Transcript DIBELs Next - rivier.instructure.com.

DIBELs Next
Dr. Debbra Uttero
ED 631
An Overview of DIBELs NEXT
• DIBELs Next Overview Video
Topics
•
•
•
•
•
•
•
Introduction
Administration Guidelines
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Letter Naming Fluency (LNF)
Nonsense Word Fluency (NWF)
DIBELs Oral Reading Fluency (DORF)
Introduction
DIBELs Measures
Skill
DIBELs Measure
Phonemic Awareness
First Sound Fluency
Phoneme Segmentation Fluency
Alphabetic Principle and Basic Phonics
Nonsense Word Fluency
-Correct Letter Sounds
-Whole Words Read
Advanced Phonics and Word Attack Skills
DIBELs Oral Reading Fluency
-Accuracy
Accurate and Fluent Reading of
Connected Text
DIBELs Oral Reading Fluency
- Correct Words Per Minute
- Accuracy
Reading Comprehension
DIBELs Oral Reading Fluency
-Correct Words Per Minute
-Retell/ Quality of Response
Daze
Vocabulary
Word Use Fluency - Revised
Response to Intervention and DIBELS
(Uttero, 2015)
•
•
•
•
•
Administer the DIBELs Benchmark Assessment
Identify the need for services
Target the specific needs of each child
Implement the intervention
Bi-weekly, administer the DIBELs Progress Monitoring
assessment
• Check progress biweekly
• After administering three Progress Monitoring measures (6
weeks), if no progress, modify the intervention
• Continue to reassess biweekly, until Benchmark score is
reached
Materials
• Pencil
• Clipboard
• Stopwatch or cell phone (to time the
measures)
• A scoring booklet for each child (They are
leveled according to grade level.)
• Materials that the student uses in order to
complete the task.
Administration Guidelines
Administration Guidelines
•
•
•
•
•
Review the scoring rules for each DIBELs measure.
Explain the purpose of the assessment to the child.
Administer the directions verbatim.
Make sure that the timing is accurate.
Hold the clipboard so that the child is not able to see
your markings.
• If the child asks whether an answer is correct, respond
with a positive comment about his or her effort.
General Guidelines
• Children are not penalized for issues related to
articulation, dialect, or different first language
(eg., “goin’” for “going” or “jello” for
“yellow”).
• All measures have a discontinue rule for
children having difficulty.
• DIBELs approved accommodations may be
used if a student regularly has
accommodations in the classroom.
Accommodations
•
•
•
•
•
Large print or enlarged print
Use of colored overlays
Amplification or use of a sound system
The practice items may be repeated one time.
A marker or ruler may be used to focus
student attention on any measure that has
student materials.
To Download DIBELs Next Materials
• Go to http://dibels.org
• Sign up (free) to download the tests.
• You will be given a user name and a password
for the site to access free DIBELs Next
materials.
• Access the materials: the scoring guides and
the benchmark materials for the grade which
your selected child completed in June.
First Sound Fluency (FSF)
What is First Sound Fluency?
• FSF measures a child’s fluency in identifying
the initial sounds within spoken words.
• It’s an indicator of early phonemic awareness
skills.
• Timing is continuous for one minute.
What are Initial Sounds?
• Initial sounds include the first group of sounds
(onsets)in a word.
• For example for the word “crab”, /k/ would be
awarded 2 points, and /kr/ would be given 1
point.
First Sound Fluency: Essential
Information
Skill
Phonemic Awareness
Time
1 Minute – Continuous Timing
Administration
Beginning and Middle of Kindergarten
Schedule
Scoring
2 points for each correct phoneme; 1 point for each consonant blend.
consonant plus vowel, or consonant blend plus vowel said in one
minute.
Wait Rule
When given a word, if a student does not respond within 3 seconds,
mark a slash (/ ) through the zero, and give the next word.
Discontinue
Rule
Zero points in the first five words.
During the Testing
• Say the first word from the list in the scoring
booklet and start the timer.
• Present the words, to the student, one at a
time by reading down the column of words.
• Score the student’s response according to the
scoring rules.
