DIBELS Refresher
Denise Fields
October 13, 2014
Learning Intentions
• Review DIBELS Next Assessment
Administration
• Prepare an action plan for literacy
• Locate RtI resources for literacy
interventions
®
Success Criteria
• Compare and contrast DIBELS measures
• Devise an action plan to get school staff
trained
• Participants can confidently locate RtI
resources for literacy interventions
RtI Process
The goal is
academic
and
behavioral
success for
all students
Why DIBELS?
We CAN change outcomes for students.
DIBELS Next is one part of a system.
DIBELS Next is an indicator.
Guides us to teach the Basic Early Literacy
Skills explicitly and thoroughly.
Monitor progress frequently and efficiently.
®
®
Basic Early Literacy Skills
•
•
•
•
•
Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension
Focus on specific literacy skills can
improve a child’s ability to read.
Think, Pair Share
• Think – do not use resources to check answers
• Pair – share with partner or table colleagues,
use resources available
• Share – one person from each table share out
First Sound
Fluency
(FSF)
Phoneme
Segmentation
Fluency
(PSF)
DIBELS oral
reading Fluency
(DORF)
DAZE
Nonsense Word
Fluency
(NWF)
Venn Diagram Activity
•
•
•
•
•
Basic early literacy skill assessed
Administration directions
Scoring and rules
Reminders
Materials needed
First Sound
Fluency
(FSF)
Phoneme
Segmentation
Fluency
(PSF)
DIBELS oral
reading Fluency
(DORF)
DAZE
Nonsense Word
Fluency
(NWF)
First Sound Fluency
FSF
FSF
– Add the total number of
correct responses in each
column of the score sheet
(2-point and 1-point
responses).
– Multiply the number of
responses from the 2-point
column by two and record
that number in the space
provided.
– Add the number of points
from both columns to arrive
at the final score.
5
10
4
16
14
Goal Setting using DIBELS:
Research-based minimum rates of progress taken from the DIBELS
Next Benchmark Goals:
DAZE: Goal is set at Mastery for student’s grade level
First-Grade DORF: about 2 words correct per week
Second – to Fifth- grade DORF: about 1 word correct per week
Sixth-Grade DORF: about ½ word correct per week
Nonsense Word Fluency (NWF): about 1 correct letter sound per
week
Phoneme Segmentation Fluency (PSF): 1 – 1.5 correct sound
segments per week
First Sound Fluency (FSF): about 1 initial sound correct per week
Students receiving an intervention will need to have goals larger
than these minimum rates, therefore we will double these rates
for their goal.
When setting intervention target
(or goal), you should double the
minimum rates listed above,
multiply by the number of
intervention weeks, and add
that number to your baseline.
Taken from: Phase 2 DIBELS Next Data Interpretation Workshop
Phoneme Segmentation Fluency
Basic Early
Phonemic Awareness
Literacy Skill
Administration
1 minute
Time
Administration
Middle of kindergarten to beginning of first grade
Schedule
Score
Number of correct sound segments the student says in 1
minute
Wait Rule No response within 3 seconds, say the next word
Discontinue Rule Zero correct sound segments in the first five words
PSF
– Add number of correct sound
segments for each line (up to
bracket). Record total for each
line in space provided in righthand column of scoring page.
– Add number of correct sound
segments from each line.
Record total number of
correct sound segments in
space provided in lower righthand corner of scoring page.
8
]
6
14
Page 50 - 54
Nonsense Word Fluency
NWF
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 or inserted letter sounds or words.
When a student is reading sound-by-sound, leave blank any
inserted letter sounds. When the student is reading word-byword, slash the underline to indicate any inserted letter sounds.
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 as correct. Credit is only given for WWR
when the student reads the whole word completely and
correctly the first time.
5
Draw a line through any row the student skips. Do not count
the row when scoring.
• 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.
– Add number of Correct
Letter Sounds (CLS) and
Whole Words Read (WWR)
for each line (up to
bracket). Record total for
each line in space provided
in right-hand column of
scoring page.
– Add number of correct CLS
and WWR from each line.
Record total number of
CLS and WWR in space
provided in lower righthand corner of scoring
page.
NWF
sc
]
12
1
13
1
10
0
35
2
DIBELS Oral Reading Fluency
DORF
Do not read the title.
Start the stopwatch when he or she
reads the first word of the passage.
If students does not know a word or
struggles for 3 seconds, say the
word.
Do not correct any errors student
makes while reading title.
• Follow along in the scoring booklet.
• Leave blank any words read correctly. Put a slash ( / )
through errors (including skipped words).
• At the end of 1 minute, place a bracket ( ] ) in the text
after the last word provided by the student.
• Proceed to Retell when the minute is up.
• Say Stop and remove the passage.
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.
