Overview
1
DIBELS®
Dynamic Indicators of Basic Early
Literacy Skills
Dr. Roland Good
Dr. Ruth Kaminski
University of Oregon
2
mCLASS:Reading 3D
Assessment
Measurement Tool
Reliable
Easy
Repeatable
Sensitive to Growth and Change
3
Fundamentals
The mCLASS:Reading 3D assessment consists of eight literacy measures.
Seven DIBELS measures ISF
LNF
PSF
NWF
ORF & RTF
WUF
+
One measure of reading fluency
TRC
=
A balanced approach to reading assessment
4
mCLASS:Reading 3D and the Big Ideas
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
DIBELS
TRC
mCLASS:Reading 3D
5
Learning Trajectory
Oral Reading Fluency, Jake, Grade 2
What can you understand from the Benchmark data on this graph?
6
Learning Trajectory
Oral Reading Fluency, Jake, Grade 2
7
Learning Trajectory
Oral Reading Fluency, Jake, Grade 2
8
Learning Trajectory
Oral Reading Fluency, Jake, Grade 2
9
Making It Real
There is a Jake in every classroom, in every school.
1. Who is your Jake? _____________
2. What instructional changes did you make when your Jake was
not progressing?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
10
Learning Trajectory
Low and Middle Readers
Grades 1–6
Grade 1
Cohort
Grade 2
Cohort
Grade 3
Cohort
Grade 4
Cohort
Grade 5
Cohort
Middle
10%
Low 10%
0
1
2
3
4
5
6
Grade
11
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
The ability to hear, identify, and manipulate individual sounds
(phonemes) in spoken words
12
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
The systematic and predictable relationships between written
letters and spoken sounds
13
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
The ability to read a text accurately and quickly with automaticity
14
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
The cognitive process involving the intentional interaction between
reader and text to convey meaning
15
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
The ability to understand and use words to acquire and convey
meaning
16
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
ISF
PSF
Initial Sound Fluency
ISF
Phoneme Segmentation Fluency
PSF
17
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
ISF
NWF
PSF
Accuracy
and
Fluency
Comprehension
Vocabulary
Nonsense Word Fluency
NWF
18
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
ISF
NWF
ORF
PSF
Comprehension
Vocabulary
Oral Reading Fluency
ORF
19
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
ISF
NWF
ORF
ORF &
RTF
PSF
Vocabulary
Oral Reading Fluency
ORF
Retell Fluency
RTF
20
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
ISF
NWF
ORF
ORF &
RTF
WUF
PSF
Word Use Fluency
WUF
21
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
ISF
NWF
ORF
ORF &
RTF
WUF
TRC
TRC
PSF
TRC
Text Reading and Comprehension
(TRC)
22
The Big Ideas in Beginning Reading
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
ISF
NWF
ORF
ORF &
RTF
WUF
TRC
TRC
TRC
PSF
Letter Naming Fluency
LNF
(a reliable indicator of risk)
23
mCLASS:Reading 3D System
Handheld
Web Reports
https://www.mclasshome.com
24
mCLASS:Reading 3D System
Streamlined
Accurate
Immediate Data
25
mCLASS:Reading 3D System
Benchmark
 All students, Kindergarten through Grade 3

