Institute on Beginning Reading Day 2: Evaluating Performance: Schoolwide Assessment of Student Performance

Institute on Beginning Institute on Beginning ReadingReading

Day 2: Evaluating Performance:Day 2: Evaluating Performance:Schoolwide Assessment of Schoolwide Assessment of

Student PerformanceStudent Performance

Good, Harn, Kame'enui, Simmons, & Coyne © 2003 2

Content DevelopmentContent Development

Content developed by:Roland H. Good, Ph. D. Beth Harn, Ph. D.College of Education College of EducationUniversity of Oregon University of Oregon

Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of EducationUniversity of Oregon University of Oregon

Michael D. Coyne, Ph. D. University of Connecticut

Prepared by:Patrick Kennedy-Paine Katie TateUniversity of Oregon University of Oregon


AcknowledgmentsAcknowledgments

Oregon Department of Education

U.S. Department of Education, Office of

Special Education Programs

Bethel School District, Eugene, Oregon

Dr. Drew Braun, Dr. Carl Cole, Lori Smith, Rhonda

Wolter, Administrators, Staff, and Students

Dr. Sharon Vaughn, University of Texas at

Austin, Texas Center for Reading and Language

Arts


PermissionsPermissions

Some video clips are used with the

permission of Reading Rockets, a project

of Greater Washington Educational

Telecommunications Association (WETA).

More information is available at:

http://www.ReadingRockets.org/


CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Edward J.

Kame’enui or Dr. Deborah C. Simmons.

Selected slides were reproduced from

other sources and original references cited.


Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do

The objectives of today’s session are to:

1. Differentiate purposes of assessment.

2. Delineate how the DIBELS assessment system differs from

traditional assessment systems.

3. Use DIBELS to evaluate outcomes at the school, grade, class

and student level.

4. Administer and score DIBELS.

5. Interpret DIBELS results.

6. Develop a plan to use DIBELS quarterly with all students.

7. Evaluate the current assessment system in your school.


1. Goals: What outcomes do we want for our students in

our state, district, and schools?

2. Knowledge: What do we know and what guidance can

we gain from scientifically based reading research?

3. Progress Monitoring Assessment: How are we doing?

What is our current level of performance as a school?

As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to

reach our goals and outcomes?

5. Core Instruction: What are the critical components that

need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do

and what instructional adjustments need to be made?

Today’s Focus

Guiding QuestionsGuiding Questions


IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice

Schoolwide:

Each & All

Prevention Oriented

Scientifically

Based

Results Focused


Building an Effective Reading Program for Building an Effective Reading Program for All Students: Essential ComponentsAll Students: Essential Components

For Each Student

Instruction

GoalsAssessment

For All Students

Efficient Informative at the

School Class Individual Level


Answer the following questions based on what you learned

in Day 1.

1. By implementing scientifically-based instructional practices within

a prevention model, we will enable more students to be

________ .

2. The goal of schoolwide reading model is to:

a) Help schools build capacity and sustained use of scientifically based

practices specifically tailored to their school

b) Maximize the number of students being readers by the end of grade 3

c) Prevent individual children from experiencing reading frustration

improving instruction for all

d) All of the above

Start-Up Activity: Start-Up Activity: Reviewing Day 1Reviewing Day 1


Answer the following questions based on what you learned

in Day 1.

3. What is the primary assessment system we will use to evaluate

our school’s progress in meeting the early literacy and reading

needs of all children? _______________

4. One way of achieving our goals is to systematically pace our

instruction of the big ideas. We can determine when to introduce

and how to sequence key instructional objectives by using:

a) Lock-step following of the curricular program without linkage to student

learning

b) Curriculum maps

c) Our instincts

Start-Up Activity: Start-Up Activity: Reviewing Day 1 Reviewing Day 1








and student level.






Reading Assessment for Reading Assessment for Different PurposesDifferent Purposes

An effective, comprehensive reading program includes reading assessments for

four purposes: Outcome - Provides a bottom-line evaluation of the

effectiveness of the reading program in relation to

established performance levels.

Screening - Designed as a first step in identifying

children who may be at high risk for delayed

development or academic failure and in need of

further diagnosis of their need for special services or

additional reading instruction.


Reading Assessment for Reading Assessment for Different PurposesDifferent Purposes

An effective, comprehensive reading program includes reading assessments for

four purposes: Diagnosis - Helps teachers plan instruction by

providing in-depth information about students’ skills

and instructional needs.

Progress Monitoring - Determines through frequent

measurement if students are making adequate

progress or need more intervention to achieve grade-

level reading outcomes.


Role of AssessmentRole of Assessment

Role of Assessment:

Video of Dr. Edward

Kame’enui

Purpose of Timely

Assessment

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Role of AssessmentRole of Assessment

Role of Assessment: Video of Dr. Edward Kame’enui Purpose of Timely Assessment:

_____________________________________

How well do we want the lowest reader in each grade to read? 1st Grade: 40 wpm minimum, 60 wpm desirable 2nd Grade: 90 wpm 3rd Grade: 110 wpm

What is the significance of reading this well? _______________________________

Assessing the quality of our investment

Good indicator of comprehension


Outcome AssessmentOutcome Assessment

Purpose: To determine level of proficiency in

relation to norm or criterion.

When: Typically administered at end of year. Can

be administered pre/post to assess overall

growth.

Who: All students

Relation to instruction: Provides index of overall

efficacy but limited timely instructional

information.


Screening AssessmentScreening Assessment

Purpose: To determine children who are likely to

require additional instructional support (predictive

validity).

When: Early in the academic year or when new

students enter school.

Who: All students

Relation to instruction: Most valuable when used

to identify children who may need further

assessment or additional instructional support.


Diagnostic AssessmentDiagnostic Assessment

Purpose: To provide specific information on skills and strategy needs of individual students.

When: Following screening or at points during the year when students are not making adequate progress.

Who: Selected students as indicated by screening or progress monitoring measures or teacher judgment.

Relation to Instruction: Provided specific information on target skills; highly relevant.


Progress Monitoring AssessmentProgress Monitoring Assessment

Purpose: Frequent, timely measures to

determine whether students are learning enough

of critical skills.

When: At minimum 3 times per year at critical

decision making points.

Who: All students

Relation to Instruction: Indicates students who

require additional assessment and intervention.








and student level.






Purposes of Assessment in the Purposes of Assessment in the Schoolwide ModelSchoolwide Model

“Teaching without assessment is like driving a car without headlights.”

Assessment for all children must:1. Focus on essential, important skills

2. Be instructionally relevant

3. Be efficient to administer

4. Be sensitive to change in skill performance

5. Measure fluency of performance

DIBELS provide the feedback to ensure our program is meeting the needs of all children


Essential Features of DIBELS Essential Features of DIBELS (Dynamic Indicators of Basic Early Literacy Skills)(Dynamic Indicators of Basic Early Literacy Skills)

Preventing Reading Difficulties Through Early

Identification

Dynamic – Responsive to Changes in Student

Performance Identifies students who need additional support

Evaluates student response to intervention

Indicators – Focused on an Essential Skill Enables assessment to be efficient

Basic Early Literacy Skills – Relevant to Instructional

Planning Links essential literacy skills to prevent reading failure


Relation of DIBELS to Purposes Relation of DIBELS to Purposes of Assessmentof Assessment