– Add the total number of
words read up to the
bracket.
– Record the total number
of errors.
– Subtract the errors from
the total and record the
words read correctly in
the space provided on
the scoring page.
34
3
31
]
• 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.
Student
Response
How to
score
The story is about a girl who has a goldfish and she really likes it.
0 1 2
3
26
28
27
4
5
29
6
7
30
31
8
9
32
10
33
11
34
12
35
13
36
14
37
15
38
16
39
17
40
18
41
19
42
20 21
43
44
22
23
24
25
45
46
47
48
Retell Total:
Student
Response
How to
score
15
Goldfish. And pets.
0 1 2
3
26
28
27
4
5
29
6
7
30
31
8
9
32
10
33
11
34
12
35
13
36
14
37
15
38
16
39
17
40
18
41
19
42
20 21
43
44
22
23
24
25
45
46
47
48
Retell Total:
3
Daze
My friend, Tyronne, goes to a different school than I do, even
though he lives in my neighborhood. At his school, there are some
programs
still
languages
provided
handed
in different languages. One of those languages
why
learn
is called American Sign Language and I want to set
quietly
more about it.
My friend, Tyronne, goes to a different school than I do, even
though he lives in my neighborhood. At his school, there are some
programs
still
languages
provided
handed
in different languages. One of those languages
why
learn
is called American Sign Language and I want to set
quietly
more about it.
• Format:
• Group or individually administered measure.
• Assessor asks students to read a passage and
circle the word that makes the most sense in the
story.
• Score:
• Number of correct responses, adjusted for
guessing.
Daze Adjusted Score = number correct – (number incorrect ÷ 2)
Survey Level Assessment
Tool
6th Grade
DAZE
5th Grade
DAZE
4th Grade
DAZE
3rd Grade
DAZE
6th Grade
DORF
5th Grade
DORF
4th Grade
DORF
3rd Grade
DORF
Score
Range
Mastery 21+
Instructional 15-20
Frustration 0-14
Mastery 24+
Instructional 18-23
Frustration 0-17
Mastery 24+
Instructional 20-23
Frustration 0-19
Mastery 19+
Instructional 14-18
Frustration 0-13
DORF
RETELL
Mastery 120
Mastery 32+
Instructional 95-119
Instructional 24-31
Frustration 0-94
Frustration 0-23
DORF
RETELL
Mastery 130+
Mastery 36+
Instructional 105- 129 Instructional 25-35
Frustration 0-104
Frustration 0-24
DORF
RETELL
Mastery 115+
Mastery 33+
Instructional 95- 114
Instructional 24-32
Frustration 0- 94
Frustration 0-23
DORF
RETELL
Mastery 100+
Mastery 30+
Instructional 80-99
Instructional 20-29
Frustration 0-79
Frustration 0-19
Area of Concern
Exceed Template
Comprehension
Monitoring
Comprehension
Comprehension
Monitoring
Comprehension
Comprehension
Monitoring
Comprehension
Comprehension
Monitoring
Comprehension
Advanced Phonics
Fluency
RETELL: Comprehension
Fluency Rate
Advanced Phonics
Fluency
RETELL: Comprehension
Fluency Rate
Advanced Phonics
Fluency
RETELL: Comprehension
Fluency Rate
Advanced Phonics
Fluency
RETELL: Comprehension
Fluency Rate
2nd Grade
DORF
1st Grade
DORF
NWF
CLS
WWR
PSF
Frustration 0-19
FSF 11
Phonemic
Awareness
Early
Phonemic
Awareness
2nd Grade
DORF
1st Grade
DORF
NWF
CLS
WWR
PSF
FSF 22
Instructional 20-29
Phonemic
Awareness
Early
Phonemic
Awareness
2nd Grade
DORF
1st Grade
DORF
NWF
PSF
FSF
CLS
WWR
17
Frustration 0-24
21
Instructional 20-29
Phonemic
Awareness
Early
Phonemic
Awareness
3rd
Grade
DORF
2nd
Grade
DORF
42
1st
Grade
DORF
NWF
24
Frustration
0-64
Frustration
0-31
CLS WWR
20
0
Frustration
0-46
Frustration
0-5
PSF
42
Mastery 40+
Basic
Phonics
CLS:
Basic
Phonics
4th Grade
DAZE
3rd Grade
DAZE
12
Frustration 0-13
Monitoring
Comprehension Comprehension
6th Grade
DORF
5th Grade
DORF
4th Grade
DORF
3rd Grade
DORF
125
116
124
12
11
22
Mastery
115+
Frustration
0-23
Survey-Level Assessment using DIBELS Next:
Steps to Finding a Student’s Instructional
Level for Progress Monitoring
a. Using MAP scores you have reviewed the lowest performing 20% of the grade level and,
b. with additional information and data and determined which of these students need
intervention in English reading.
