Instruction GoalsAssessment For Each Student For All Students Oregon Reading First DIBELS Mentor Coach Training Presented by Hank Fien Developed by Kame’enui,

Instruction

GoalsAssessment

For Each Student

For All Students

Oregon Reading FirstDIBELS Mentor Coach Training

Presented by Hank FienDeveloped by Kame’enui, Simmons, Coyne & Harn (2003)

University of OregonInstitute on the Development of Educational Achievement (IDEA)

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Objectives

Brief review of DIBELS scoring and administration rules and practice each measure.

DIBELS Website Enabling Classrooms and Student Database DIBELS Data Entry Generating Data Data Collection Strategies

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Assessing Each Big Idea with DIBELS

Big Idea DIBELS Measure

Phonological Awareness

Initial Sounds Fluency (ISF)Phonemic Segmentation Fluency

(PSF)

Alphabetic PrincipleNonsense Word Fluency Measure

(NWF)

Fluency and Accuracy Oral Reading Fluency (ORF)

Vocabulary Word Use Fluency

Comprehension Oral Retell Fluency

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Standard Administration

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

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Separate Testing and Teaching Time

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!

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Phonemic Segmentation Fluency (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

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PSF Video

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How Do We Administer and Score 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

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PSF Essentials

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.

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Scoring 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

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Elongating 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

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Errors in Segmenting: No Segmentation

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

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Errors in Segmenting: Incomplete Segmentation

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

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Errors in Segmenting: Overlapping 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

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Errors in Segmenting: Omission of 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

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Errors in Segmenting: Mispronunciation 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

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Student 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.

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Student 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

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Breakout Activity

1. Form a 3-person group

2. Assign roles:

Examiner

Student

Observer

3. Practice administering measure (Each person

administer the measure 2 times)

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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

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What ISF Looks Like

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How Do We Administer and Score 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

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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/?"

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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/?”

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"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."

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Maximizing Administration Time

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).

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Scoring 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

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Scoring Rules for ISF

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.

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Breakout Activity

Form a 3-person group

Assign roles:

Examiner

Student

Observer

Practice administering measure (Each person


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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

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What NWF Looks Like

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How Do We Administer and Score 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

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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.”

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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”).

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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

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Stopwatch: Start watch after tester says “Begin” 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.

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Scoring 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.

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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).

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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?"

5. 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?"

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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.

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Tips for Scoring

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.

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Breakout Activity


Assign roles:

Examiner

Student

Observer



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What ORF Looks Like

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How Do We Administer and Score 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.”

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How Do We Administer and Score 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.”

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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.

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Scoring Rules for ORF: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

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Scoring 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

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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

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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

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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."

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Tips for Scoring

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

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Breakout Activity


Assign roles:

Examiner

Student

Observer



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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.

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What LNF Looks Like

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How Do We Administer and Score 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

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How Do We Administer and Score 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?"

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Stopwatch: Start watch after tester says “Begin” 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.

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Scoring 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.

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Tips for 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.

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Conducting Reliability Checks for Assessment Team

It is critical that all members of the Assessment Team can get an accurate picture of student performance by administering and scoring the DIBELS measures in a reliable manner.

Reliability Checks Best Scenario: Prior to Fall Benchmarking, the Assessment

Team tests several students on each DIBELS measure. Mentor Coach scores alongside with each tester and compares scores. If scores are within 2 or 3 points the tester is good to go!

Option #2: Same as above, except instead of testing students adults test each other. Again, Mentor Coach scores alongside with each tester and compares scores.

Option #3: During the first day of Fall Benchmarking the Mentor Coach shadows members of the Assessment Team and checks for reliability.

Documents

Instruction GoalsAssessment For Each Student For All Students Oregon Reading First DIBELS Mentor Coach Training Presented by Hank Fien Developed by Kame’enui,