• As soon as the student says the initial
sound(s), say the next word promptly and
clearly.
During the Testing (cont.)
• Continue to say the words one at a time and
score the student’s responses for one minute.
• At the end of one minute, stop presenting the
words. Do not score any student responses
after 1 minute.
• If the student completes the assessment
before 1 minute, the assessment stops and he
or she receives the score obtained.
Scoring Rules
• Circle the corresponding listed sound or
sounds that a student says for a word.
• Put a slash (/) through the zero on the scoring
page for an incorrect response or no response
in three seconds.
• Write “sc” over the slash and circle the
corresponding sounds or group of students if
the student self-corrects an error within 3
seconds.
Reminders
• If the student appears to have forgotten the
task say, “ Remember to tell me the first sound
you hear in a word.” You may give this
reminder as often as needed.
• If the student says the name of the letter say,
“Remember to tell me the first sound in the
word, not the letter name.” This reminder may
only be give once.
Notes
• Schwa sounds /u/ added to initial consonants
are not errors.
• Students are not penalized for differences
related to: articulation, dialect, or first
language.
After the Testing
• Stop the stopwatch.
• Make a note about any response patterns that you
notice.
• Add the total number of correct responses in each
column of the score sheet (2 point and 1 point
answers).
• Multiple the number of two point answers by 2.
• Add the number of points from both columns to obtain
the final score.
• Transfer the final score to the cover page of the
student booklet.
FSF A Video
• First Sound Fluency Video
Phoneme Segmentation Fluency (PSF)
What is Phoneme Segmentation
Fluency (PSF)?
• PSF is a brief measure of phonemic
awareness.
• PSF assesses the student’s fluency in
segmenting a spoken word into its component
parts or sound segments.
Phoneme Segmentation Fluency (PSF)
Skill
Phonemic Awareness
Time
1 minute – continuous timing
Administration
Schedule
Middle of kindergarten and beginning of first grade
Score
Number of sound segments (different, correct parts of the word) the
student says in 1 minute
Wait Rule
3 Seconds, then give next word
Discontinue
Rule
Zero correct word segments in the first five words
Administration Directions
• Say the first word in the list, from the scoring
booklet, and start the timer.
• Present the words to the student one at a time by
reading across the row.
• As the student responds, mark the scoring
booklet according to the scoring rules.
• As soon as the student finishes saying the sounds
of the word, say the next word promptly and
clearly. If the student indicates that he/she did
not hear the word, you may repeat it.
Administration Directions (cont.)
• Continue to say words one at a time and score
the student’s responses for 1 minute.
• At the end of 1 minute, put a bracket /]/ after
the last sound segment the student said up
until the end of the 1 minute timing. Stop
presenting words and do not score any
student responses after 1 minute.
Scoring Rules
• Underline each correct sound segment that the
student says. Students receive 1 point for each
different, correct, part of the word.
• Put a slash (/) through segments pronounced
incorrectly.
• Circle entire words if the student repeats the
word but doesn’t give any sound segments.
• Leave segments that are omitted blank.
• Write “sc” over any self-corrected sounds that
had been previously slashed.
Discontinue and Wait Rules
• If a student has not said any sound segments
correctly in the first 5 words, discontinue the
task and record a score of zero.
• Maximum 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.
Reminders
• If a student spells the word say, “Say all of the
sounds in the word.”
• If a student repeats the word say. “Remember
to say all of the sounds in the word.”
• These reminders may only be give once.
Notes
• Schwa sounds /u/ added to initial consonants
are not errors.
• Students are not penalized for differences
related to: articulation, dialect, or first
language.
After the Testing
• Reset the stopwatch for the next measure.
• Make a note about any patterns in student responses that were not
captured by the marking procedures.
• At a later time, compute the final score.
• Add the number of correct sound segments for each line (up to the
bracket).
• Record the total for each line in space provided in the right-hand
column of the scoring page.
• Add the number of correct sound segments from each line. Record
the total number of correct sound segments in the space provided
in the lower right-hand corner of the scoring page.