Multiple measures

Three times a year

Identifies need for Progress Monitoring
Progress Monitoring

Primarily high- and some-risk students

Assessed every two to four weeks
26
mCLASS:Reading 3D Helps Teachers
Create reading
groups
Make effective
decisions to
meet learning
objectives
Monitor student
progress
Inform instruction to meet individual needs
27
Check for Understanding
mCLASS:Reading 3D Vocabulary Activity
 There are eight mCLASS:Reading 3D measures and five Big Ideas.
 Draw a line from each measure to the correct Big Idea.
 Some of the Big Ideas are valid for more than one measure.
28
Check for Understanding
Phonemic Awareness
The ability to hear, identify, and manipulate
individual phonemes in spoken words
Alphabetic Principle
The systemic and predictable relationship between
written letters and spoken sounds
Fluency
The ability to read a text accurately and quickly
Comprehension
The process of discerning meaning from spoken
language and/or print
ISF (Initial Sound Fluency)
LNF (Letter Naming Fluency)*
WUF (Word Use Fluency)
NWF (Nonsense Word Fluency)
PSF (Phoneme Segmentation Fluency)
ORF (Oral Reading Fluency)
RTF (Retell Fluency)
Vocabulary
Understanding the words we must know to
communicate effectively
TRC (Text Reading and Comprehension)
*LNF is assessed by DIBELS and is an accurate predictor of risk, but it is not linked to one of the Big Ideas in
Beginning Reading.
29
Assessment Calendar
Grade
ISF
LNF
PSF
NWF
ORF and
RTF
WUF
TRC
K (BOY)
K (MOY)
K (EOY)
1 (BOY)
1 (MOY)
1 (EOY)
2 (BOY)
2 (MOY)
2 (EOY)
3 (BOY)
3 (MOY)
3 (EOY)
30
Check for Understanding
Confidence List
Check every item about which you feel confident.
___ Measure initials
___ Measure names
___ How to find assessments by time of year and grade level
___ Key goals for each grade level
___ The Big Ideas in Beginning Reading
31
Agenda
Wrap-Up and Support
Book Management
Web Reports
Progress Monitoring
Assessment Measures
mCLASS:Reading 3D Basics
Introduction and Overview
32
Home Screen
Date & Time
Start
33
Class List
Choose a class.
Student List
Available measures
34
Measure Status Class List
Measure yet to be administered.
TRC measure is complete.
mCLASS:DIBELS measures
are complete.
Assessment has been paused.
35
Sorting
You can sort by last name, DIBELS®
Instructional Recommendation, or
Reading Level.
36
DIBELS Measure Selection
37
TRC Measure Selection
38
Student Menu: Benchmark
Benchmark Assessment
Progress Monitoring
Assessment
Diagnostic Interview
(coming soon)
Learning Activities
39
Cumulative Results Screen
All mCLASS:DIBELS and TRC scores appear on the Student menu.
40
Information Screen
Home
Information
Tap Proceed to
begin measure.
41
Mr. Say and Timers
Digital Timer
Mr. Say
Response Timer
The yellow Warning
screen flashes when 5
seconds remain in the
administration of the
measure.
42
DIBELS Results Screen: Score
Score
Risk Level
43
DIBELS Results Screen: Observe
Web report
x
44
DIBELS Results Screen: Act
1. Tap
Recommended
(or Optional) to
choose activities.
2. Select an activity.
3. Indicate mastery.
45
DIBELS Results Screen: Note
Web report
46
DIBELS Results Screen: Motivation
Web report
47
DIBELS Results Screen: Probe
Invalidating After Assessment
Invalidating During Assessment
48
TRC Results Screen
Invalidate
Continue or Pause
Record Motivation
and Notes
49
Approved Accommodations
50
Fluency
DIBELS measures are fluency based.
Score is the number of items answered
correctly per minute.
Timing is essential to determine fluency.
Fluency is an indicator of reading success!
51
Agenda
Wrap-Up and Support
Book Management
Web Reports
Progress Monitoring
Assessment Measures
mCLASS:Reading 3D Basics
Introduction and Overview
52
Initial Sound Fluency (ISF)
The ability to recognize beginning sounds
53
ISF Demo



Timing Features

Starting timer

Response timer
Marking

Correct

Incorrect
Observe

List of correct initial sounds
54
ISF Quick Reference
Correct
Incorrect

Correct initial sound(s)

Incorrect initial sound(s)

Names picture instead of
pointing

5-second hesitation

Renames picture with
incorrect initial sound(s)
(e.g., “bug” for “fly”)

Repeats word

Provides letter name

Schwa sound (e.g., /u/)

Articulation and/or dialect
issues

Renames picture with same
initial sound (e.g., “bug” for
“beetle”)
55
ISF Check for Understanding
True or False
1. Listen to the statement.
2. Label two sticky notes.
 Mark one T for true.
 Mark one F for false.
3. Show the sticky note that reflects your answer choice.
56
ISF Check for Understanding
1. After a five-second hesitation, tell the child the answer, then tap X/5 Secs.
FALSE
2. If you make an error that renders the ISF probe incorrect, you can
immediately stop the assessment.
TRUE
3. If the student answers the first five questions incorrectly, follow the
discontinue prompt on the handheld.
TRUE
4. If the student hesitates for five seconds, tap Stop, then tap
X/5 Secs.
TRUE
57
ISF Group Practice
Tap the following, then proceed to the
Directions screen.
1. Benchmark
2. Demo Class
3. Aard, Richard_K
4. Measure: ISF
58
ISF: Points to Remember
ISF measures not how well a student remembers pictures
but identifies initial sounds.
What a student says overrides any picture identification.
Proper manipulation of student materials takes practice.
______________________________________________________
______________________________________________________
59
Phoneme Segmentation Fluency (PSF)
The ability to segment two- to four- phoneme words
into individual phonemes
60
PSF Demo