Utility of DIBELS

Purpose of Assessment Utility

Screening Yes

Progress Monitoring Yes

DiagnosticPossibly with expert

teachers

Outcome Selected measures


The Need for Results-Focused The Need for Results-Focused AssessmentAssessment

Instructional Time is Precious: Need to spend time teaching, not testing DIBELS measures do not assess all aspects of

reading Short duration fluency-based measures

Some Skills are More Important Than Others: Assesses skills predictive of later reading proficiency Provides timely feedback to schools and teachers to

enable responsive instruction Allows early identification of students who need

instructional support Assesses whether children are learning enough


University of Oregon Research Team that Developed the DIBELS Measures: Primary Researchers:

Roland Good Ruth Kaminski Contributing Researchers:

Scott Baker John Bratten Shaheen Chowdri Cheri Cornachione Patricia Coyne Shanna Davis Hank Fien Kathleen Fleming Jerry Gruba Lisa Habedank Stewart

Beth Harn Diane Hill

Rachell Katz Jennie Knutson Katherine Kohler Debby Laimon Elida Lopez Ambre ReMillard Karen Rush Dawn Sheldon-Johnson Mark Shinn Michelle Shinn Sylvia Smith David VanLoo Joshua Wallin Jennifer Watson




DIBELS research was supported and funded by:

Early Research Institute on Measuring Growth and

Development (H180M10006) and Student-Initiated

Grants (H023B90057; 90CD0819; H023B90057),

funded by the U. S. Department of Education,

Special Education Programs.

Further information and research on the measures

is available at: http://dibels.uoregon.edu


What DIBELS Assess: Critical What DIBELS Assess: Critical Outcomes and IndicatorsOutcomes and Indicators

The NRP and NRC reports identified five essential skills or “Big Ideas”: Phonological Awareness: The ability to hear and manipulate

sounds in words. Alphabetic Principle: The ability to associate sounds with letters

and use these sounds to read words. Accuracy and Fluency with Connected Text: The effortless,

automatic ability to read words in connected text to develop understanding.

Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.

Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.


Assessing Each Big Idea with Assessing Each Big Idea with DIBELSDIBELS

Big Idea DIBELS Measure

Phonological Awareness

Alphabetic Principle

Fluency and Accuracy

Vocabulary

Comprehension

Initial Sounds Fluency (ISF)Phonemic Segmentation Fluency

(PSF)

Nonsense Word Fluency (NWF)

Oral Reading Fluency (ORF)

Word Use Fluency (WUF)

Oral Reading Fluency (ORF) & Retell Fluency (RTF)


Why Focus on Fluency?Why Focus on Fluency?

To gain meaning from text, students must read fluently. Proficient readers are so automatic with each

component skill (phonological awareness, decoding, vocabulary) that they focus their attention on constructing meaning from the print (Kuhn & Stahl, 2000).

Component skills need to be well developed to support understanding.

It is not enough to be simply accurate; the skill must be automatic.


Role of Automaticity or FluencyRole of Automaticity or Fluency

Role of Automaticity

or Fluency: Video of

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Role of Automaticity or Fluency: Video of Reid Lyon The focus of reading instruction is not only on getting

students to know sounds or letters but to:

__________________ Building automaticity in the component skills is

analogous to: _____________________

Get to the meaning

Learning to ride a bike


First Grade Curriculum MapFirst Grade Curriculum Map


A Qualitative Difference in A Qualitative Difference in Beginning ReadersBeginning Readers

In one minute, we can obtain a reliable indicator of early reading proficiency. The two students require substantially different instruction toward the goal of being lifelong readers.

I’ve thrown a lot of rocks into the lake by our cabin. Sometimes I think I’ve thrown in enough to fill the whole lake. But it never seems to get full. As you can tell, I like to throw rocks. But throwing rocks is always a lot more fun with Grandpa. He can make anything….

QuickTime™ and aYUV420 codec decompressorare needed to see this picture.QuickTime™ and aYUV420 codec decompressorare needed to see this picture.


What Are the Skill Differences What Are the Skill Differences Between These Readers?Between These Readers?

The “on-track” reader has a strategic

approach to reading: Alphabetic Principle:

___________________________

Fluency with connected text:

___________________________________

____________

Other attributes: ____________________

decodes words she does not know.

reads words with accuracy and speed to enable

comprehension


What Are the Skill Differences What Are the Skill Differences Between These Readers?Between These Readers?

The struggling reader does not have an effective strategy to gain access to the meaning of the passages: Alphabetic Principle:

____________________________________

_____ Fluency with connected text:

_____________________________ Other attributes: ____________________

Has an ineffective strategy for reading unknown

words.

Limited fluency deters comprehension


Prevention Oriented: Relation Between Prevention Oriented: Relation Between ORF and Other Outcome MeasuresORF and Other Outcome Measures

88% of students who met the end-of-first-grade ORF goal went on to meet or exceed Oregon’s State Benchmark Test in grade 3.

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Play audio clip







3. Use DIBELS to evaluate outcomes at the school, grade,

class and student level.






How Do We Change Reading How Do We Change Reading Outcomes?Outcomes?

1. Earlier rather than later: prevention

oriented

2. Schools not just programs

3. Results not just improvement

4. Science not just opinion


Results Focused: Evaluating Results Focused: Evaluating Progress At Multiple LevelsProgress At Multiple Levels

Schoolwide DIBELS can answer:

1. How are we doing as a school?

2. How are we doing at each grade?

3. How is each class doing?

4. How are individual students doing?


How Are We Doing as a School?How Are We Doing as a School?

How would you describe this school’s end-of-year first graders? Circle one of the following:

a) All on-trackb) Majority on-trackc) Some on-track

43%36%

End of Year Histogram - Oral Reading Fluency

End of Year Benchmark: 40 CWPM

Low RiskSome RiskAt Risk


What Skills Did These First Graders What Skills Did These First Graders Have at the End of Kindergarten?Have at the End of Kindergarten?

Almost half the kindergartners finished the year without strong skills in phonological awareness Making these students ______ for reading difficulties, a

prediction in this case that came true.at risk

60%16%

End of Year Benchmark: 35 correct phonemes

End of Year Histogram - Phoneme Segmentation Fluency

Established

Emerging

Deficit


DIBELS Tell Us if Odds Are in DIBELS Tell Us if Odds Are in Our FavorOur Favor

Scatter Plot: The Relation Between Phonological Awareness and Oral Reading Fluency

Odds of being an Established Reader on ORF in May of first grade when Established on PSF in May of kindergarten is 37 out of 44, or 87%.

Odds of being an Established Reader on ORF in May of first grade when Deficit on PSF in May of kindergarten is 1 out of 6, or 16%.

Students in this section had established alphabetic principle skills at the middle of First Grade and ended the year as readers.

Students in this section had deficit alphabetic principle skills at the middle of First Grade and ended the year as at risk readers.

Play audio clip


A Compass is Only Helpful If We A Compass is Only Helpful If We Know Our Destination (Outcomes)Know Our Destination (Outcomes)

Each measure has a scientifically-based goal Two parts to every goal:

How much / How well? By when?

Measure How Much? By When?