• Transfer the total number of correct sound segments to the front of
the testing booklet.
Phoneme Segmentation: A Video
• Phoneme Segmentation Video
Letter Naming Fluency
Letter Naming
• Letter naming is not a basic early literacy skill.
The skill of knowing letter names is not
essential to reading outcomes.
• Letter naming is a strong predictor of later
reading performance and is used in DIBELs as
an additional measure of risk.
• LNF assesses a student’s ability to recognize
individual letters and say their letter names.
Letter Naming Fluency (LNF)
Skill
None- only a predictor of risk
Time
1 minute- continuous timing
Administration
Schedule
Beginning of kindergarten to beginning of first grade
Score
Number of letters correctly named in 1 minute
Wait Rule
If a student does not name a letter in 3 seconds, mark a slash (/)
through the letter and say the correct letter name.
Discontinue
Rule
No letters named correctly in the first row.
Administration Directions
• Put the student copy of the materials in front
of the student and say, “ I am going to show
you some letters. I want you to point to each
letter and say its name.” “Start here (point to
the first letter at the top of the page.)” “Go
this way (sweep your finger across the first
two rows of letters) and say each letter name.”
“Put your finger under the first letter (point).”
“Ready, begin.”
During the Testing
• Start the stopwatch after you say “begin”.
• Follow along in the scoring booklet, marking
according to the scoring rules.
• At eh end of 1 minute, put a bracket (]) after
the last letter named and tell the student to
“Stop”. If the student completes the
assessment before 1 minute, the assessment
stops and he/she receives the score obtained.
Scoring Rules
• The student receives 1 point for each correct
letter named in 1 minute.
• Slash (/) any letter that the student omits or
names incorrectly.
• Write “SC” above any letter that had previously
been slashed and was self-corrected within 3
seconds. Count that letter as correct.
• Draw a line through any row the student skips
and do not count that row in the scoring.
Discontinue and Wait Rules
• If the student does not get any correct letter
names within the first 10 letters (first row),
discontinue the task and record a score of 0.
• Wait 3 seconds for the student to respond.
• If the student does not name a letter after 3
seconds, put a slash (/) over the letter and
provide the correct letter name.
Reminders
• In this measure, these reminders may only be
given once.
• If a student does not go left to right, say “Go
this way.”” (Sweep your finger across the row.)
• If the student skips 4 consecutive letters, say
“Try to say each letter name.”
Reminders (cont.)
• In this measure, these reminders may be given
as often as needed.
• If the student stops before 1 minute is up, and
it is not a hesitation on a specific letter, say,
“Keep going.”
• If the student loses his/her place, point to the
letter.
Note
• Students are not penalized for imperfect
pronunciation due to articulation delays or
impairments or speaking in dialect or a first
language that is not English.
After the Testing
• Reset the stopwatch for the next measure.
• Make a note about any patterns in student
responses.
• Later, add the number of correct letters named
up to the bracket.
• Record the total number of letters correctly
named in the space provided in the lower righthand corner of the scoring page.
• Transfer the total number of correct letters
named from the scoring page to the front of the
testing booklet.
Letter Naming Fluency: A Video
• Letter Naming Fluency
Nonsense Word Fluency (NWF)
What is Nonsense Word Fluency?
(NWF)
• Nonsense Word Fluency is a brief, direct
measure of the alphabetic principle and basic
phonics. It assesses knowledge of basic lettersound correspondences and the ability to
blend letter sounds into consonant-vowelconsonant words.
Nonsense Word Fluency (NWF)
Skill
Alphabetic Principle and Basic Phonics
Time
1 Minute, Continuous Timing
Administration
Schedule
Middle of kindergarten to beginning of second grade
Score
Number of correct letter sounds (CLS) and number of whole words
read without sounding out (WWR)
Wait Rule
If the student responds sound-by-sound, mixes sounds and words, or
sounds out and recodes, allow 3 seconds and then provide the
correct letter sound.
If the student responds with whole words, allow 3 seconds, and then
provide the correct word.
Discontinue
Rule
No correct letter sounds in the first row.
