Review of DIBELS Next Measures DIBELS Next Review

Review of DIBELS Next Measures

DIBELS Next Review Objectives Review the procedures and scoring rules for all DIBELS® Next measures 2

General Guidelines for Administration and Scoring • Measures are standardized • Directions need to be presented verbatim • Measures are timed • Timing needs to be accurate 3

General Guidelines: Children • Children are not penalized for differences in performance due to articulation, dialect, or different first language. • All measures have discontinue rules for children who have difficulty. • Make a note for any consistent pattern in performance that may affect a child’s acquisition of reading skills. • DIBELS approved accommodations may be used for children for whom a standardized administration may not provide an accurate estimate of skills. ® 4

First Sound Fluency (FSF) 6

FSF Scores The student receives 2 points for saying the correct initial phoneme in isolation. /s/ in “street” /s/ in “sun” The student receives 1 point for saying the correct initial sounds (consonant blend, consonant plus vowel, or consonant blend plus vowel). /st/ in “street” /su/ in “sun” /str/ in “street” /stree/ in “street” 7

Practice Item #1 8

Practice Item #2 9

Practice Item #3 10

Scoring Rules 1. Circle the corresponding listed sound or sounds that a student says for a word. 2. Put a slash ( / ) through the zero on the scoring page for an incorrect response or no response within 3 seconds. 3. Write “sc” over the slash and circle the corresponding sounds or group of sounds in the student’s response if the student self-corrects an error within 3 seconds. 11

Reminders If the student appears to have forgotten the task say, Remember to tell me the first sound you hear in the word. Examiner then reads the next word on this list. • This reminder may be given 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. Examiner then reads the next word on the list. • This reminder may be given only once. 12

FSF Review • How do I record a correct response? Circle the correct 2 - or 1 -point response. • How do I record an incorrect response? Put a slash ( / ) over the 0. • What do I do when the child hesitates for 3 seconds? Put a slash ( / ) over the 0 and give the next word. • When do I discontinue FSF? Discontinue if the child does not provide a correct response in the first five words. • How do I score an improperly pronounced response that is due to articulation or dialect? Do not penalize the student. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns. 13

FSF Practice #2 10 20 7 7 27 27 14 14

FSF Summary Correct First Sound (Two Points) Correct First Consonant Blends, First Consonant Blend and Vowel or Consonant and Vowel Incorrect (Zero Points) (One Point) Says the correct initial phoneme in isolation Says the correct initial consonant blend in a word Makes a response other than one listed Says the first consonant/consonant blend and vowel in the word Wait Rule: If a child hesitates for 3 seconds, score as incorrect and give next word. Discontinue Rule: No correct responses in the first five words. 15

Phoneme Segmentation Fluency (PSF) 17

Administration Directions 180

Scoring Rules 1. Underline each correct sound segments the student says. Students receive 1 point for each different, correct, part of the word. 2. Put a slash ( / ) through segments pronounced incorrectly. 3. Circle entire words. 4. Leave segments that are omitted blank. 5. Write “sc” over any self-corrected sounds that had been previously slashed. 19

Reminders • If a student spells the word, say, Say all the sounds in the word. • If a student repeats the word, say, Remember to say all the sounds in the word. • These reminders may be given only once. 20

Immediately After 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. 21

PSF Review • How do I mark a completely segmented word? Underline below each sound segment. • What do I do if the student repeats the word? Circle the word. • What do I mark if the student skips a sound? Leave blank. • How do I record an incorrect sound? Slash the letter. • How do I mark that a child blended two sounds? Mark a single underline under the blended sounds. 22

PSF Practice #2 9 8 9 ] 7 33 23

PSF Summary Start timer after you say the first word. Underline Sound Segment Slash Leave Blank (1 point for each segment underlined) (0 points) • Says correct sound segment • Adds schwa sound to correct sound • Says incorrect sound segment • Pronounces sound incorrectly due to articulation delay/dialect/different first language • Adds sound (if separate from other sound segments) • Omits sound • Elongates sounds Word repetition: Circle the word. Incomplete (blended) segmentation: Underline blended sound segments. Overlapping segmentation: Underline each segment. Wait Rule: Score as incorrect and say the next word. Discontinue Rule: No correct sound segments in the first five words. 24

Letter Naming Fluency (LNF) 26

Administration Directions Put the student copy of the materials in front of the student and say: 27