Initial Sounds Fluency 25 or more Middle of K

Phonemic Segmentation Fluency

35 or more End of K

Nonsense Word Fluency 50 or more Middle of First

Oral Reading Fluency 1st: 40 or more2nd: 90 or more

3rd: 110 or more

1st: End of Year2nd: End of Year 3rd: End of Year


Stepping Stones of Early LiteracyStepping Stones of Early Literacy

Video of Dr. Roland Good



When to Administer DIBELSWhen to Administer DIBELS

Monitoring student skill development


Name Instructional Recommendation

Score Percentile Status Score Percentile StatusMari 1 4 Deficit 35 67 Low risk Strategic - Additional Intervention

Christian 2 5 Deficit 21 42 Some risk Intensive - Needs Substantial InterventionAnn 5 10 Deficit 13 29 At risk Intensive - Needs Substantial Intervention

Debbie 10 25 Emerging 47 87 Low risk Strategic - Additional InterventionYasmin 13 35 Emerging 40 77 Low risk Strategic - Additional Intervention

Kaimana 16 45 Emerging 21 42 Some risk Strategic - Additional InterventionJillian 19 54 Emerging 30 58 Low risk Strategic - Additional Intervention

Chance 20 57 Emerging 41 79 Low risk Benchmark - At Grade LevelJimmy 21 60 Emerging 40 77 Low risk Strategic - Additional Intervention

Sam 21 60 Emerging 50 90 Low risk Strategic - Additional InterventionJustin 23 65 Emerging 30 58 Low risk Benchmark - At Grade Level

Adam 25 70 Established 5 13 At risk Strategic - Additional InterventionJumpei 28 76 Established 28 54 Low risk Benchmark - At Grade Level

Miyu 29 78 Established 28 54 Low risk Benchmark - At Grade LevelZach 34 85 Established 27 52 Low risk Benchmark - At Grade Level

Kilia 42 92 Established 49 89 Low risk Benchmark - At Grade Level

Letter Naming FluencyInitial Sound Fluency

Allocating Resources More Allocating Resources More EfficientlyEfficiently

Early identification of students most in need of additional instructional support

Mid-Year Kindergarten Class List


How to Use DIBELS in Your How to Use DIBELS in Your School: Schoolwide AdministrationSchool: Schoolwide Administration

Designed to Collect Data Efficiently at the School Level Short duration: 1-minute

administration Repeatable with 20 alternate

forms Reproducible and convenient

to use Fluency based


Training: Standardized Method of Training: Standardized Method of AdministrationAdministration

For scores to be useful, we must administer the measures according to standardized administration and scoring directions. Presenting each measure:

Present the directions as written Use the specific materials

Timing each measure: Use a stopwatch

Scoring each measure: Follow scoring rules for each measure Score immediately after completing

Standardization provides each child an equal opportunity to display skills. Engage student to do his or her best


Separating Teaching & Testing Separating Teaching & Testing TimeTime

Scores will be used to assist in making

instructional decisions Therefore, we must administer the measures

without: Assisting the student during the task

Modifying the task, materials, or time

Standardized, reliable data collection and scoring are essential!








and student level.






Learn the MeasuresLearn the Measures

Three things to consider for each measure:

What essential skill does it assess?

What is the appropriate time and grade?

What is the goal (how much, by when)?


Phonemic Segmentation Fluency Phonemic Segmentation Fluency (PSF):(PSF):

What important skill does it assess? Phonological Awareness The ability to hear and manipulate sounds in

words at the phrase level What is the appropriate time and grade?

Mid-year kindergarten through first grade What is the goal?

How well? 35 phonemes or more By when? End of kindergarten


What PSF Looks LikeWhat PSF Looks Like

As you view the video, attend to: The child:

Characterize task performance (circle one): Complete Segmentation with Fluency Partial Segmentation with Fluency Partial Segmentation with No Fluency Some Segmentation with Errors

The examiner: Comfortable with materials Comfortable with student Comfortable with administration


What PSF Looks LikeWhat PSF Looks Like



How Do We Administer and Score How Do We Administer and Score the PSF Measure?the PSF Measure?

Materials:1. Examiner copy of word list with phoneme

scoring columns. Student has no materials when assessing phonological awareness.

2. Stopwatch3. Pencil

Preparing the Student:1. Good testing conditions (e.g., lighting, quiet,

comfortable)2. Provide model in standardized manner and

follow correction procedures as necessary


How Do We Administer and Score How Do We Administer and Score the PSF Measure?the PSF Measure?

1. Place the segmentation word list in front of you but shield it so the student cannot see what you record.

2. Say these specific directions to the student:

I am going to say a word. After I say it, you tell me all the sounds in the word. So, if I say “Sam,” you say /s/ /a/ /m/. Let’s try one. (One second pause.) Tell me the sounds in “mop.”

"OK. Here is your first word."

CORRECT RESPONSE: If student says, /m/ /o/ /p/, you say

INCORRECT RESPONSE: If student gives any other response, you say,

Very good. The sounds in “mop” are /m/ /o/ /p/. Your turn. Tell me the sounds in “mop.”


Maximizing Administration TimeMaximizing Administration Time

Stopwatch: Present the first word and start the stopwatch and time for 1 minute.

Scoring: Underline each different, correct sound segment produced. (See specific

scoring rules and examples.) Put a slash (/) through sounds produced incorrectly.

Maintaining momentum: As soon as the student is finished saying the sounds, present the next

word. Allow the student 3 seconds for each sound segment.

Discontinue: If a student has not given any correct sound segments in the first 5

words, discontinue the task and record a score of zero (0). Ending testing:

At the end of 1 minute, stop timing and calculate the number of correct phonemes per minute.


Scoring Rules for PSFScoring Rules for PSF

Correct Segmentation: A correct sound segment is any different, correct

part of the word. For example, the sound /t/ is a correct segment of "trick", as are /tr/ and /tri/ (see rule 2, following page). Examiner says "trick," student says "t...r...i...k" Examiner says "cat," student says "k...a...t"

STUDENT SCORING CORRECTWORD: SAYS: PROCEDURE: SEGMENTS

trick “t...r...i...k” /t/ /r/ /i/ /k/ 4/4cat “k...a...t” /k/ /a/ /t/ 3/3


Elongating SoundsElongating Sounds

Correct Segmentation: No need for an audible pause between the sounds to

receive credit. If you can hear each individual sound when the

student runs them together, score each sound as correct.

Use your professional judgment based on the response and your knowledge of your program. If still not sure, do not give credit


rest “rrrreeeessssttt” /r/ /e/ /s/ /t/ 4 /4


Errors in Segmenting: No Errors in Segmenting: No SegmentationSegmentation

No Segmentation: If student repeats the entire word, no credit is given for

any correct parts.

Circle the word to indicate no segmented response

was given.


trick “trick” /t/ /r/ /i/ /k/ 0/4cat “cat” /k/ /a/ /t/ 0/3


Errors in Segmenting: Incomplete Errors in Segmenting: Incomplete SegmentationSegmentation

Incomplete segmentation: Student is given partial credit for each sound segment

produced correctly, even if student has not segmented at the phoneme level. The underline indicates the size of the sound segment. For example:

Examiner says “trick,” student says “tr...ick” Examiner says “cat,” student says “c...at”


trick “ tr...ik” /t/ /r/ /i/ /k/ 2/4cat “ c…at” /k/ /a/ /t/ 2/3


Errors in Segmenting: Errors in Segmenting: Overlapping SoundsOverlapping Sounds

Overlapping: Student receives credit for each different, correct

sound segment of the word. Underline the different sound segments produced For example:

Examiner says “trick,” student says “tri...ick”

Examiner says “cat,” student says “c...cat”


trick “ tri...ick” /t/ /r/ /i/ /k/ 2/4cat “ c…cat” /k/ /a/ /t/ 1/3


Errors in Segmenting: Omission Errors in Segmenting: Omission of Soundsof Sounds

Omission:

Student does not receive credit for sound segments

not produced. If student provides the initial sound only,

be sure to wait 3 seconds for elaboration.


trick “ t...ik” /t/ /r/ /i/ /k/ 2/4cat “c” (3 seconds) /k/ /a/ /t/ 1/3


Errors in Segmenting: Errors in Segmenting: Mispronunciation of SoundsMispronunciation of Sounds

Mispronunciation:

Student does not receive credit for sound segments

that are mispronounced. Put a slash (/) through the incorrect sounds.

