IDEL CURRICULUM BASED MEASUREMENTSDPS District RtI Team

DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS (DIBELS™)HTTP://DIBELS.UOREGON.EDU

2

OUTCOMES

Understand what each subtest is measuring.

Understand why each test is administered. Understand how to administer each

subtest. Understand how to score each subtest.

3

The IDEL

Subtests

4

FLUIDEZ EN LA LECTURA ORAL (FLO)

5

WHAT IS READING FLUENCY?

Fluent readers read words with: Automatic recognition. Quick and accurate decoding. Comprehension.

Reading fluency can be measured by: Rate and accuracy. Words read correctly per minute.

p. 130

6

IS ORF JUST WORD CALLING?

If wake up music, put on rock denim, speak orange jeans juice you for breakfast, and drink English, those of are part your things culture. If eat you bread for flat speak breakfast, Arabic, and long wear a to cotton protect robe you the from hot, those sun things part are of culture your.

p. 138

(Original passage excerpted from Rewards, page 250,

by Anita Archer, Sopris West)

7

WHAT DO YOU THINK?If you wake up to rock music, put on denim jeans, drink orange juice for breakfast, and speak English, those things are part of your culture. If you eat flat bread for breakfast, speak Arabic, and wear a long cotton robe to protect you from the hot sun, those things are part of your culture. When some people hear the word culture, they think of priceless paintings and classical symphonies. Culture, as used in geography, is the way of life of a group of people who share similar beliefs and customs. These people may have the same language and religion.

p. 138

(Original passage excerpted from Rewards, page 250,

by Anita Archer, Sopris West)

8

FLUIDEZ EN LA LECTURA ORAL (FLO)

Big Idea:

Benchmark Goal:

Assessment Times:

Accuracy and fluency reading connected text

40 end of First Grade 20 middle

65 end of Second Grade 50 middle

85 end of Third Grade 70 middle

First Grade:Winter, Spring Second - ThirdGrades: Fall,

Winter, Spring

9

10

DIRECTIONS1. Place the scoring booklet on the clipboard and

position so that the student cannot see what you record.

2. Place the reading passage in front of the student.3. Say these specific directions to the student:

Por favor lee esto (señale) en voz alta. Si te trabas, te digo la palabra para que puedas seguir leyendo. Cuando diga “para” te puedo pedir que me cuentes sobre lo que leíste, así que trata de leer lo mejor que puedas. Empieza aquí (señale la primera palabra del texto). Empieza.

ADMINISTRATION RULESTiming Rule for DORF

Continuous for 1 MinuteStart your stopwatch after the student says the first

word.At the end of 1 minute place a bracket (]) after the last

word read, say “para” and stop your stopwatch.

Wait RuleMaximum time for each word is 3 seconds. If the student does not read a word within 3 seconds,

say the word and mark the word as incorrect. If necessary, indicate for the student to continue with

the next word. Self-Corrections with 3 seconds are not marked as errors

Discontinue RuleIf the student does not read any words correctly in the

first row of the first passage, discontinue administering

the passage and record a score of zero (0).

11

SCORING EXAMPLES

Mispronounced Words A word is scored

as correct if it is pronounced correctly in the context of the sentence.

If the word is mispronounced in the context, it is scored as an error.

12

SCORING EXAMPLES

Repeated Words

Words that are repeated are ignored in scoring.

13

SCORING EXAMPLESInserted Words Inserted words are

ignored and not counted as errors.

The student does not get additional credit for inserted words.

14

SCORING EXAMPLESOmitted words

Omitted words are scored as incorrect.

15

SCORING EXAMPLESWord Order

All words that are read correctly but in the wrong order are scored as incorrect.

16

NOTESelf Corrects A word is scored as

correct if it is initially mispronounced but the student self corrects within 3 seconds.

Mark SC above the word and score as correct.

17

NOTEArticulation and

Dialect The student is not

penalized for imperfect pronunciation due to dialect, articulation, or different first language.

Example. The student consistently says /th/ for /s/ and reads “rest” as “retht.”

18

• Add the number of words read correctly up to the bracket. Record total number of words read correctly in space provided in the lower right hand of scoring page.