Administration Directions
•
•
•
•
Deliver the directions in bold-faced type verbatim.
Start the stopwatch after you say, “Begin”.
Follow along and mark according to the scoring rules.
At the end of 1 minute, place a bracket (]) after the last
letter sound produced (even if it is in the middle of a
nonsense word), say “Stop”, and stop the stopwatch.
• If the student completes the task before 1 minute has
elapsed, the assessment stops, and he or she receives
that score.
Scoring Rules
• Underline each letter sound the student says
correctly, either in isolation or blended together.
• Put a slash (/) over each letter sound read
incorrectly.
• Leave blank any omitted letter sounds or words.
When the student is reading sound-by-sound,
leave blank any inserted letter sounds. When the
student is reading word-by-word, slash the
underline to indicate any inserted letter sounds.
Scoring Rules (cont.)
• Write “sc” above any letter sound or word
that had been previously slashed and was selfcorrected within three seconds. Count that
letter sound or word as correct. Credit is only
given for WWR when the student reads the
whole word completely and correctly the first
time, and only reads the word once.
• Draw a line through any row the student skips.
Do not count the row when scoring.
Scores
• Correct Letter Sounds (CLS): The number of
letter sounds produced correctly in 1 minute.
For example, if a student reads dif as /dif/ or
/d/, /i/, /f/ that score would be 3.
• Whole Words Read (WWR): The number of
make-believe words read correctly as a whole
word without first being sounded out. If a
child reads dif as /dif/, the CLS score is 3 and
the WWR score is 1.
Discontinue and Wait Rules
• If the student does not get any sounds correct in
the first 5 words, discontinue the task and record
a score of 0.
• Maximum wait time per letter sound/word is 3
seconds. If the student does not say a letter
sound/word within 3 seconds, score the letter
sound/word incorrect and tell the student the
correct letter sound/word.
• If providing the correct letter sound or word does
not prompt the student to continue say, “Keep
going.”
Reminders
• If the student does not go left to right say, “Go this
way” (sweep your finger across the row).
• If the student says the letter names, say, “Say the
sounds, not the letter names”.
• If the student reads the word first, then says the lettersounds, say, “Just read the word”.
• If the student says all the letter sounds correctly in the
first row, but does not make any attempt to recode or
blend, say, “Try to read the words as whole words.”
• These reminders listed above may only be used once.
Reminders (cont.)
• If the student stops reading, and it’s not a
hesitation on a specific item, say, “Keep
going.”
• If a student loses his/her place while reading,
point to the place.
• These two reminders may be used as often as
needed.
Notes
• Schwa sounds /u/ added to consonants are
not counted as errors when the student is
saying letter sounds.
• Students are not penalized for imperfect
pronunciation, use of dialect, articulation
delays, or a use a first language other than
English.
After the Testing
• Reset the stopwatch for the next measure.
• Make a note about any response patterns.
• Later, add the number of correct letter sounds and whole
words read for each line (up to the bracket). Record the
total for each line in the right-hand column in the scoring
book.
• Add the number of correct letter sounds from each line.
Record the total correct letter sounds in the space provided
on the scoring page.
• Add the number of whole words read correctly and record
that number in the space provided on the scoring page.
• Transfer the number of CLS and WWR to the front of the
scoring booklet.
Nonsense Word Fluency: A Video
• Nonsense Word Fluency Video
DIBELs Oral Reading Fluency (DORF)
What is DIBELs Oral Reading Fluency?
• DORF is a measure of advanced phonics and
word attack skills, accurate and fluent reading
of connected text, and reading
comprehension.
• Two parts to DORF: Oral Reading Fluency and
Passage Retell
DIBELs Oral Reading Fluency (DORF)
Skills
Advanced phonics and word attack skills, accurate and fluent reading
of connected text, and reading comprehension
Administration
Time
For each passage, 1 minute for the reading and 1 minute for the retell
Administration
Schedule
Middle of first grade through end of sixth grade
Scoring
Median number of words correct per minute, median number of
errors per minute, and median number of correct words retold
Wait Rule
On DORF, 3 seconds; On Retell, first hesitation 3 seconds
Discontinue
Rule
If no words are read correctly in the first line, say, “Stop”, record a
score of 0, and do not administer the Retell.