Timing Features

Starting timer

Response timer

Warning screen

Marking


Marking boxes

Correct

Incorrect

Blended letter sounds
Observe

Location of score

Location of next word
61
PSF Quick Reference
Student Response
Correct Scoring
Scoring Rule
(trick) “/t/ /r/ /i/ /k/”
/t/ /r/ /i/ /k/
complete, correct segmentation
(trick) “/t/ /r/ /i/ /k/ /s/”
/t/ /r/ /i/ /k/
Insertion/addition
(trick) “/t/ /r/ i/ /ks/”
/t/ /r/ /i/ /k/
segment mispronunciation
(rest) “/r/ /e/ /th/ /t/”
/r/ /e/ /s/ /t/
articulation/dialect
(cat) “/k/ /at/”
/k/ /a/ /t/
incomplete segmentation
(cat) “/ka/ /a/ /at/”
/k/ /a/ /t/
overlapping segmentation
(cat) “/k/ /t/”
/k/ /a/ /t/
omission
62
PSF Check for Understanding
Scoring Correct and Incorrect Sound Segments
1. Label two sticky notes.
 Mark one with the letter A.
 Mark one with the letter B.
2. Decide which screen shows the correct scoring.
3. Hold up A or B to indicate your choice.
63
PSF Check for Understanding
/ri/ /ch/
A.
B.
/pa/ /a/ /ast/
A.
B.
64
PSF Check for Understanding
/s/ /n/ /ie/ /l/
A.
B.
/arm/ /z/
A.
B.
65
PSF Group Practice
Tap the following, then proceed to the
Directions screen:
1. Benchmark
2. Demo Class
3. Karen_1, Aashdown
4. Measure: PSF
66
PSF: Points to Remember
Underline everything that the student says to create a precise
visual record.
If a phoneme is produced incorrectly, underline the phoneme,
then tap it to indicate there was an error.
Say the next word as soon as the student has responded.
Score an omission by leaving it blank.
Score a 3-second hesitation as incorrect.
67
Letter Naming Fluency (LNF)
The ability to recognize and name letters of the alphabet
fluently and with automaticity
68
LNF Demo



Timing features

Starting timer

Response timer

Warning screen
Marking

Correct

Incorrect

Skipped rows
Observe

Placing bracket
69
LNF Quick Reference
Correct
Incorrect

Correct letter

Incorrect letter

Articulation and/or
dialect issues

3-second hesitation

Omission

Similarly shaped font
(e.g., uppercase “I” and
lowercase “L”)
70
LNF Group Practice
Tap the following, then proceed to the
Directions screen:
1. Benchmark
2. Demo Class
3. Ann_K, Aareson
4. Measure: LNF
71
LNF: Points to Remember
LNF is not one of the Big Ideas in Beginning Reading, but it
is a reliable indicator of risk.
There are no Progress Monitoring forms for LNF.
The EOY benchmark goal for kindergarten is 40 lpm.
_____________________________________________________
_____________________________________________________
72
Nonsense Word Fluency (NWF)
The ability to identify and blend letter sounds
73
A Word from Dr. Ruth Kaminski
74
NWF Demo


