sure to record the total time at the end.

Look over the words and pictures you are presenting to

increase pacing.

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Letter Naming Fluency (LNF):Letter Naming Fluency (LNF):

What important skill does LNF assess?

LNF not directly linked to a Big Idea: Used as a risk indicator

What is the appropriate time and grade?

Through kindergarten and fall of first grade

What is the goal?

While letter naming is a good predictor of early reading success,

knowledge of letter sounds is more important to word reading.

Research indicates a score of 8 or below in the beginning of

kindergarten is predictive of later reading difficulty.

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What LNF Looks LikeWhat LNF Looks Like



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How Do We Administer and Score How Do We Administer and Score the LNF Measure?the LNF Measure?

Materials:1. Examiner probe

2. Student page

3. Stopwatch

4. Pencil


(e.g., lighting, quiet, comfortable)

Provide the model in standardized manner and follow correction procedures as necessary

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How Do We Administer and Score How Do We Administer and Score the LNF Measure?the LNF Measure?

Say these specific directions to the child:

"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 in upper left hand

corner) "and go across the page" (point). "Point to

each letter and tell me the name of that letter. 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?"

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Stopwatch: Start watch after student says the first letter name and time for 1

minute. Scoring:

Slash each incorrect letter name produced. Maintaining momentum:

Allow student 3 seconds for each letter name; after 3 seconds, say the name to keep the student moving.

Discontinue: If student does not get any correct in the first row, discontinue

the task and record a score of zero (0). Ending testing:

At the end of 1 minute, put a bracket after the last letter-name produced and calculate the total letter-names correct in 1 minute.

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Scoring Rules for LNFScoring Rules for LNF

1. Correct Letter Names Student must say the correct letter name to receive credit.

– If 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 only once.

2. Self-corrections If student makes an error and self-corrects within 3 seconds, write "SC" above the letter and do not count as an error.

3. Skipping Rows If student skips an entire row, draw a line through the row and do not count the row when scoring. Skipped or omitted letters are not counted in scoring.

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Score for the letter names.

If student skips a row, follow the student’s

lead and keep going.

Give the student 3 seconds for each letter.

Score what you hear! Practice with at least 7 students before using

the scores to make programming decisions.

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Oral Reading Fluency (ORF):Oral Reading Fluency (ORF):

What important skill does it assess? Fluency and accuracy with connected text: The effortless,

automatic ability to read words in connected text leads to understanding.

What is the appropriate time andgrade? Middle of first grade through third grade

What is the goal: To be fluent at the skill by end of first

grade. How well? 40 correct words or more By when? End of first grade

What about second grade? How well? 90 correct words or more

What about third grade? How well? 110 correct words or more

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ORF Benchmark LevelsORF Benchmark Levels

Beginning of Year

Middle of Year

End of Year

Grade 1 > 20 > 40

Grade 2 > 44 > 68 > 90

Grade 3 > 76 > 91 > 110

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Instructional PrioritiesInstructional Priorities

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Importance of Fluency with Importance of Fluency with Connected TextConnected Text

The ability to accurately and quickly apply word reading strategies to reading connected text. Automatic and fluent reading allows students to allocate cognitive resources to comprehension. “Fluency may be almost a necessary condition for

good comprehension and enjoyable reading experiences.” (Nathan & Stanovich, 1991)

Oral reading fluency will not tell you everything you need to know about student reading performance. However, there is a strong relationship between oral reading fluency and comprehension.

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Role of Automaticity or Fluency: Video of Louisa Moats



98


Role of Automaticity or Fluency: Video of Louisa Moats Why do nonfluent readers “get worn out” after

reading for a period of time? ________________________________________

______ ________________________________________

________________________________________ ___________________________________

______________________________________

______

too much attention devoted to figuring out

wordstakes too long to get to the end of passage

and student can’t remember the beginning

lose the sense of the passage as they

struggle, pause, and make word-reading

errors

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Fluent Readers Display Fluent Readers Display Orchestrated Reading SkillsOrchestrated Reading Skills

Fluent readers are able to: Focus their attention on

understanding the text Synchronize skills of

decoding, vocabulary, and comprehension

Read with speed and accuracy

Interpret text and make connections between the ideas in the text

Nonfluent readers: Focus attention on

decoding Alter attention to

accessing the meaning of individual words

Make frequent word reading errors

Have few cognitive resources left to comprehend

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Frustration: Reading With Poor Frustration: Reading With Poor Word Recognition Word Recognition

He had never seen dogs fight as these w____h c____ f___, and his first

e_____ t____t him an unf_____able l_____n. It was true, it was a vi_____

ex_____, else he would not live to pr____it by it. Curly was the v_____. They

were camped near the log store where she, in her friend__ way, made ad____

to a husky dog the size of a full-_____ wolf, the____ not half so large as he

____. __ere was no w___ing, only a leap in like a flash, a met___ clip of teeth,

a leap out equal__ swift, and Curly’s face was ripped open from eye to jaw. It

was a wolf manner of fight___, to st___ and leap away; but there was more to it

than this. Th___ or forty huskies ran _o the spot and not com____d that s____t

circle. Buck did not _____ com____d that s____t in _____, not the e_way with

which they were licking their chops.