Score and Scoring Rules The student receives 1 point for each correct letter named in 1 minute. 1. Leave letters named correctly blank. 2. Slash (/) any letter that the student omits or names incorrectly. 3. Write “SC” above any letter that had previously been slashed and was self-corrected within 3 seconds. Count that letter as correct. 4. Draw a line through any row the student skips and do not count that row in scoring. 28

Reminders These reminders may be used only once: These reminders may be used as often as needed: • If the student does not go left to right, say Go this way. (Sweep your finger across the row). • If the student stops and it is not a hesitation on a specific item, say Keep going. • If the student skips 4 consecutive letters, say Try to say each letter name. • If the student loses his/her place, point. • If the student says letter sounds, say Say the letter name, not its sound. 29

Immediately After 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. 30

LNF Review • How do I mark a letter incorrectly named? Slash the letter. • How do I mark a correct letter? Leave blank. • What do I do if a student hesitates for 3 seconds? Name the letter and slash it. If necessary, point to the next letter. • What do I do if a student skips an entire row? Draw a line through the entire row and do not count it. 31

LNF Practice #2 sc 33 32

LNF Summary Start timer after you say Begin. Correct Incorrect (leave blank) (slash letter) • Names correct letter • Names incorrect letter • Mispronounces letter due to articulation delay/dialect/different first language • Hesitates for 3 seconds • Omits letter • Names lower case L as either I or L Self-correct: Write “SC” above letter and count as correct. Skips row: Draw a line through the entire row and do not count. Reminders: Go this way; Try to say each letter name; Say the letter name, not its sound. Wait Rule: Say the correct letter name and slash the letter. If necessary, redirect. Discontinue Rule: No correct letters in the first row. 33

Nonsense Word Fluency (NWF) 35

NWF Practice Item 36

Scoring Rules 1. Underline each letter sound the student says correctly, either in isolation or blended together with other sounds in the word. 2. Put a slash ( / ) over each letter sound read incorrectly. 3. 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. This does not count as WWR. 4. Write “sc” above any letter sound or word that had been previously slashed and was self-corrected within 3 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. 5. Draw a line through any row the student skips. Do not count the row when scoring. 37

Scores • Correct Letter Sounds (CLS): the number of letter sounds produced correctly in 1 minute. For example, if the student reads dif as /d/ /i/ /f/ the score for Correct Letter Sounds is 3. If the student reads dif as /di/ /f/ or “dif, ” the score is also 3. • Whole Words Read (WWR): the number of make-believe words read correctly as a whole word without first being sounded out. For example, if the student reads dif as “dif, ” the score is 3 points for CLS and 1 point for WWR, but if the student reads dif as “/d/ /i/ /f/ dif, ” the score is 3 points for CLS but 0 points for WWR. 38

Wait Rule for NWF: 3 Seconds • Maximum time per letter sound/word is 3 seconds. • If the student does not say the next letter sound/word within 3 seconds, score the letter sound/word incorrect. • Tell the student the correct sound/word. • If providing the correct lettersound or word does not prompt the student to continue, say Keep going. 39

Reminders • If the student does not go left to right, say, Go this way. • If the student says letter-names, say, Say the sounds, not the letter names. • If the student reads the word first, then says the letter-sounds, prompt, Just read the word. • If the student says all of the letter sounds correctly in the first row, but does not make any attempt to blend or recode, say: Try to read the words as whole words. • These reminders may only be used once. 40

Reminders • If the student stops reading (and it’s not a hesitation on a specific item), say Keep going. • If the student loses her/his place while reading, point. • These reminders may be used as often as needed. 41

Immediately After 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. 42

NWF Review • How do I mark letter sounds that are read correctly? Underline each letter sound read correctly, in isolation or blended or in the context of the whole word. • How do I mark letter sounds that are read incorrectly? Slash letter sounds read incorrectly. • What do I do if the student hesitates for 3 seconds when reading sound-by-sound? Say the sound, slash the letter. If necessary, redirect. • What do I do if the student hesitates for 3 seconds when reading word-by-word? Say the word, slash the word. If necessary, redirect. 43

NWF Review cont’d. • What do I do if the student reads sounds out of order when reading sound-by-sound? If the student points correctly to the sounds, score as correct. • What do I do if the student reads sounds out of order when reading word-by-word? Mark as incorrect. If the vowel sound is read in the correct position, it can be scored as 1 CLS point. No WWR points would be given. 44

