Warm Up Activity

Introduction 1

Give One – Get One◦ On an index card or half sheet of paper, write 2

things you hope are improvements made on the DIBELS Next

◦ In 2 minutes, speak to 2 different people – share your ideas and listen to theirs – add one of their ideas to your list, if you agree

Warm Up Activity

DIBELS Next Transition

Training presented by:ELA Cadre, Literacy Coaches, and Building Level Trainers

August 2011

Introduction 3

Review DIBELS Next Assessments ◦ What’s the same?◦ What’s new?

Model / practice opportunities

Objectives

Introduction 4

Basic Early Literacy Skill DIBELS Indicator

Phonemic Awareness First Sound Fluency (FSF)*Phoneme Segmentation Fluency (PSF)

Alphabetic Principle and Basic Phonics

Nonsense Word Fluency• Correct Letter Sounds (CLS)• Whole Words Read (WWR)*

Advanced Phonics and Word Attack Skills

DIBELS Oral Reading Fluency (DORF)• Accuracy*

DIBELS Next Measures

Introduction 5

Basic Early Literacy Skill DIBELS Indicator

Accurate and Fluent Reading of Connected Text

DIBELS Oral Reading Fluency (DORF)• Correct Words per Minute• Accuracy*

Reading Comprehension DAZE*DIBELS Oral Reading Fluency (DORF)• Correct Words per Minute• Retell Total / Quality of

Response

DIBELS Next Measures

Introduction 6

https://dibels.org/next/downloads/DIBELSNext_Benchmark_GK_Student.pdf

https://dibels.org/next/downloads/DIBELSNext_Benchmark_G1_Student.pdf





Student Materials













Introduction 7

https://dibels.org/next/downloads/DIBELSNext_Benchmark_GK_Scoring.pdf

https://dibels.org/next/downloads/DIBELSNext_Benchmark_G1_Scoring.pdf





Assessor / Scoring Materials













Introduction 8

Legal size paper – more room for scoring and prompts

Response patterns included – link assessment to instruction

Directions included each time*◦ Reminders◦ Scoring prompts

*Included on downloadable assessor materials only

Assessor Materials Improved

Introduction 9

Measures are standardized◦ Directions must be read verbatim◦ Measures are timed – must be accurate

No penalty for articulation or dialect (also schwa added on PA or Phonics tasks)

Discontinue rules provided Note consistent patterns in performance DIBELS approved accommodations list (see

guidelines – administer with standardized procedures first, then repeat with accommodations)

General Guidelines – same as DIBELS

Introduction 10

Grade BOY MOY EOY Change from 6th edition

K 3 minutes 6.5 minutes 5 minutes -1.5 minutes

1 5 minutes 9 minutes 9 minutes -1.5 minutes

2 9 minutes 7 minutes 7 minutes + 3 minutes

3 - 5 11 minutes 11 minutes 11 minutes + 4 minutes if Daze is group administered

Time Needed to Benchmark a Student

Note: 6th edition times did not include RTF. In Red Clay, RTF was required, so there is really NO change in time needed at Grade 2.

The only change in time for Grades 3-5 is the time needed for group administration of Daze.

Introduction 11

Research foundations Guidelines for administration & scoring Model scoring pages Materials to practice administration &

scoring◦ practice scoring sheets◦ answer keys◦ accuracy checklists

Resources for interpreting data and implementing DIBELS Next

Assessment Manualhttps://dibels.org/next/downloads/DIBELSNext_AssessmentManual.pdf

https://dibels.org/next/downloads/DIBELSNext_AssessmentManual.pdf

Kindergarten, Grades 1 and 2 12

Nonsense Word Fluency (NWF)What’s New?


Nonsense Word Fluency (NWF)What’s New?


Nonsense Word Fluency (NWF)


Whole Words Read (WWR)◦ This is the number of words read correctly as

whole words.◦ “The word, the whole word, and nothing but

the word”◦ Do NOT award points for WWR if the student

repeats the word, first sounds out the word, says the initial sound and then the word, etc.

◦ Self-correct rule does not apply to WWR score

The New Score for NWF


If a student automatically reads dif as the whole word, “dif”◦ Use one continuous line under the whole word (dif

)◦ Award 3 points for CLS score◦ Award 1 WWR point

If the student reads dif as “/d/ /i/ /f/ dif”◦ Use a line under each sound◦ Draw a continuous line under the whole word◦ Award 3 points for CLS score◦ No points for WWR d i f

Scoring WWR


Let’s get familiar with the directions and practice item (kindergarten scoring booklet page 14)

Scoring examples are on pages70 – 77 of the assessment manual◦ https://dibels.org/next/downloads/DIBELSNext_Ass

essmentManual.pdf

NWF Practice




Student Behavior Reminder

These reminders may each be used only once.

Does not go left to right Go this way.

Says letter names Say the sounds, not the letter names.

Reads the word first, then says letter sounds

Just read the whole word.

Says all letter sounds correctly in the first row, but makes no attempt to blend or recode

Try to read the words as whole words.

NWF Reminders


Student Behavior Reminder

These reminders may be used as often as needed.

Hesitates 3 seconds on an item Give the sound or word, score as incorrect, if necessary point to the next word and say, “Keep going.”

Stops reading (not a hesitation on a specific item)

Keep going.

Loses her/his place while reading (Point to the next item)

NWF Reminders


NWF Recommendations During testing

◦ Mark responses by underlining exactly as student responds

Immediately after finishing the measure◦ Make a note about any patterns in the student’s

responses At a later time

◦ Compute students’ final scores for the measure◦ Computing scores while the student is waiting will

increase testing time and may result in student boredom and fatigue.