Reading with 80%

Accuracy

Impact on

Comprehension?

Impac

t on

Fluen

cy?

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What ORF Looks Like…What ORF Looks Like…

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How Do We Administer and Score How Do We Administer and Score the ORF Measure?the ORF Measure?

Materials:

1. Examiner probe

2. Student passages

3. Stopwatch

4. Pencil


(e.g., lighting, quiet,

comfortable)

Say these specific directions to the child: “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.”

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How Do We Administer and Score How Do We Administer and Score the ORF Measure?the ORF Measure?

Say these specific directions to the child:

“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.”

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Stopwatch: Start watch after student says the first word and time for 1 minute.

Scoring: Slash each word produced incorrectly.

Maintaining momentum: Allow student 3 seconds for each word. After 3 seconds, say the word to

keep the student moving. Discontinue:

If student does not get any correct in the first row, discontinue the task and record a score of zero (0).

If student scores less than 10 on the first passage, do not administer the other two passages.

Ending testing: At the end of 1 minute, put a bracket after the last word produced and

calculate the number of correct words in one minute.

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Scoring Rules for ORF:Scoring Rules for ORF:Scoring Directions are Similar to Marston, D. (1989)Scoring Directions are Similar to Marston, D. (1989)

1. Correctly Read Words are pronounced correctly. A word must be pronounced correctly given the context of the sentence. Example: The word “read” must be pronounced /reed/ when

presented in the context of the following sentence:Ben will read the story. WRC = 5

not as:“Ben will red the story.” WRC = 4

2. Self-corrected Words are counted as correct. Words misread initially but corrected within 3 seconds are counted as correct. Example:

Dad likes to watch sports. WRC = 5read as:

“Dad likes to watch spin...(3 seconds)…sports.” WRC = 5

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Scoring Rules for ORFScoring Rules for ORF

3. Repeated Words are counted as correct. Words said over again correctly are ignored. Example:

I have a goldfish. WRC = 4read as:

“I have a ...have a goldfish.” WRC = 4

4. Dialectic variations in pronunciation that are explainable by local language norms are not errors. Example:

We took the short cut. WRC = 5read as:

“We took the shot cut.” WRC = 5

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5. Inserted Words are ignored. When students add extra words, they are not counted as correct words nor as reading errors. Example:

I ate too much. WRC = 4read as:

“I ate way too much.” WRC = 4

6. Mispronounced or Substituted Words are counted as incorrect. Example:

She lives in a pretty house. WRC = 6read as:

“She lives in a pretty home.” WRC = 5

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7. Omitted/Skipped Words are counted as errors. Example:

Mario climbed the old oak tree. WRC = 6

read as:

“Mario climbed the tree.” WRC = 4

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Words must be read in accordance with the context of the passage

8. Hyphenated Words count as two words if both parts can stand alone as individual words. Hyphenated words count as one word if either part cannot stand alone as an individual word.

9. Numerals and Dates must be read correctly in the context of the sentence.

10. Abbreviations must be read as pronounced in normal conversation. For example, “TV” could be read as "teevee" or "television," but “Mr.” must be read as "mister."

110

Let’s practice ORFLet’s practice ORF

111

ORF Practice #1

112

]]

Total= 56 cwpm Accuracy = 56/62 = 90%

ORF Practice #1

113

ORF Practice #2

114

]]

Total= 30 cwpm Accuracy = 30/41 = 73%

ORF Practice #2

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Breakout ActivityBreakout Activity

Locate the “Oral Reading Fluency Breakout

Activity”

Form a 3-person group

Assign roles:

Examiner

Student

Observer

Practice administering measure (3 rounds)

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Student must read exactly what is on the page. Self-corrections and insertions are ignored and not

counted as errors. Simply slash errors until you feel comfortable writing in

the error types. Score what you hear!

Practice with at least 7 students before using the scores to make programming decisions.

Look over passages you are presenting to ensure pacing is efficient.

Use the middle score of the three passages read to assess the student’s skill. Have student read all three passages in one sitting

117






3. Use DIBELS to evaluate outcomes at the school, grade, class

and student level.





118

Student Performance: Are We Student Performance: Are We Making Progress?Making Progress?