NWF Practice #2 ] 12 1 14 1 11 1 51 4 45

NWF Summary Start timer after you say Begin. Correct Incorrect (underline letter(s) or word) (slash letter) (leave blank) • Says correct sound for letter • Correctly blends letter sounds • Reads word correctly • Pronounces sound incorrectly due to articulation delay/dialect/different first language • Says incorrect sound for letter • Adds sound • Omits sound • Incorrectly blends letter sounds • Reads word incorrectly • Hesitates for 3 seconds on letter or word Self-correct: Write “SC” above letter(s)/word and score as correct. Skips row: Draw a line through the entire row and do not count. 3 Second Wait Rule: Name the letter/word, score as incorrect (slash) and, if necessary, point to the next letter/word and ask, “What letter/word? ”. Sound order: Letter sounds correctly named in isolation but of order are correct. Blended letter sounds must be in correct order to be counted as correct. Discontinue rule: No letter sounds correct in the first five words. 46

DIBELS Oral Reading Fluency (DORF) ® 48

Directions 49

Directions During benchmark assessment, three passages are administered if the student reads 10 or more words correctly on the first passage. When administering the second and third passages, use the following shortened directions: 50

During the Testing • Do not read the title 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 the student asks you to tell him or her a word in the title or struggles with a word in the title for 3 seconds, say the word. Do not correct any errors the student makes while reading the title. • Start the stopwatch after the student says the first word of the passage. If the student is silent or struggles for 3 seconds with the first word of the passage, mark the word as incorrect, say the word, and start the stopwatch. 51

During the Testing cont’d. • 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, if the student reaches the end of the page (designated by triangles in the scoring booklet) before the minute is up, turn the page and continue on the next page. Otherwise, proceed to Retell when the minute is up. • At the end of 1 minute, place a bracket ( ] ) in the text after the last word provided by the student. • Say Stop and remove the passage. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated. • Note: If the student is in the middle of a sentence at the end of 1 minute, you may allow the student to finish the sentence, but only score the words said up to the end of 1 minute. 52

Scoring Rules 1. Leave blank any words the student reads correctly. Inserted words are not counted. To be counted as correct, words must be read as whole words and pronounced correctly for the context of the sentence. 2. Put a slash ( / ) through any errors. 53

Discontinue Rule Part 2: Fewer than ten (10) words in First Passage • 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. 8 54

Reminders • If the student stops reading (and it’s not a hesitation on a specific item), say Keep going. • If the student loses her/his place while reading, point. • These reminders may be used as often as needed. 55

Immediately After 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. 56

DORF Retell • If the student reads 40 or more words correctly on the passage, have the student retell what he/she has just read. • If the student reads fewer than 40 words correctly on a passage, use professional judgment whether to administer Retell for that passage. 57

DORF Retell Administration Directions Remove the passage and say: • 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. 58

Retell Score and Scoring Rules The student receives 1 point for every word in his/her retell that is about what was read. • Count as correct any words in the response that are about what the student read. • Count as incorrect any words in the response that are not about what the student read. 59

Wait Rule/Reminder 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. 60

Immediately After Testing • Reset the stopwatch for the next measure. • Rate the quality of the student’s retell using the Retell Quality of Response Rating. 61

Retell Quality of Response Ratings 1. Provides 2 or fewer details 2. Provides 3 or more details 3. Provides 3 or more details in a meaningful sequence 4. Provides 3 or more details in a meaningful sequence that captures a main idea 62

Final Score: Cover Page • If the student provides a Retell after 3 stories, record all 3 scores and all 3 Quality of Response values on the front cover and circle the median score and median Quality of Response. • For example, if the 3 Retell scores are 12, 19 and 16, circle 16. 27 36 25 • If the Quality of Response values are 2, 3, and 2, the median is 2. 3 2 1 12 19 16 2 3 2 63

DORF Review • When do I start the timer? Start the timer after the student reads the first word. • How do I mark a word as incorrect? Slash an incorrect word. • What do I do if a student hesitates for 3 seconds? Tell the student the word and mark it as incorrect (slash). • What do I do if a student self corrects? Mark “SC” above the word and score as correct. • How do I mark a word as correct? Leave correctly read words blank. 64

DORF Review Continued • What do I do if a student adds a word? Leave blank. • What do I do if a student reads a word out of order? Words read out of order are marked as incorrect (slash). • When using Retell, when do I start the timer? After you say Begin. • How do I record the words in a student’s Retell response? Move your pen/pencil through the numbers as the student is speaking. • What do I do if a student hesitates for more than 3 seconds on Retell? Say, Tell me as much as you can about the story. OR Can you tell me anything more about the story? 65