Final Score:Scoring Page

5

19

46

51

FLUIDEZ EN EL RELATO ORAL (FRO)

20

FLUIDEZ EN EL RELATO ORAL (FRO)

Big Idea:

Benchmark Goal:

Assessment Times:

Comprehension

25% or greater of number of words read

First Grade:Winter, Spring

Second – Third Grades: Fall, Winter, Spring

21

DIRECTIONS FOR ADMINISTRATION

1. If the student reads 10 or more words correct on FLO, administer Part 2: Retell. Say these specific directions:

Por favor cuéntame sobre lo que acabas de leer. Trata de contarme todo lo que puedas. Empieza.

2. Start your stopwatch after you say “Empieza.”3. Count the number of words the student says in

his or her retell by moving your pen through the numbers as the student is responding.

4. At the end of 1 minute circle the total number of words, say “stop” and stop your stopwatch.

22

FLUIDEZ EN EL RELATO ORAL (FRO)

Examiner asks student to tell everything he/she can about the passage just read.

Score: Number of words in the retelling that relate to the passage.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

23

SCORING EXAMPLE

24

SCORING EXAMPLES

25

Final Score:Scoring Page

5

26

46

51

NOW LET’S TRY A FEW TOGETHER

Modeling of test administration & Scoring Guided Practice

27

FLUIDEZ EN LAS PALABRAS SIN SENTIDO (FPS)

28

WHY NONSENSE WORDS?

Assess student rapid accuracy with association of sounds with symbols.

Assess how students attack unknown or multisyllabic words.

29

FLUIDEZ EN LAS PALABRAS SIN SENTIDO (FPS) Big Idea: Benchmark Goal:

Assessment Times:

Alphabetic Principle

90 by end of First Grade 35 at End of K

Kindergarten:Winter, Spring

First Grade:Fall, Winter, Spring

Second Grade:Fall

30

FLUIDEZ EN LAS PALABRAS SIN SENTIDO (FPS)

Examiner shows page of nonsense words to student. Student reads the words.

31

DIRECTIONS FOR ADMINISTRATION

Mira esta palabra (señale la primera palabra en la copia del alumno). No es una palabra verdadera. Es una palabra sin sentido. Observa cómo leo la palabra: /m/ /o/ /s/ /i/ “mosi” (señale cada letra, después pase el dedo rápidamente debajo de toda la palabra) Puedo decir los sonidos de las letras. /m/ /o/ /s/ /i/ (señale cada letra), o puedo leer la palabra completa “mosi” (pase el dedo rápidamente debajo de toda la palabra).

Ahora te toca a ti leer una palabra sin sentido. Lee la palabra lo mejor que puedas (señale la palabra “lu”). Asegúrate de decir todos los sonidos que sepas.

32

CORRECTION PROCEDURE

33

STUDENT COPY4. Place the page of nonsense

words in front of the student.

Aquí hay más palabras sin sentido (señale la copia no numerada del alumno). Comienza aquí (señale la primera palabra) y continúa a través de la página (demuéstrelo con el dedo). Cuando yo diga ‘empieza’, lee las palabras lo mejor que puedas. Toca cada letra y dime el sonido de la letra o lee toda la palabra. Pon el dedo en la primera palabra. ¿Estás listo/a? Empieza.

345. Start your stopwatch.

6. Follow along on the test booklet and underline each letter sound or syllable the student provides correctly, either in isolation or in the context of the nonsense word. Put a slash (/) over each letter sound read incorrectly.

35

13

ADMINISTRATION RULESTiming Rule for NWF

Continuous for 1 MinuteStart the stopwatch after you say, Empieza.At the end of 1 minute place a bracket (]) after the

last letter sound, say “stop” and stop your stopwatch.

Wait RuleMaximum time per letter sound is 3 seconds. If the student does not say the next letter

sound/word within 3 seconds score the letter sound/word incorrect. Tell the student the correct sound/word, and, if necessary, point to the next letter/word, and say, “¿Qué sonido?”

Discontinue RuleIf the student does not get any sounds correct in the

first 5 words, discontinue the task and record a score of zero (0).

36

DIRECTIONS FOR SCORING

1. Underline each letter sound the student provides correctly, either in isolation or in the context of the nonsense word.