For example, there is no /ks/ sound in the word "trick."


trick “ t...r...i...ks” /t/ /r/ /i/ /k/ 3/4cat “b…a...t” /k/ /a/ /t/ 2/3


Student CharacteristicsStudent Characteristics

Pronunciation & Dialect:

Student is not penalized for imperfect pronunciation

due to dialect or articulation. For example, if the student says /r/ /e/ /th/ /t/ for "rest"

because of articulation difficulties, give full credit. Use

professional judgment and prior knowledge of the student’s

speech pattern to assess skill performance.


Student CharacteristicsStudent Characteristics

Schwa Sounds: Schwa sounds (/u/) added to consonants are not

counted as errors.


trick “ tu...ru...i...ku” /t/ /r/ /i/ /k/ 4/4cat “ ku...a...tu” /k/ /a/ /t/ 3/3


Let’s Try AgainLet’s Try Again

Benchmark K-2 DIBELSTM Phoneme Segmentation Fluency

hat /h/ /a/ /t/ hear /h/ /ea/ /r/ _5_/6

as /a/ /z/ punch /p/ /u/ /n/ /ch/ __5_/6

means /m/ /ea/ /n/ /z/ by /b/ /ie/ _5__/6

seem /s/ /ea/ /m/ ship /sh/ /i/ /p/ _0__/6

ought /o/ /t/ pack /p/ /a/ /k/ _3__/5

jam /j/ /a/ /m/ if /i/ /f/ _5__/5

yell /y/ /e/ /l/ ham /h/ /a/ /m/ _5__/6

calls /k/ /o/ /l/ /z/ as /a/ /z/ _5__/6

key /k/ /ea/ crowd /k/ /r/ /ow/ /d/ _2__/6

Total 35



Analyzing the Observation for Analyzing the Observation for Instructional Implications Instructional Implications

Current Skills Emerging phonological awareness at the phoneme

level.

Strong on initial and final consonants and medial vowels.

Inconsistent with the task.

Instructional Needs Integrate with alphabetic principle instruction.

Need more practice to build automaticity.


Tips for ScoringTips for Scoring

Score what you hear! Practice with at least 7 students before using the

scores to make programming decisions.

One sound won’t make a major difference in skill assessment, but pondering for 5 seconds on whether to score 2 or 3 phonemes on a response will.

Look over words you are presenting to increase the pacing.

Practice phonemes in the booklet to increase reliability and consistency in scoring.


Breakout Activity: Practicing the Breakout Activity: Practicing the MeasureMeasure

Locate the “Phonemic Segmentation Fluency

Breakout Activity”

1. Form a 3-person group

2. Assign roles:

Examiner

Student

Observer

3. Practice administering measure (3 rounds)


Initial Sounds Fluency (ISF):Initial Sounds Fluency (ISF):

What important skill does it assess? Phonological Awareness The ability to hear and manipulate sounds in

words.

What is the appropriate time and grade? Beginning of the year, kindergarten

What is the goal? How well? 25 phonemes or more By when? Middle of kindergarten


What ISF Looks LikeWhat ISF Looks Like


Characterize task performance (circle one): Sound Isolation with Fluency Sound Isolation with Limited Fluency Sound Recognition with Limited Fluency Some Sound Recognition with Errors



What ISF Looks LikeWhat ISF Looks Like



How Do We Administer and Score How Do We Administer and Score the ISF Measure?the ISF Measure?

Materials:1. Examiner probe

2. Student picture pages

3. Stopwatch

4. Pencil

Preparing the student: Good testing conditions

(e.g., lighting, quiet, comfortable)

Provide model in standardized manner and follow correction procedures as necessary



1. Place student copy of 4 randomized pictures in front of child.

2. Say these specific directions to the child:

“This is mouse, flowers, pillow, letters (point to each picture while saying its name). Mouse (point to mouse) begins with the sound /m/. Listen, /m/, mouse. Which one begins with the sounds /fl/?"



Correct Response on Sample Item:

Student points to flowers, you say: “Good. Flowers

begins with the sounds /fl/.”

Incorrect Response:

“Flowers (point to flowers) begins with the sounds /fl/.

Listen, /fl/, flowers. Let's try it again. Which one

begins with the sounds /fl/?”



"Pillow (point to pillow) begins with the sound /p/. Listen, /p/, pillow. What sound does letters (point to letters) begin with?"

Correct Response: If the student says /l/ you say: “Good. Letters begins with the sound /l/.”

Incorrect Response: If the student says any other response, you say: “Letters (point to letters) begins with the sound /l/. Listen, /l/, letters. Let's try it again. What sound does letters (point to letters) begin with?”

Then you say: "Here are some more pictures. Listen carefully to the questions."



Stopwatch: Read the question, start stopwatch. After child gives response, stop

stopwatch. Record the total time to answer each of the 16 questions. When the examiner is talking, the watch is not running.

Scoring: Score is correct or incorrect (see specific scoring rules and examples).

Maintaining momentum: Make sure to introduce each picture page. Allow student 5 seconds to answer each question.

Discontinue: If a student gets no items correct in the first 5 items, discontinue the task

and record a score of zero (0). Ending testing:

After administering all 16 items, record the total duration of thinking/response time found on your stopwatch.

Count number of items correct. Calculate final score (see formula).


Scoring Rules for ISFScoring Rules for ISF

Identification Responses (“Which picture begins with…?”) If the child points to the correct picture or names it,

score as correct.

If the child names or renames the picture with a word that begins with the target sound, score as correct.

PROMPT:STUDENTSAYS: SCORE:

Which picture begins with /p/? “pie” 0 1



Identification Responses (“Which picture begins with…?”) If the child points to the correct picture or names it,

score as correct.

If the child names or renames the picture with a word that begins with the target sound, score as correct.

PROMPT:STUDENTSAYS: SCORE:

Which picture begins with /p/? “pie” 0 1



Production Responses (“What sound does …. begin with?”) Correct Initial Sound or Sounds: If the word starts with

an initial consonant sound, the child can respond with the first consonant or consonant-consonant blend. For example, if the word is “clock,” a correct initial sound would be /c/ or /cl/. The student must give the sound, not the letter name.


Let’s Try AgainLet’s Try Again



Analyzing the Observation for Analyzing the Observation for Instructional ImplicationsInstructional Implications

Current Skills Emerging phonological awareness at the initial sound

level.

Inconsistent production for initial sounds.

Very accurate on identification of sounds.

Instructional Needs Develop overall phonological awareness at the

phoneme level.

Integrate skills in phonological awareness with

alphabetic principle.



Make sure to introduce each picture page.

Score what you hear! Practice with at least 7 students before using the scores to make

programming decisions.

Practice with stopwatch. Time how long it takes student to answer question.

Make sure to record the total time at the end.

Look over the words and pictures you are presenting to

increase pacing.


Quick ReviewQuick Review

PSF and ISF assess what big idea? Phonological awareness: Ability to hear and

manipulate sounds in words. When do we want students to have completely

established skills in phonological awareness at the phoneme level? End of kindergarten (a score of 35 or more on the PSF

measure) Why? PA is not enough to make a reader…

but it is predictive. (see next pages for kindergarten curriculum maps)




Moving From Sound to Print: Moving From Sound to Print: Mapping Phonemes to the PrintMapping Phonemes to the Print


Relation of PA to the Alphabetic Relation of PA to the Alphabetic PrinciplePrinciple

The odds of having established alphabetic principle skills in time, given student had established PA skills at the end of kindergarten was 29 of 38, or 76%.

The odds of having established alphabetic principle skills in time, given student had limited PA skills at the end of Kindergarten was 0 of 2, or 0%.