Correct(Underline letters or word)

Incorrect(Slash letter)

Incorrect(Leave blank)

• Says correct sound for letter (CLS)

• Correctly blends letter sounds (CLS)

• Reads word correctly without sounding out (WWR)

• Says incorrect sound for letter

• Incorrectly blends letter sounds

• Reads word incorrectly

• Hesitates for 3 seconds on letter or word

• Adds sound• Omits sound

NWF Summary

Grades 1 - 5 22

Retell Fluency is no longer optional (Red Clay always required RTF)

New directions New passages

◦ Field tested◦ Empirically leveled

Accuracy Score Early reader font for grades 1 & 2

DIBELS Oral Reading Fluency (DORF)What’s New?

Grades 1 - 5 23

DIBELS Oral Reading Fluency (DORF)

(Times given are Per passage)

Grades 1 - 5 24

Do not read the title to the student If a student chooses to read the title

◦ Do not start the stopwatch until he/she reads the first word of the passage

◦ Do not correct errors the student makes in reading the title

◦ If student asks for help or struggles with a word in the title for 3 seconds, say the word

DORF Passage Titles

Grades 1 - 5 25

Maximum time = 3 seconds per word Say the word, mark it as incorrect. If necessary, point to the next word and say,

“Keep going.”

If student stops reading (not a hesitation on a specific item)- say, “Keep going.”

Wait Rule/Reminder

Grades 1 - 5 26

Correct(leave blank)

Incorrect(slash / )

Incorrect(leave blank)

• Reads correct word; pronounces correctly in context

• Mispronunciation is due to dialect, articulation or ESL

• Reads incorrect word• Sounds out word, but

doesn’t read as a whole word

• Reads correct word out of order

• Omits word• Hesitates 3 seconds• Reads numerals or

abbreviations NOT as the word would be pronounced in speaking (“M–R” for Mr.)

• Repeats word• Adds word

DORF Passage Scoring Summary

Grades 1 - 5 27

Proper nouns are correct if read with any reasonable phonetic pronunciation.

Hyphenated words count as two words if each part can stand alone.

If a student reads a word incorrectly multiple times, it is counted as an error each time.

Contractions should be read as they appear – not as separate words

Any skipped word (each word in a skipped row) counts as an error – this will affect the accuracy score.

DORF Scoring Reminders

Grades 1 - 5 28

If student stops or hesitates for 3 seconds, use one of the following prompts:

If the student says nothing, provides a very limited response, or provides an off-track response: Tell me as much as you can about the story.

Otherwise, say: Can you tell me anything more about the story?

The next time the student hesitates or gets off track for 5 seconds, say, “Thank you,” and discontinue the task.

Retelling (RTF) Reminders(each reminder may be used once)

Grades 1 - 5 29

Words counted as correct Words not counted as correct

• Words / utterances that are about what the student read

• Words, phrases, sentences that are unrelated to the passage • Utterances that are about

a student’s personal experiences (“I wish I had a goldfish.”)

• Statements about the passage that are false (“Goldfish are a lot of work.)

• Fillers and false starts (um, like, you know)

• Repetitions of words and phrases

• Songs or recitations• “I don’t know”

DORF Retell Scoring Summary

Grades 1 - 5 30

Rating Description

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.

New Retelling (RTF) Score – Quality of Response Rubric

Grades 1 - 5 31

See pages 90 – 97 in the assessment manual


DORF Retelling (RTF) Scoring Examples



Grades 1 - 5 32

Immediately after testing: Record “Total Words Read” Record the number of errors (including

skipped words) Calculate the “Words Correct” Record the “Quality of Response” score for

the retelling

DORF with RetellingScoring Recommendations

Grades 1 - 5 33

At a later time (shortly after the testing when you are no longer with the student) compute the student’s final DORF scores: Median DORF (Words Correct per Minute)

score Median RTF (retelling score) Median Quality of Response score

Computing scores while the student is waiting will increase testing time and may result in student boredom or fatigue.

DORF with RetellingRecommendations

Conclusion 34

What are the changes at your grade level? What do you need to practice before

administering DIBELS Next? How will you practice?

Think-Pair-Share

Conclusion 35

Most of DIBELS Next is familiar if you’ve used DIBELS before

Some new measures (FSF in kindergarten, Daze in grades 3-5)

PSF administered only through beginning grade 1

Some new scores ◦ WWR (Nonsense Word Fluency)◦ Accuracy Score (Oral Reading Fluency)◦ Composite Score◦ Retell Quality

To Summarize the Changes…

Conclusion 36

Improvements have been made to existing measures:◦ Student materials◦ Scoring materials◦ Instructions◦ Items stratified◦ New practice items◦ New passages

Summary Continued

Conclusion 37

Examples and practice pages are in the administration manual

Resources are available on the DIBELS Next website: https://dibels.org/next/index.php

Ask those who attended the DIBELS Next Transition training in June and on August 15◦ Literacy coaches◦ ELA cadre (Karen Walsh, Laura Thompson)◦ Reading specialists

Practice with a partner at your school

Practice & Support

https://dibels.org/next/index.php

Conclusion 38

3 Three improvements made to DIBELS Next

2 Two things from DIBELS 6th edition you’re glad haven’t changed

1 One part of the DIBELS Next you need to practice before administering to students

Exit Ticket

Conclusion 39

Thank you for participating. Remember we are here to support you. Have a great year!

Thank you!

Documents

Warm Up Activity