2. Put a slash (/) over each letter sound read incorrectly.

3. Do not mark any letter sounds omitted, added, or repeated.

37

SCORING EXAMPLES:UNDERLINE CORRECT LETTER SOUNDS

Sounds in Isolation

Underline the individual letters for each letter sound said correctly in isolation.

38

3

3

SCORING EXAMPLES:UNDERLINE CORRECT LETTER SOUNDSSounds in Words

Use a single underline under multiple letters for correct letter sounds blended together. Give credit for each letter-sound correspondence said correctly.

39

3

3

SCORING EXAMPLES:SLASH INCORRECT LETTER SOUNDS

Partially Correct Words If a word is partially correct, underline the

corresponding letters for letter sounds said correctly.

Put a slash ( / ) over the letter if the corresponding letter sound is incorrect.

40

2

2

SCORING EXAMPLES:

Repeated Sounds

Letter sounds said more than once while sounding out the word are given credit only once.

41

3 3

3

NOTEArticulation and Dialect The student is not penalized for

imperfect pronunciation due to dialect, articulation, or different first language.

Example: A student who regularly substitutes /th/ for /s/, says “thim” for “sim.”

42

3

3

NOTESelf Correct

If a student makes an error and corrects him/herself within 3 seconds, write “SC” above the letter sound or word and count it as correct.

43

Skips Row

If a student skips an entire row, draw a line through the row and do not count the row in scoring.

FINAL SCORE:BENCHMARK ASSESSMENT

44

• Transfer total number of correct letters named from scoring page to front of benchmark assessment booklet.

45 10

NOW LET’S TRY A FEW TOGETHER

Modeling of test administration & Scoring Guided Practice

45

FLUIDEZ EN LA SEGMENTACIÓN DE FONEMAS (FSF)

46

WHAT IS A PHONEME?

Phonemes are the smallest oral segments into which a word can be divided.Spoken words are combinations of speech sounds.

shoe = /sh/ /ū/ (2 phonemes) stove = /s/ /t/ /ō/ /v/ (4 phonemes)

Highly predictive of later reading outcomes(Adams, 1999)

p. 70

47

FLUIDEZ EN LA SEGMENTACIÓN DE FONEMAS (FSF)

Big Idea:

Benchmark Goal:

Assessment Times:

Phonemic Awareness

50 end of K 30 at middle of K

Kindergarten:Winter, Spring

First Grade:Fall, Winter, Spring

48

DIRECTIONS FOR ADMINISTRATION1. Place the scoring booklet on the clipboard

and position so that the student cannot see what you record.

2. Say these specific directions to the student:“Voy a decir una palabra. Después de que

la diga, quiero que me digas todoslos sonidos que tiene la palabra, sonido

por sonido. Por ejemplo, si yo digo, “oso”, tú dices /o/ /s/ /o/. Vamos a probar. (pausa) Dime los sonidos en la palabra “mesa”.

49

CORRECTION PROCEDURE

50

Bien. Aquí viene tu primera palabra.

ADMINISTRATION RULESTiming Rule for PSF

Continuous for 1 MinuteStart your stopwatch as soon as you say the first word.At the end of 1 minute place a bracket (]) after the last word

read, say “para” and stop your stopwatch.

Wait RuleMaximum time for each sound segment is 3 seconds. If the student does not say the next sound segment within 3

seconds, say the next word.

Discontinue RuleIf a student has not said any sound segments correctly in the

first 5 words, discontinue the task and record a score of zero (0).

Prompting RuleIf a student has done the examples correctly and does not

answer the questions correctly, say, “Recuerda decirme los sonidos en la palabra.”

This prompt may be given once.

51

DIRECTIONS FOR SCORING

1. Underline the correct sound segments the student says.

Students receive 1 point for each different, correct, part of the word.

2. Put a slash ( / ) through segments pronounced incorrectly.

3. Leave segments that are omitted blank.4. Circle entire words. 5. Count Self Corrections within 3 seconds

52

Scoring Examples:Underline Correct Sound Segments

53

54

Scoring Examples:Syllable Segmentation

55

Scoring Examples:Mixed Phoneme & Syllable Segmentation

Schwa Sounds

56

Scoring Examples:Underline Correct Sound Segments

Incomplete Segmentation

57

Scoring Examples:Underline Correct Sound Segments

Incorrect Segmentation

58

Scoring Examples:Underline Correct Sound Segments

Overlapping Segmentation

59

Scoring Examples:Underline Correct Sound Segments

Sound Elongation

60

Scoring Examples:Underline Correct Sound Segments

NOTEArticulation and Dialect The student is not penalized for imperfect

pronunciation due to dialect, articulation, or different first language.