28% Low risk for reading difficulties34% Some risk for reading difficulties38% At risk for reading difficulties

End of Year Histogram - ORF, Year 1

119


57% Low risk for reading difficulties20% Some risk for reading difficulties22% At risk for reading difficulties

End of Year Histogram - ORF, Year 2After changes in curricular program, instruction, time,

professional development:

120


After 4 years of sustained focused effort:

Cross-Year BoxplotPlay audio clip

121

Class List Reports: Identifying At-Risk Class List Reports: Identifying At-Risk Students in the Middle of First GradeStudents in the Middle of First Grade

Name Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Instructional Recommendation

Score %ile Status Score %ile Status Score %ile Status

Kevin 12 5 Emerging 11 3 Deficit 0 3 At Risk Intensive - Needs Substantial Intervention

John 0 < 1 Deficit 19 6 Deficit 0 3 At Risk Intensive - Needs Substantial Intervention

Leone 44 33 Established 22 8 Deficit 1 6 At Risk Intensive - Need Substantial Intervention

Yvonne 20 8 Emerging 23 9 Deficit 0 3 At Risk Intensive - Needs Substantial Intervention

Katrina 2 1 Deficit 27 14 Deficit 7 19 At Risk Intensive - Needs Substantial Intervention

Brian 3 2 Deficit 27 14 Deficit 8 22 Some Risk Intensive - Needs Substantial Intervention

Tara 5 2 Deficit 28 15 Deficit 1 6 At Risk Intensive - Needs Substantial Intervention

Levi 20 8 Emerging 34 23 Emerging 11 31 Some Risk Strategic - Additional Intervention

Ryan 9 4 Deficit 37 27 Emerging 15 43 Some Risk Strategic - Additional Intervention

Chester 15 6 Emerging 38 29 Emerging 85 94 Low Risk Benchmark - At Grade Level

Brian 7 3 Deficit 39 30 Emerging 8 22 Some Risk Strategic - Additional Intervention

Sara 17 7 Emerging 40 32 Emerging 10 28 Some Risk Strategic - Additional Intervention

Joshua 51 48 Established 41 34 Emerging 5 14 At Risk Intensive - Needs Substantial Intervention

Larsen 46 38 Established 45 41 Emerging 32 70 Low Risk Benchmark - At Grade Level

122

DeficitAt Risk

EmergingSome Risk

EstablishedLow Risk

Final Benchmark Goals and Later

Quarterly Benchmark Goals

Instructional Status Terminology Instructional Status Terminology For Each MeasureFor Each Measure

123

Critical Values & Progressive Critical Values & Progressive BenchmarksBenchmarks

124


125


126

Quick ReviewQuick Review

What are the two measures used to assess phonological awareness? __________

What is the only measure not administered for a full 60 seconds? __________

Which measure do we use as a risk indicator for reading difficulty, but is not directly linked to a big idea of early literacy? _________________

This measure has students read made-up words to assess phonetic analysis skills and avoid the chance the student has the word memorized. ______________

Which measure has the strongest linkage to reading comprehension without a direct assessment of it? ______________

ISF & PSF

ISF

LNF

NWF

ORF

127

Benchmarks and Levels of Low Benchmarks and Levels of Low Risk for Each DIBELS MeasureRisk for Each DIBELS Measure

Beginning Middle End

Kindergarten

ISF: > 8 ISF: > 25

LNF: > 8 LNF: > 27 LNF: > 40

PSF: > 18 PSF: > 35

NWF: > 13 NWF: > 25

First

LNF: > 37

PSF: > 35 PSF: > 35 PSF: > 35

NWF: > 24 NWF: > 50 NWF: > 50

ORF: > 20 ORF: > 40

Second ORF: > 44 ORF: > 68 ORF: > 90

Third ORF: > 77 ORF: > 92 ORF: > 110

128

How Do I Use the DIBELS How Do I Use the DIBELS Website?Website?

Entering and generating

reports using the DIBELS

website begins with setting

up your school.

Sign up to get a user name

and password at:

http://dibels.uoregon.edu

Create your school in the

system (a manual for using

the website is available on

the website as well as in your

supplemental materials)

129

Using the DIBELS WebsiteUsing the DIBELS Website

Creating your school in DIBELS web:

1. Creating classrooms

2. Populating classrooms with students

3. Creating users

130

Entering Data on Entering Data on DIBELS WebsiteDIBELS Website

After your school has created the classrooms with students, you can enter the data you collected by selecting the classroom

131

Generating ReportsGenerating Reports

Two main types of reports generated from DIBELS Website: PDF Reports:

Downloadable reports designed for printing. The school and district PDF reports combine the most common reports into a single file.

Web Reports: Individual reports designed for quick online viewing. Select the specific report you would like.

132

How Will the Results Be Shared How Will the Results Be Shared With the School?With the School?

Schedule time soon after data collection to share and distribute results School-level: Staff meeting Grade-level: Team meetings

Determine a method of addressing concerns Identifying at-risk students Answering questions about the results Re-thinking the data collection approach

133

Web ResourcesWeb Resources

Materials Administration and scoring manual All grade-level benchmark materials Progress monitoring materials for each measure (PSF, NWF,

ORF, etc.)

Website Tutorial for training on each measure with video examples Manual for using the DIBELS Web Data Entry website Sample schoolwide reports and technical reports on the

measures

Logistics Tips and suggestions for collecting schoolwide data (see website)

Documents

Oregon Department of Education Statewide K-3 Literacy Outreach: Introduction to DIBELS