1.
To improve their skills and monitor growth, we need to find each identified student’s
instructional reading level.
Materials Needed:
a. Progress monitoring scoring and student materials at the 6-1st grade levels for Oral
Reading Fluency (DORF), Nonsense Word Fluency (NWF), Phonemic Segmentation Fluency
(PSF), and First Sound Fluency (FSF).
b. Survey-Level Assessment Worksheet labeled for each student.
c. Stop watch
1.
a. When starting with Oral Reading Fluency, begin by administering 3 Progress Monitoring
Probes at the student’s grade level.
-If the student, grade 3 and above, meets the current grade level DORF benchmarks for
accuracy and rate but comprehension skills are a concern, you may choose to use DAZE.
b. For students with pre-reading skills only, you may start the survey at NWF or PSF.
Survey-Level Assessment continued
Enter each probe score on the worksheet and compare to descriptor ranges
on the worksheet.
1. Repeat the process moving up/down the skill ladder, until you identify
the student’s instructional level as noted on the Survey Assessment
Worksheet.
1.
A student’s baseline is then set by selecting their median score of 3
probes administered at the identified instructional level
1. Select Intervention to target basic skills within this instructional
level (eg. letter sounds-basic phonics).
1. Progress Monitor at the student’s instructional level, as well (eg.
basic phonics-NWF).
1. Baseline score, target score and progress monitoring data points are
entered into EXCEED RtI per the planned schedule, and decisions
regarding progress are made using data.
How to progress monitor
Determine needs and select measures
Establish the baseline
Set a goal
Determine frequency of progress monitoring
Collect and document progress monitoring data
Analyze progress monitoring data
Decision making during
implementation- 3 point data rule
If the three data points are…
Then…
Above the goal-line and the target
score
increase the target, change to next
skill, or reduce support(fade to
Tier 1)
Above the goal-line but NOT at
target score yet
Continue implementation
Around the goal-line
Continue implementation
Continue implementation and
Both above and below the goal-line Keep collecting data until 3-point
rule can be applied
Below the goal-line
Dig deeper and/or make a
teaching change
Systematic
 Skills and concepts are taught in a planned, logically
progressive sequence.
 Lessons focus on clearly defined objectives that are stated
in terms of what students will do.
 Multiple practice activities are scheduled purposefully to
help students master and retain new skills.
 Students work on carefully designed tasks that give them
opportunities to apply what they have been taught.
 Assessments are designed and used in a timely fashion to
monitor skill acquisition as well as students’ ability to apply
new skills, to retain them over time and to use them
independently.
Tier 2 and 3 below
SLD?
School Psychologist
DIBELS Session
Date
Course/ Session
FSF/PSF
10/20
RTI204/0003
FSF/ PSF
10/22
RTI 204/0004
trainings
NWF and Data BasedAdditional
10/27
Decisions
RTI205/0003
NWF and Data Based
Decisions
10/29
RTI205/0004
DORF and DAZE
11/3
RTI206/0003
DORF and DAZE
11/5
RTI206/0004
DIBELS Needs Assessment Survey
I’ve never been
trained
DAZE
DORF
NWF
PSF
FSF
I’ve been trained, but
am not comfortable
administering on my
own
I’ve been trained
and have
administered in my
classroom
I’ve been trained
and could teach
someone else
Action Planning
DIBELS Module
FSF
First Sound Fluency
PSF
Phoneme
Segmentation
Fluency
NWF
Nonsense Word
Fluency
DORF
DIBELS Oral Reading
Fluency
DAZE
Survey Level
Assessment
EXCEED
Who Needs it
(all staff, grade level,
individual staffinclude names)
Means of training, support, etc
(all staff meeting, grade level meeting, one
on one, coach teacher with students, etc)
Timeline
Learning Intentions
• Review DIBELS Next Assessment
Administration
• Prepare an action plan for literacy
• Locate RtI resources for literacy
interventions
®
Success Criteria
• Compare and contrast DIBELS measures
• Devise an action plan to get school staff
trained
• Participants can confidently locate RtI
resources for literacy interventions
fieldsdm@milwaukee.k12.wi.us
Title
MPS Board of School Directors
Senior Team
Michael Bonds, Ph.D., President, District 3
Meagan Holman, Vice President, District 8
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Larry Miller, District 5
Tatiana Joseph, Ph.D., District 6
Claire Zautke, District 7
Terrence Falk, At-Large
Darienne B. Driver, Ed.D., Superintendent
Erbert Johnson, CPA, Chief of Staff
Tina Flood, Chief Academic Officer
Karen Jackson, Ph.D., Chief Human Capital Officer
Ruth Maegli, Acting Chief Innovation Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Sue Saller, Executive Coordinator, Superintendent’s Initiatives