61

FINAL SCORE:SCORING PAGE

Add the total number of sound segments produced correctly.

Record the total number of sound segments produced correctly on the bottom of the scoring sheet in the blank labeled “Todas Las Partes (TLP).”

Add the number of syllable parts produced correctly.

Record the number of syllable parts on the bottom of the scoring sheet in the blank labeled: “Partes silábicas (Síl).”

62

NOW LET’S TRY A FEW TOGETHER

Modeling of test administration & Scoring Guided Practice

63

FLUIDEZ EN NOMBRAR LETRAS (FNL)

64

LETTER NAMING IS ADDED MEASURE OF RISK

Serves as an indicator of risk in conjunction with scores on other DIBELS measures.

The skill of letter naming has a high correlation with later reading outcomes (Adams, 1999)

65

FLUIDEZ EN NOMBRAR LETRAS (FNL)

Big Idea:

Benchmark Goal:

Assessment Times:

NONE

40 end of K 25 at middle of K

Kindergarten:

Fall, Winter, SpringFirst Grade: Fall

66

DIRECTIONS FOR ADMINISTRATION1. Place the scoring booklet on the clipboard and position so

that the student cannot see what you record.2. Place the page of letters (student materials) in front of

the student.3. Say these specific directions to the student:

Aquí hay algunas letras. Dime el nombre de todas las letras que puedas. Cuando yo diga ‘empieza’, comienza aquí (señale la primera letra a mano izquierda de la página) y continúa a través de la página (demuéstrelo con el dedo).

Señala cada letra y dime el nombre de la letra. Si no sabes cómo se dice una letra, yo te la digo. Pon el dedo en la primera letra. ¿Estás listo/a? Empieza.

67

ADMINISTRATION RULESTiming Rule for NWF

Continuous for 1 MinuteStart the stopwatch after you say, “begin.” At the end of 1 minute place a bracket (]) after the last letter

named, say “para” and stop your stopwatch.

Wait Rule• Maximum time for each letter is 3 seconds. • If the student does not name the next letter within 3 seconds,

score the letter incorrect (i.e., slash the letter). Say the correct letter and, if necessary, point to the next letter, and say, “¿Qué letra?”

Discontinue RuleIf the student does not get any correct letter names within the

first 10 letters (1 row), discontinue the task and record a score of zero (0).

Prompting Rule If the student provides the letter sound rather than the letter name, say,

“Recuerda decirme el nombre de la letra, no el sonido.”This prompt may be provided once.

68

DIRECTIONS FOR SCORING

Slash (/) any letter that the student omits or names incorrectly.

Letters named correctly are not marked.

69

SCORING EXAMPLES:SLASH INCORRECT LETTERS

Substitutions

A letter is incorrect if the student substitutes a different letter for the stimulus letter (e.g., “B” for “D”).

70

SCORING EXAMPLES:SLASH INCORRECT LETTERS

Omissions

A letter is incorrect if the student omits the letter.

71

72

NOTESimilar Shaped Font

The upper case letter “I,” and the lower case letter L” are difficult or impossible to distinguish.

A response of either “I” or “L” is scored as correct.

73

NOTESkips Row

If a student skips an entire row, draw a line through the row and do not count the row in scoring.Self CorrectIf a student makes an error and corrects him or herself within 3 seconds, write “SC” above the letter and do not count it as an error.

NOW LET’S TRY A FEW TOGETHER

Modeling of test administration & Scoring Guided Practice

74

GENERAL CONSIDERATIONS

Administration, timing, and scoring need to be exact, according to standardized instructions.

This is the key to maintain the reliability and validity of the assessment!

75

THE PLAN FROM HERE… Complete benchmark testing at grade level

with your identified students Use data for . . . . .

Determining instructional needs of individual students

Grouping decisionsDeciding level of intensity for

intervention

76