Phonological awareness does not guarantee proficiency on the alphabetic principle, but the skills are highly linked.

Play audio clip


What is the Alphabetic Principle? The ability to associate sounds with letters and use these sounds to read words. Comprised of two parts:

Alphabetic Understanding: Letter-sound correspondences.

Phonological Recoding: Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown “printed string” or to spell.

(see next page for first grade curriculum map)

Role of Alphabetic Principle: Role of Alphabetic Principle: Mapping the Phonemes to PrintMapping the Phonemes to Print


Role of Alphabetic Principle: Role of Alphabetic Principle: Mapping the Phonemes to PrintMapping the Phonemes to Print


Role of Alphabetic Principle Role of Alphabetic Principle

Role of Alphabetic Principle: Video of Dr. Louisa Moats QuickTime™ and aYUV420 codec decompressorare needed to see this picture.


Role of Alphabetic Principle Role of Alphabetic Principle

Role of Alphabetic Principle: Video of Louisa Moats If students can decode nonsense words then

students understand: Words are made up of sounds Sound-symbol correspondence Structure of words

People who are proficient at reading nonsense words are better at: _________________Reading for meaning


Nonsense Word Fluency (NWF):Nonsense Word Fluency (NWF):

What important skill does NWF assess? Alphabetic Principle:The ability to associate sounds

with letters and use these sounds to read words.

What is the appropriate time and grade? Middle of the year in kindergarten and throughout first

grade What is the goal?

First Grade: How well? 50 letter-sounds or more By when? Middle of first grade

Kindergarten: How well? 25 letter-sounds or more by end of kindergarten


What NWF Looks LikeWhat NWF Looks Like


Characterize task performance (circle one): Reads at the word level with Fluency Reads at the word level with Limited Fluency Reads at the sound level with Fluency Reads at the sound level with Limited Fluency



What NWF Looks LikeWhat NWF Looks Like



How Do We Administer and Score How Do We Administer and Score the NWF Measure?the NWF Measure?

Materials:

1. Examiner probe

2. Student pages (practice page “sim lut” and test page)

3. Stopwatch

4. Pencil Preparing the student:

Good testing conditions (e.g., lighting, quiet, comfortable)

Provide the model in standardized manner and follow correction procedures as necessary



Say these specific directions to the child:“Look at this word (point to the first word on the practice probe). It’s a make-believe word. Watch me read the word: (point to the letter “s”) /s/, (point to the letter “i”) /i/, (point to the letter “m”) /m/ “sim” (run your finger fast through the whole word). I can say the sounds of the letters, /s/ /i/ /m/ (point to each letter), or I can read the whole word “sim” (run your finger fast through the whole word).

“Your turn to read a make-believe word. Read this word the best you can (point to the word “lut”). Make sure you say any sounds you know.”



CORRECT RESPONSE: If the child responds “lut” or with some or all of the sounds, say

INCORRECT OR NO RESPONSE: If the child does not respond within 3 seconds or responds incorrectly, say

That’s right. The sounds are /l/ /u/ /t/ or “lut”

Watch me: (poin t to the letter “l”) /l/, (point

to the letter “u”) /u/, (point to the letter “t”) /t/. Altogether the sounds are /l/ /u/ /t/

(point to each letter ) or “lut” (run your finger

fast through the whole word) . Remember, you can say the sounds or you can say the whole word. Let’s try again. Read this word the best you can (point to the word “lut”).


Place the student copy of the probe in front of the child.Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say “begin,” read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.


Student Copy

kik woj sig faj yis kaj fek av zin zez lan nul zem og nom yuf pos vok viv feg bub dij sij vus tos wuv nij pik nok mot nif vec al boj nen suv yig dit tum joj yaj zof um vim vel tig mak sog wot sav



Stopwatch: Start watch after student says the first word/sound and time for 1 minute.

Scoring: Underline each correct letter sound produced (see specific scoring rules

and examples). Slash each incorrect letter sound produced.

Maintaining momentum: Allow the student 3 seconds for each letter sound. After 3 seconds,

provide the sound to keep the student moving. Discontinue:

If a student does not get any correct in the first row, discontinue the task and record a score of zero (0).

Ending testing: At the end of 1 minute, put a bracket after the last letter-sound/word

produced and calculate the total letter-sounds correct in one minute.


Scoring Rules for NWFScoring Rules for NWF

1. Correct Letter Sounds A correct letter sound is scored as the most common sound in English.

– For example, all the vowels are scored for the short sound and the most common sound for the letter “c” is /k/. See pronunciation guide for remaining letter sounds.

2. Marking the booklet Underline exactly the way the student completes task.

For example, if the student goes sound-by-sound, underline each letter individually. If the student reads the target as a whole word, underline the entire word.



3. Partially Correct Responses If a word is partially correct,

underline the letter sounds produced correctly. Put a

slash (/) through the letter if the letter sound is incorrect. For example, if stimulus word is "sim" and student says "sam,"

the letters "s" and "m" would be underlined because those letter

sounds were produced correctly, giving a score of 2.

4. Repeated sounds Letter sounds pronounced twice while

sounding out the word are given credit only once. For example, if stimulus word is "sim" and the student says

/s/ /i/ /im/, the letter "i" is underlined once and the student

receives 1 point for the phoneme "i" even though the letter "i"

was pronounced correctly twice (a total of 3 for the entire word).



5. 3-second rule - sound by sound If student hesitates for 3 seconds on a letter, score the letter sound incorrect, provide the correct letter sound, point to the next letter, and say, "What sound?" This prompt may be repeated. For example, if the stimulus word

is "tob" and the student says /t/ (3 seconds), prompt by saying, "/o/ (point to b) What sound?"

6. 3-second rule - word by word If student hesitates for 3 seconds on a word, score the word incorrect, provide the correct word, point to the next word, and say, "What word?" This prompt may be repeated. For example, if the stimulus

words are "tob dos et" and the student says, "tob" (3 seconds), prompt by saying "dos (point to et) What word?"



7. Insertions Insertions are not scored as incorrect.

For example, if the stimulus word is "sim" and the student says

"stim," the letters "s" "i" and "m" would be underlined and full

credit given for the word, with no penalty for the insertion of /t/.

8. Skipping Rows If student skips an entire row, draw a

line through the row and do not count the row in

scoring.

9. Self-corrections If student makes an error and then self-

corrects within 3 seconds, write "SC" above the letter

and count it as correct.


Let’s Try Again: Practice ScoringLet’s Try Again: Practice Scoring

foj hon tum len aj __/14

suv kam res kic fav __/15

id wod nej sok wif __/14

12

10

7

Total 29

3 sec.

dun



Analyzing the Observation for Analyzing the Observation for Instructional ImplicationsInstructional Implications

Current Skills Approaches at the whole word level initially

Few letter-sound errors

Can blend sounds together to the word level

Instructional Needs Increase automaticity for all letter-sounds

Increase automaticity in phonological recoding (“fof” instead of /f/ /o/ /f/)


Breakout ActivityBreakout Activity

Locate the “Nonsense Word Fluency Breakout

Activity”

Form a 3-person group

Assign roles:

Examiner

Student

Observer

Practice administering measure (3 rounds)



Score for the most common sounds of the letters. Short vowels: i (big), e (beg), a (bag), u (bug), o (bog) “Hard” sounds: “c” = /k/, “g” = /g/, “j” = /j/

A point for each letter, whether it is sound-by-sound or read as a whole word.

Score what you hear! Underline exactly the way the student completes the

task. Practice with at least 7 students before using the

scores to make programming decisions. Look over words you are presenting to increase

pacing.