If fewer than 10 words are read on the passage #1, do not administer
the retell. Do not administer passages #2 and #3.
If fewer than 40 words are read in a passage, use your professional
judgment to determine whether to administer the Retell for that
passage.
Guidelines
• The assessor shows the reading passage to the
student. The student reads the passage.
• Scores: The number of words read correctly in
1 minute and the percentage of words read
correctly in one minute
Directions
• Read the following verbatim for the first
passage: “I would like you to read a story to
me. If you do not know a word, I will read the
word to you. Keep reading until I say stop. Be
ready to tell me all about the story when you
finish. Put your finger under the first word
(point to the first word in the passage). Ready,
begin.”
Directions (cont).
• For passages #2 and #3, if the student reads
more than 10 words in the first paragraph, use
the following shortened directions: “Now read
this story to me. Please do your best reading.
Ready, begin.”
During the Testing
• Do not read the title of the passage to the student. If
the student chooses to read the title, do not start the
stopwatch until he or she reads the first word of the
passage. If a student struggles with a word in the title,
after three seconds, tell the word to the student. Do
not correct any errors that the student makes while
reading the title.
• Start the stopwatch after the student reads the first
word in the passage. If the student struggles with the
first word in the passage for 3 seconds, mark the word
as incorrect, say the word, and then start the
stopwatch.
During the Testing (cont.)
• Follow along in the scoring booklet.
• Leave blank any words read correctly.
• Put a slash (/) through errors, including
skipped words.
• On passages that are two pages long,
remember to have the student go on to page
2, if the minute has not elapsed.
• At the end of a minute, place a bracket (]) in
the text after the last word provided.
During the Testing (cont.)
• Say “Stop” and remove the passage.
• If the student is in the middle of a sentence at
the end of 1 minute, allow the student to
finish the sentence, but only score the words
that the student read during the 1 minute.
Scoring Rules
• Leave blank any words read correctly.
• If the student reads proper nouns with correct
pronunciation or with any reasonable
phonetic pronunciation, it is counted as
correct.
• Abbreviations must be read the they they
would be pronounced in conversation.
Scoring Rules (cont.)
• Numerals must be read correctly within the
context of the sentence.
• Hyphenated words count as two words if both
parts can stand alone.
• A word is cored as correct if it is initially
misread but the student self-corrects within 3
seconds.
Scoring Rules (cont.)
• Put a slash (/) through each error.
• Errors include words read incorrectly, substitutions,
skipped words, hesitations of more than 3 seconds,
words read out of order, and other words that are
sounded out but not read as a whole word.
• If a student reads the same word incorrectly multiple
times in the story, it counts as an error each time.
• Students should read contractions as they are printed
on the page.
• If a student skips a row, draw a line through the entire
row and count the omitted words as errors.
Discontinue Rule
• If the student does not read any words correctly
in the first row or the first passage, discontinue
administering the passage and record a score of
zero.
• Do not administer Retell.
• Do not administer passages 2 and 3.
• If the student reads fewer than 10 words per
minute in the first passage, do not administer
Retell and do not administer passages 2 and 3.
• Record the score from the first passage.
Wait Rule
• Maximum time for each word is 3 seconds.
• If the student does not read the word in 3
seconds, say the word and mark the word as
incorrect.
• If necessary, indicate the next word for the
student.
Reminders
• If the student stops reading, and its not a
hesitation on a word, say, “Keep Going”.
• If the student loses his/her place while
reading, point to the correct place.
• These reminders may be used as often as
needed.
After Testing
• Reset the stopwatch for the next measure.
• Make a note about any patterns of student
responses.
• Add the total number of words read (up to the
bracket (]).
• Record the total number of errors.
• Subtract the errors from the number of words
read and record the words read correctly in the
space provided in the lower right hand side of the
scoring page.
Oral Reading Fluency: A Video
• DIBELs Oral Reading Fluency
DORF Retell
• If the student reads 40 or more words
correctly in the passage, have the student
retell what he/she just read.