Timing features

Starting timer

Response timer

Warning screen
Marking

Correct

Incorrect

Blended letter sounds

Skipped row
75
NWF Check for Understanding
Pop Quiz
1. For each question, select the letter that represents your answer.
2. You have one minute.
76
NWF Check for Understanding
1. Which mark is correct if the student says “/b/ /u/ /z/” for “duz”?
a. d u z
b. d u z
c. duz
d. bud
2. Which mark is correct if the student says “zud” for “duz”?
a. d u z
b. d u z
c. duz
d. z u d
3. Tap the _____ at the bottom of the screen to see the next set of five words.
a. Mr. Say b. beads c. letter
d. number
4. What does the assessor say when the student provides letter sounds, but
then hesitates 3 seconds?
a. “What word?” b. “What?” c. “What letter?” d. “What sound?”
4. If a student misses the first five words in a row, _____________.
a. invalidate
b. pause
c. continue
d. discontinue
77
NWF Group Practice
Tap the following, then proceed to the
Directions screen.
1. Benchmark
2. Demo Class
3. Karen_1, Aashdown
4. Measure: NWF
78
NWF: Points to Remember
Scores sound-by-sound, blended-sound, and whole-word
responses.
Assesses the Alphabetic Principle.
Allows out-of-order sounds to be counted as correct, if student
points to the letter and is reading sound by sound.
_______________________________________________________
_______________________________________________________
79
Oral Reading and Retell Fluency
ORF: To accurately and fluently read
grade-level connected text
RTF: Comprehension of passage
80
ORF and RTF Demo



Timing features

Starting timer

Response timer

Warning screen
Marking

Marking sections

Correct

Incorrect

Skipped row
Observe

Location of score

Invalidating words
81
RTF Quick Reference
Correct
Incorrect

Contractions

Exclamations

Minor repetitions

Songs and recitations

Minor irrelevancies


Minor inaccuracies
Rote repetition of words or
phrases

Stories or irrelevancies that
are off track

Repeating the retell
82
RTF Score Interpretation
Retell ≥ 26% of ORF Score = Reading Proficiency
Retell ≤ 25% of ORF Score = Intervention Needed
Example
ORF 60 wpm
Expected to retell at least 15 words
83
After the Assessment
ORF and RTF median scores are not necessarily from the same passage.
The median
ORF score is
assigned to
the student.
The median
RTF score is
assigned to
the student.
84
ORF Check for Understanding
3-second hesitation
Repeated words
Mispronounced words
Correct
Incorrect word order
Articulation and/or
dialect issues
Incorrect
Omitted words
Numerals and abbreviations as
pronounced in conversation
85
ORF Group Practice
Tap the following, then proceed to the
Directions screen:
1. Benchmark
2. Demo Class
3. Robert_2, Aastley
4. Measure: ORF
5. One Passage, No Retell
86
ORF: Points to Remember
Additions and insertions affect fluency rate.
Three leveled passages provide multiple opportunities to
increase validity of results.
Numerals and abbreviations are correct if read as pronounced
in conversation.
_______________________________________________________
_______________________________________________________
87
RTF: Points to Remember
Remove the ORF student materials before starting RTF.
Do not try to count the words in your head as the student says
them.
The details of the story must be committed to assessor’s
memory.
_______________________________________________________
_______________________________________________________
88
Word Use Fluency (WUF)
Assesses vocabulary knowledge and expressive language
89
WUF Demo



Timing Features

Starting timer

Response timer

Warning screen
Marking

Marking sections

Correct

Incorrect
Observe

Location of score

Retracting words
90
WUF Quick Reference
Count

Contractions as a
single word
Do Not Count

Exclamations and fillers

Songs or recitations

Rote repetition of words or phrases

False starts within a correct use
Correct
Incorrect

Correct use

Incorrect use

Homophones and synonyms

Repeating the word

Correct definitions

No response

Changing tense, number, or
parts of speech

“I don’t know”

Phrase or expression
91
WUF Check for Understanding
Confidence List
On a scale of 1–4, how comfortable are you with the following:
1. Scoring/marking a correct or incorrect response
____
2. Invalidating a measure during or after the assessment
____
3. Scoring/marking a rambling or repetitive response
____
4. Reviewing the probe after the measure is complete
____
5. Moving a student along after a 5-second hesitation
____
6. Scoring exclamations, songs, repetitions, and false starts
____
Total score: ____
92
WUF Group Practice
Tap the following, then proceed to the
Directions screen:
1. Benchmark
2. Demo Class
3. Aastly_2, Robert
4. Measure: WUF
93
WUF: Points to Remember
The measure assesses vocabulary knowledge and
expressive language.
WUF does not have established Benchmark goals.
Drag stylus across vertical lines to score words.
Record 5-second hesitations as incorrect.
Deliver the 5-second prompt as many times as needed.
94
DIBELS Reflection
1. What questions do you have?
2. A-ha! Write your A-ha moment on a sticky
note, then attach it to the chart.
3. Jake is in Grade 3. His BOY median ORF score is 45 wpm. His BOY
median RTF score is 9. What might you do?
______________________________________________________
______________________________________________________
______________________________________________________
95