Letter Naming Fluency (LNF):Letter Naming Fluency (LNF):

What important skill does LNF assess?

LNF not directly linked to a Big Idea: Used as a risk indicator

What is the appropriate time and grade?

Through kindergarten and fall of first grade

What is the goal?

While letter naming is a good predictor of early reading success,

knowledge of letter sounds is more important to word reading.

Research indicates a score of 8 or below in the beginning of

kindergarten is predictive of later reading difficulty.


What LNF Looks LikeWhat LNF Looks Like



How Do We Administer and Score How Do We Administer and Score the LNF Measure?the LNF Measure?

Materials:1. Examiner probe

2. Student page

3. Stopwatch

4. Pencil


(e.g., lighting, quiet, comfortable)

Provide the model in standardized manner and follow correction procedures as necessary


How Do We Administer and Score How Do We Administer and Score the LNF Measure?the LNF Measure?

Say these specific directions to the child:

"Here are some letters" (point). "Tell me the names

of as many letters as you can. When I say 'begin,'

start here" (point to first letter in upper left hand

corner) "and go across the page" (point). "Point to

each letter and tell me the name of that letter. Try to

name each letter. If you come to a letter you don't

know, I'll tell it to you. Put your finger on the first

letter. Ready?"



Stopwatch: Start watch after student says the first letter name and time for 1

minute. Scoring:

Slash each incorrect letter name produced. Maintaining momentum:

Allow student 3 seconds for each letter name; after 3 seconds, say the name to keep the student moving.

Discontinue: If student does not get any correct in the first row, discontinue

the task and record a score of zero (0). Ending testing:

At the end of 1 minute, put a bracket after the last letter-name produced and calculate the total letter-names correct in 1 minute.


Scoring Rules for LNFScoring Rules for LNF

1. Correct Letter Names Student must say the correct letter name to receive credit.

– If the student provides the letter sound rather than the letter name, say, "Remember to tell me the letter name, not the sound it makes." This prompt may be provided only once.

2. Self-corrections If student makes an error and self-corrects within 3 seconds, write "SC" above the letter and do not count as an error.

3. Skipping Rows If student skips an entire row, draw a line through the row and do not count the row when scoring. Skipped or omitted letters are not counted in scoring.



Score for the letter names.

If student skips a row, follow the student’s

lead and keep going.

Give the student 3 seconds for each letter.

Score what you hear! Practice with at least 7 students before using

the scores to make programming decisions.


Oral Reading Fluency (ORF):Oral Reading Fluency (ORF):

What important skill does it assess? Fluency and accuracy with connected text: The effortless,

automatic ability to read words in connected text leads to understanding.

What is the appropriate time andgrade? Middle of first grade through third grade

What is the goal: To be fluent at the skill by end of first

grade. How well? 40 correct words or more By when? End of first grade

What about second grade? How well? 90 correct words or more

What about third grade? How well? 110 correct words or more



ORF Benchmark LevelsORF Benchmark Levels

Progressive Benchmark Levels Indicative ofLow Risk for Reading Difficulties

Beginning ofYear

Middle ofYear

End ofYear

Grade 1 ≥20 ≥40Grad 2e ≥44 ≥68 ≥90Grad 3e ≥76 ≥91 ≥110


Instructional PrioritiesInstructional Priorities


Importance of Fluency with Importance of Fluency with Connected TextConnected Text

The ability to accurately and quickly apply word reading strategies to reading connected text. Automatic and fluent reading allows students to allocate cognitive resources to comprehension. “Fluency may be almost a necessary condition for

good comprehension and enjoyable reading experiences.” (Nathan & Stanovich, 1991)

Oral reading fluency will not tell you everything you need to know about student reading performance. However, there is a strong relationship between oral reading fluency and comprehension.



Role of Automaticity or Fluency: Video of Louisa Moats




Role of Automaticity or Fluency: Video of Louisa Moats Why do nonfluent readers “get worn out” after

reading for a period of time? ________________________________________

______ ________________________________________

________________________________________ ___________________________________

______________________________________

______

too much attention devoted to figuring out

wordstakes too long to get to the end of passage

and student can’t remember the beginning

lose the sense of the passage as they

struggle, pause, and make word-reading

errors


Fluent Readers Display Fluent Readers Display Orchestrated Reading SkillsOrchestrated Reading Skills

Fluent readers are able to: Focus their attention on

understanding the text Synchronize skills of

decoding, vocabulary, and comprehension

Read with speed and accuracy

Interpret text and make connections between the ideas in the text

Nonfluent readers: Focus attention on

decoding Alter attention to

accessing the meaning of individual words

Make frequent word reading errors

Have few cognitive resources left to comprehend


He had never seen dogs fight as these w______ish c___ f______t,

and his first ex________ t______t him an unf________able l______n.

It is true, it was a vi___ ex________, else he would not have lived to

pr___it by it. Curly was the v________. They were camped near the

log store, where she, in her friend__ way, made ad________ to a

husky dog the size of a full-_______ wolf, the_____ not half so large

as ____he. ____ere was no w___ing, only a leap in like a flash, a

met______ clip of teeth, a leap out equal__ swift, and Curly’s face

was ripped open from eye to jaw. It was the wolf manner of

fight_____, to st____ and leap away; but there was more to it than

this. Th____ or forty huskies ran _o the spot and not com_____d

that s______t circle. Buck did not com_______d that s______t

in_____, not the e__ way with which they were licking their chops.

Frustration: Reading With Poor Frustration: Reading With Poor Word Recognition Word Recognition

Reading with 80%

Accuracy

Impact on

Comprehension?

Impac

t on

Fluen

cy?


What ORF Looks LikeWhat ORF Looks Like



How Do We Administer and Score How Do We Administer and Score the ORF Measure?the ORF Measure?

Materials:

1. Examiner probe

2. Student passages

3. Stopwatch

4. Pencil


(e.g., lighting, quiet,

comfortable)

Say these specific directions to the child: “Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say "stop," I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.”


How Do We Administer and Score How Do We Administer and Score the ORF Measure?the ORF Measure?

Say these specific directions to the child:

“Please read this (point) out loud. If

you get stuck, I will tell you the word

so you can keep reading. When I say

"stop," I may ask you to tell me about

what you read, so do your best

reading. Start here (point to the first

word of the passage). Begin.”



Stopwatch: Start watch after student says the first word and time for 1 minute.

Scoring: Slash each word produced incorrectly.

Maintaining momentum: Allow student 3 seconds for each word. After 3 seconds, say the word to

keep the student moving. Discontinue:

If student does not get any correct in the first row, discontinue the task and record a score of zero (0).

If student scores less than 10 on the first passage, do not administer the other two passages.

Ending testing: At the end of 1 minute, put a bracket after the last word produced and

calculate the number of correct words in one minute.


Scoring Rules for ORF:Scoring Rules for ORF:Scoring Directions are Similar to Marston, D. (1989)Scoring Directions are Similar to Marston, D. (1989)

1. Correctly Read Words are pronounced correctly. A word must be pronounced correctly given the context of the sentence. Example: The word “read” must be pronounced /reed/ when

presented in the context of the following sentence:Ben will read the story. WRC = 5

not as:“Ben will red the story.” WRC = 4

2. Self-corrected Words are counted as correct. Words misread initially but corrected within 3 seconds are counted as correct. Example:

Dad likes to watch sports. WRC = 5read as:

“Dad likes to watch spin...(3 seconds)…sports.” WRC = 5


Scoring Rules for ORFScoring Rules for ORF

3. Repeated Words are counted as correct. Words said over again correctly are ignored. Example:

I have a goldfish. WRC = 4read as:

“I have a ...have a goldfish.” WRC = 4

4. Dialectic variations in pronunciation that are explainable by local language norms are not errors. Example:

We took the short cut. WRC = 5read as:

“We took the shot cut.” WRC = 5



5. Inserted Words are ignored. When students add extra words, they are not counted as correct words nor as reading errors. Example:

I ate too much. WRC = 4read as:

“I ate way too much.” WRC = 4

6. Mispronounced or Substituted Words are counted as incorrect. Example:

She lives in a pretty house. WRC = 6read as:

“She lives in a pretty home.” WRC = 5



7. Omitted/Skipped Words are counted as errors. Example:

Mario climbed the old oak tree. WRC = 6

read as:

“Mario climbed the tree.” WRC = 4



Words must be read in accordance with the context of the passage

8. Hyphenated Words count as two words if both parts can stand alone as individual words. Hyphenated words count as one word if either part cannot stand alone as an individual word.