• If the student reads fewer than 40 words
correctly in a passage, use professional
judgment as to whether to administer Retell
for that passage.
Retell Directions
• Remove the passage and say, “Now tell me as
much as you can about the story you just
read. Ready. Begin”.
• Start the stopwatch and allow a maximum of 1
minute for the retell.
• Mark through numbers in the scoring book for
words in the student’s response that are
related to the story.
During the Testing
• Move your pencil through the numbers as the student is
responding to count the number of words he or she said
that are related to the passage that he or she just read.
• Stop moving your pencil if the student stops retelling the
story or if his or her retell is not relevant to the story that
he or she just read.
• If the student’s response goes on for more than 1 minute,
say “Thank you”. Discontinue the task and circle the total
number of words in the student’s retell.
• When the student has finished responding or has met the
discontinue criteria, circle the total number of words in the
retell.
Retell Scoring
• The student receives 1 point for every word, in
his or her retell, that is related to the story.
• Count any words, that are not related to the
passage, as incorrect.
• Do not move your pencil through any numbers
for words that are not about what the student
just read.
• The judgment is based on whether the student is
generally accurately retelling what was just read
or has gotten off track.
Wait and Discontinue Rule: Retell
• If the student stops or hesitates for 3 seconds,
select one of the following:
• If the student has not said anything at all ,
provides a very limited response, or provides
an off-track response say “Tell me as much as
you can about the story”.
• Otherwise, say, “Can you tell me anything
more about the story?” These reminders may
be used only once.
Note
• The student is not penalized for differences in
pronunciation of words due to articulation
delays, delays or impairments in speech,
speaking a first language other than English.
After Testing
• Write the number of words in the Retell in the
space in the student booklet.
• Reset the stopwatch for the next measure.
• Rate the quality of the student’s retell using
the Retell Quality of Response Rating.
Quality of Retell Response
• 1. Provides 2 or fewer details.
• 2. Provides 3 or fewer details.
• 3. Provides 3 or more details in a meaningful
sentence.
• 4. Provides 3 or more details in a meaningful
sentence that captures a main idea.
DIBELs Next Retell: A Video
• DIBELs Next Retell Video
Final Score: Cover Page
• If the student reads 3 passages, transfer the
student’s words correct and error scores to the
front of the scoring booklet.
• Circle the median (middle) words correct score
and the median error score.
• Record the retell scores for the 3 passages.
• Circle the median retell score and the median
Quality of Response.
• Record the final retell score and corresponding
rubric on the front page of the student booklet.
References
• DIBELs Next Retell Video:
https://www.youtube.com/watch?v=Oq3scfBS7oo
• DIBELs Next and RTI
https://www.google.com/search?q=DIBELs+Next+Admini
stration+Practice+You+Tube&oq=DIBELs+Next+Administr
ation+Practice+You+Tube&aqs=chrome..69i57.15535j0j9
&sourceid=chrome&es_sm=91&ie=UTF-8
• DIBELs Oral Reading Fluency (DORF) Video:
https://www.youtube.com/watch?v=qS76rse9Z9A
References (cont.)
First Sound Fluency Video https://www.youtube.com/watch?v=1nyVyb9hc80
•
Kaminski, R.A., and Good, Roland H. (2010).
DIBELs Next Transition Workshop. Dynamic
Measurement Group.
Letter Naming Fluency Video: https://www.youtube.com/watch?v=pBoYhbOrTNs
Nonsense Word Fluency Video:
https://www.youtube.com/watch?v=u81_iyFqlnw
References (cont.)
Overview of DIBELs Next Video: https://www.youtube.com/watch?v=e2GywoKm2pI
Phoneme Segmentation Fluency Video:
https://www.youtube.com/watch?v=oLlQVEqRz_U
Uttero, D.A. (2015). Personal Study and
Reflection.
DIBELs Next Cut-Off Scores
• Review of DIBELs Next Cut-Off Score Handouts
DIBELs and RTI
• DIBELs and RTI