DORF Practice #2 62 3 59 sc 66

DORF Retell Practice #2 32 There are two brothers and they need money so they start a cocoa stand. It’s sort of like a lemonade stand but it’s a cocoa stand because it’s winter so it’s cold. 67

DORF Summary Start timer after student reads the first word. Correct Incorrect (leave blank) (slash) (leave blank) • Reads correct word; pronounces correctly in context • Pronounces word incorrectly due to articulation delay/dialect/different first language • Reads incorrect word • Repeats word • Reads correct word out of order • Adds word • Omits word • Hesitates 3 seconds • Reads numerals or abbreviations NOT as the word would be pronounced in speaking, (e. g. , “M. R. ” for Mr. ) Self-correct: Write “SC” above word and count as correct. Skipped line: Draw a line through entire line and count those words as errors. Wait Rule: Say the word, mark as incorrect (slash), and, if necessary, point to the next word and say, What word? Discontinue Rule: No correct words read in the first line. 68

DORF Retell Summary Start timer after you say Begin. Words counted as correct • Words that are related to the passage read Words not counted as correct • Words that are unrelated to the passage • Fillers and false starts (um, like, you know) • Repetitions of words or phrases • Songs or recitations • “I don’t know” Three-second Rule: If the student pauses for 3 seconds, say either, Tell me as much as you can about the story, or Can you tell me anything more about the story? Five-second Rule: After the 3 -second reminder, if the student pauses or goes off track for 5 seconds, say, Thank you, and discontinue the retell. 69

DIBELS Maze (Daze) 71

Administration Directions 1 Make sure each student has a pencil. Before handing out the worksheet, tell the students I’m going to give you a worksheet. When you get your worksheet, please write your name at the top and put your pencil down. 2 Hand out the Daze worksheet. Make sure each student has the appropriate worksheet. If the worksheets are in a booklet, make sure each student's booklet is open to the correct worksheet. 3 When all of the students are ready say You are going to read a story with some missing words. For each missing word there will be a box with three words. Circle the word that makes the most sense in the story. Look at Practice 1. 72

Administration Directions cont’d. 4. Say Listen. After playing in the dirt, Sam went (pause) home, summer, was (pause) to wash her hands. You should circle the word “home” because “home” makes the most sense in the story. Listen. After playing in the dirt, Sam went home to wash her hands. 5. Say Now it is your turn. Read Practice 2 silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. When you are done, put your pencil down. 73

Administration Directions cont’d. 6. Allow up to 30 seconds for students to complete the example and put their pencils down. If necessary, after 30 seconds say Put your pencil down. 7. As soon as all students have their pencils down say, Listen. On her way home she (pause) chair, sleep, saw (pause) an ice cream truck. You should have circled “saw” because “saw” makes the most sense in the story. Listen. On her way home she saw an ice cream truck. 8. Say When I say “begin, ” turn the page over and start reading the story silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. Ready, begin. 74

Administration Directions cont’d. 8. Start your stopwatch after you say, Begin. 9. Use reminders as needed. 10. At the end of 3 minutes say Stop. Put your pencil down. 11. Collect all of the Daze worksheets. 75

Score and Scoring Rules The student receives 1 point for each correct word. • A response is correct if the student circled or otherwise marked the correct word. • Put a slash ( / ) through any incorrect responses. Incorrect responses include errors, boxes with more than one answer marked, and items left blank (if they occur before the last item the student attempted within the 3 -minute time limit). Items left blank because the student could not get to them before time ran out do not need to be slashed and do not count as incorrect responses. • If there are erasure marks, scratched out words, or any other extraneous markings, but the student’s final response is obvious, score the item based on that response. 76

Daze Review • When do you start the timer? After you say Begin • When do you stop the timer? After 3 minutes • How do you score a correct response? Leave it circled • How do you score an incorrect response? Put a slash (/) through the word • What is the final score? The Adjusted Score, which is the number of correct responses – (the number of incorrect responses divided by 2) 77

Final Score: Cover Sheet • Record the number of correct responses. • Record the number of incorrect responses. 48 13 • The DIBELS Data Management System will compute the adjusted score. 42 78

Daze Summary Start timer after you say Begin Correct Incorrect Slash (1 point for each correctly circled word) • Circles the correct word (0 points) • Circles the incorrect word • Circles multiple words • No response • Response is unclear Timing: Continuous for 3 minutes Reminders: Remember to circle the word in each box that makes the most sense in the story. Remember to read the story silently. Just do your best. 79

Thank You 80