9. Numerals and Dates must be read correctly in the context of the sentence.

10. Abbreviations must be read as pronounced in normal conversation. For example, “TV” could be read as "teevee" or "television," but “Mr.” must be read as "mister."


Breakout ActivityBreakout Activity

Locate the “Oral Reading Fluency Breakout

Activity”

Form a 3-person group

Assign roles:

Examiner

Student

Observer

Practice administering measure (3 rounds)



Student must read exactly what is on the page. Self-corrections and insertions are ignored and not

counted as errors. Simply slash errors until you feel comfortable writing in

the error types. Score what you hear!

Practice with at least 7 students before using the scores to make programming decisions.

Look over passages you are presenting to ensure pacing is efficient.

Use the middle score of the three passages read to assess the student’s skill. Have student read all three passages in one sitting


Kindergarten Benchmark Kindergarten Benchmark AssessmentAssessment



Grade 1 Benchmark AssessmentGrade 1 Benchmark Assessment









and student level.






Student Performance: Are We Student Performance: Are We Making Progress?Making Progress?

28% Low risk for reading difficulties34% Some risk for reading difficulties38% At risk for reading difficulties

End of Year Histogram - ORF, Year 1



57% Low risk for reading difficulties20% Some risk for reading difficulties22% At risk for reading difficulties

End of Year Histogram - ORF, Year 2After changes in curricular program, instruction, time,

professional development:



After 4 years of sustained focused effort:

Cross-Year BoxplotPlay audio clip


Name Instructional Recommendation

Score %ile Status Score %ile Status Score %ile StatusKevin 12 5 Emerging 11 3 Deficit 0 3 At Risk Intensive - Needs Substantial Intervention

John 0 < 1 Deficit 19 6 Deficit 0 3 At Risk Intensive - Needs Substantial InterventionLeone 44 33 Established 22 8 Deficit 1 6 At Risk Intensive - Needs Substantial Intervention

Yvonne 20 8 Emerging 23 9 Deficit 0 3 At Risk Intensive - Needs Substantial InterventionKatrina 2 1 Deficit 27 14 Deficit 7 19 At Risk Intensive - Needs Substantial Intervention

Brian 3 2 Deficit 27 14 Deficit 8 22 Some Risk Intensive - Needs Substantial InterventionTara 5 2 Deficit 28 15 Deficit 1 6 At Risk Intensive - Needs Substantial Intervention

Chiara 15 6 Emerging 28 15 Deficit 18 49 Some Risk Intensive - Needs Substantial InterventionKawena 8 3 Deficit 31 19 Emerging 0 3 At Risk Intensive - Needs Substantial Intervention

Levi 20 8 Emerging 34 23 Emerging 11 31 Some Risk Strategic - Additional InterventionRyan 9 4 Deficit 37 27 Emerging 15 43 Some Risk Strategic - Additional Intervention

Chester 15 6 Emerging 38 29 Emerging 85 94 Low Risk Benchmark - At Grade LevelJesse 18 7 Emerging 39 30 Emerging 3 9 At Risk Intensive - Needs Substantial Intervention

Brian 7 3 Deficit 39 30 Emerging 8 22 Some Risk Strategic - Additional InterventionSara 17 7 Emerging 40 32 Emerging 10 28 Some Risk Strategic - Additional Intervention

Joshua 51 48 Established 41 34 Emerging 5 14 At Risk Intensive - Needs Substantial InterventionLansen 46 38 Established 45 41 Emerging 32 70 Low Risk Benchmark - At Grade Level

Miki 38 23 Established 52 52 Established 13 37 Some Risk Strategic - Additional InterventionJennifer 19 8 Emerging 64 68 Established 31 69 Low Risk Benchmark - At Grade Level

Travis 45 35 Established 127 95 Established 62 86 Low Risk Benchmark - At Grade LevelIsaac 38 23 Established 129 96 Established 150 > 99 Low Risk Benchmark - At Grade Level

Oral Reading FluencyNonsense Word FluencyPhoneme Segmentation Fluency

Class List Reports: Identifying At-Risk Class List Reports: Identifying At-Risk Students in the Middle of First GradeStudents in the Middle of First Grade


DeficitAt Risk

EmergingSome Risk

EstablishedLow Risk

Final Benchmark Goals and Later

Quarterly Benchmark Goals

Instructional Status Terminology Instructional Status Terminology For Each MeasureFor Each Measure


Critical Values & Progressive Critical Values & Progressive BenchmarksBenchmarks







What are the two measures used to assess phonological awareness? __________

What is the only measure not administered for a full 60 seconds? __________

Which measure do we use as a risk indicator for reading difficulty, but is not directly linked to a big idea of early literacy? _________________

This measure has students read made-up words to assess phonetic analysis skills and avoid the chance the student has the word memorized. ______________

Which measure has the strongest linkage to reading comprehension without a direct assessment of it? ______________

ISF & PSF

ISF

LNF

NWF

ORF


Beginning Middle EndISF: ≥ 8 ______: ≥ 25LNF: ≥ 8 L NF : ≥ 27 L NF : ≥ 40

PSF: ≥ 18 ____: ≥ 35KindergartenNW : F ≥ 13 ____: ≥ 25

L NF : ≥ 37PSF: ≥ 35 PSF: ≥ 35 PSF: ≥ 35NW : F ≥ 24 _____: ≥ 50 NW : F ≥ 50First

ORF: ≥ 20 _____: ≥ 40

SecondORF: ≥ 44 _______ _: ≥ 68 ORF: ≥ 90

Third ORF: ≥ 77 ORF: ≥ 92 ______: ≥ 110

Benchmarks and Levels of Low Benchmarks and Levels of Low Risk for Each DIBELS MeasureRisk for Each DIBELS Measure

ISF

PSFNWF

NWFORF

ORF

ORF








and student level.






Developing a Plan To Collect Developing a Plan To Collect Schoolwide DataSchoolwide Data

Areas Needing to be Considered When Developing A Plan:

1. Who will collect the data?

2. How long will it take?

3. How do we want to collect the data?

4. What materials does the school need?

5. How do I use the DIBELS Website?

6. How will the results be shared with the school?

More details are available in the document entitled “Approaches and Considerations of Collecting Schoolwide Early Literacy

and Reading Performance Data” in your supplemental materials


Who Will Collect the Data?Who Will Collect the Data?

At the school-level, determine who will assist in collecting the data Each school is unique in terms of the

resources available for this purpose, but consider the following: Teachers, Principals, educational assistants, Title 1 staff,

Special Education staff, parent volunteers, practicum

students, PE/Music Specialist Teachers

The role of teachers in data collection: If they collect all the data, less time spent in teaching

If they collect no data, the results have little meaning


How Do We Want to Collect Data? How Do We Want to Collect Data?

Common Approaches to Data Collection:

Team Approach

Class Approach

Combination of the Class and Team

Determining who will collect the data will

impact the approach to the collection


Team ApproachTeam Approach

Who? A core group of people will collect all the data One or multiple day (e.g., afternoons)

Where Does it Take Place? Team goes to the classroom Classrooms go to the team (e.g., cafeteria, library)

Pros: Efficient way to collect and distribute results, limited instructional disruption

Cons: Need a team of people, place, materials, limited teacher involvement, scheduling of classrooms


Class ApproachClass Approach

Who? Teachers collect the data

Where Does it Take Place? The classroom

Pros: Teachers receive immediate feedback on student performance

Cons: Data collection will occur over multiple days, time taken away form instruction, organization of materials


Combination of Team & Class Combination of Team & Class ApproachesApproaches

Who? Both teachers and a team Where Does it Take Place?

Teachers collect the data Team goes to the classroom

What Might it Look Like? Kindergarten and First grade teachers collect their

own data and a team collects 2nd-3rd grade Pros: Increases teacher participation, data can

be collected in a few days, limited instructional disruption

Cons: Need a team of people, place, materials, scheduling


How Long Will It Take?How Long Will It Take?KindergartenKindergarten

Time of Year /Measure(s)

ApproximateTime per Pupil

Number of Data Collectors

PupilsAssessed per

30 Minute Period

BeginningISF & LNF

4 min.

1 6-8

2 12-16

3 18-24

4-5 24-40

6-8 36-48

MiddleISF, LNF, PSF

6-7 min.

1 4-5

2 8-10

4-5 16-25

6-8 24-40

EndISF, LNF, PSF, & NWF

9 min.

1 3-4

2 6-8

4-5 12-20

6-8 18-32


How Long Will It Take?How Long Will It Take?First GradeFirst Grade

Time of Year /Measure(s) Time per Pupil Number of Data Collectors

PupilsAssessed per

30 Minute Period

BeginningLNF, PSF, & NWF

6-7 min.

1 4-5

2 8-10

4-5 16-25

6-8 24-40

MiddlePSF, NWF, & ORF

8-9 min.

1 3-4

2 6-8

4-5 12-20

6-8 18-32

End of YearNWF & ORF

7 min.

1 4-5

2 8-10

3 12-15

4-5 16-25

6-8 24-40


How Long Will it Take? How Long Will it Take? Second & Third GradeSecond & Third Grade

Measure Time per PupilNumber of Collectors

Pupils Assessed per 30 Minute Period

ORF 5 min.

1 6-7

2 12-14

3 18-21

4-5 24-35

6-8 36-56


What Materials Does the School What Materials Does the School Need?Need?

DIBELS Materials Benchmark booklets

Color coding Labeling

Student stimulus materials Binding, laminating, etc.

Other Materials Stopwatches Pencils, clipboards Class rosters

See document entitled “Approaches and Considerations of Collecting Schoolwide Early Literacy and Reading Performance

Data” at website: http://dibels.uoregon.edu/logistics/data_collection.pdf


How Do I Use the DIBELS How Do I Use the DIBELS Website?Website?

Entering and generating

reports using the DIBELS

website begins with setting

up your school.

Sign up to get a user name

and password at:

http://dibels.uoregon.edu

Create your school in the

system (a manual for using

the website is available on

the website as well as in your

supplemental materials)

Introduction

Data System

MeasuresDownloadBenchmarksGrade Level

Logistics

Sponsors

TrainersFAQContact

Information


Using the DIBELS WebsiteUsing the DIBELS Website

Creating your school in DIBELS web:

1. Creating classrooms

2. Populating classrooms with students

3. Creating users

Enter/Edit Data

View/Create Reports

InterpretReports

Administrative Menu

MigrateStudents

System Status

FAQ

ManualContact

Information


Entering Data on Entering Data on DIBELS WebsiteDIBELS Website

After your school has created the classrooms with students, you can enter the data you collected by selecting the classroom


Generating ReportsGenerating Reports

Two main types of reports generated from DIBELS Website: PDF Reports:

Downloadable reports designed for printing. The school and district PDF reports combine the most common reports into a single file.

Web Reports: Individual reports designed for quick online viewing. Select the specific report you would like.

Enter/Edit Data

View/Create Reports

InterpretReports

Administrative Menu

MigrateStudents

System Status

FAQ

ManualContact

Information


How Will the Results Be Shared How Will the Results Be Shared With the School?With the School?

Schedule time soon after data collection to share and distribute results School-level: Staff meeting Grade-level: Team meetings

Determine a method of addressing concerns Identifying at-risk students Answering questions about the results Re-thinking the data collection approach


Web ResourcesWeb Resources

Materials Administration and scoring manual All grade-level benchmark materials Progress monitoring materials for each measure (PSF, NWF,

ORF, etc.)

Website Tutorial for training on each measure with video examples Manual for using the DIBELS Web Data Entry website Sample schoolwide reports and technical reports on the

measures

Logistics Tips and suggestions for collecting schoolwide data (see website)








and student level.






Planning & Evaluation Tool (PET)Planning & Evaluation Tool (PET)

As school teams, you will work together

on the Planning and Evaluation Tool (Simmons & Kame’enui, 2000)

The second section focuses on

Assessment.

Complete this section based on the

information presented in today’s session

and your knowledge of your school’s

current assessment practices.


Day 2: PET TimeDay 2: PET Time

Complete Element 2 of the Planning & Evaluation Tool: Assessment. Review each item.

Determine whether you will have individuals complete items independently or as a group (e.g, Grade level teams: All K teachers complete 1 PET, all Grade 1 teachers complete a separate PET).

Report the score for each item and document the information sources available to substantiate the score reported.

Allow approximately 15-30 minutes for completion.


Day 2: PET TimeDay 2: PET Time

0 1 2Not in place Partially in place Fully in place

EVALUATION CRITERIA DOCUMENTATION OF EVIDENCE

II. Assessment – Instruments and procedures for assessing reading achievement are clearlyspecified, measure important skills, provide reliable and valid information about studentperformance, and inform instruction in important, meaningful, and maintainable ways.

Assessment:

1. A schoolwide assessment systemand database are established and maintainedfor documenting student performance andmonitoring progress (x 2).

2. Measures assess studentperformance on prioritized goals andobjectives.

3. Measures are technically adequate(i.e., have high reliability and validity) asdocumented by research.

4. All users receive training andfollowup on measurement administration,scoring, and data interpretation.

5. At the beginning of the year,measures identify students' level ofperformance and are used to determineinstructional needs.

6. Measures are administeredformatively throughout the year to documentand monitor student reading performance(i.e., quarterly for all students; every 4 weeksfor students at risk).

II. Assessment continued

EVALUATION CRITERIA DOCUMENTATION OF EVIDENCE

7. Student performance data areanalyzed and summarized in meaningfulformats and routinely used by grade-levelteams to evaluate and adjust instruction (x 2).

8. The building has a “resident” expertor experts to maintain the assessment systemand ensure measures are collected reliably,data are scored and entered accurately, andfeedback is provided in a timely fashion.

/20 Total Points %

Percent of Implementation:10 = 50% 16 = 80% 20 = 100%


Reflections and ReportsReflections and Reports

After schools complete Element II, review items

individually and ask schools to volunteer their current

status with respect to Assessment.

Ask schools to identify particular items in which they

scored full points and ones in which there is room for

improvement.

This information will be used to formulate a school-

specific Reading Action Plan (RAP) on Day 4 of the IBR.

Documents

Institute on Beginning Reading Day 2: Evaluating Performance: Schoolwide Assessment of Student Performance