Denise Fields October 13, 2014 DIBELS Refresher

Learning Intentions Review DIBELS Next ® Assessment Administration Prepare an action plan for literacy Locate RtI resources for literacy interventions

Success Criteria Compare and contrast DIBELS measures Devise an action plan to get school staff trained Participants can confidently locate RtI resources for literacy interventions

RtI Process The goal is academic and behavioral success for all students

Why DIBELS? We CAN change outcomes for students. DIBELS Next ® is one part of a system. DIBELS Next ® is an indicator. Guides us to teach the Basic Early Literacy Skills explicitly and thoroughly. Monitor progress frequently and efficiently.

Basic Early Literacy Skills Phonemic awareness Phonics Fluency Vocabulary Comprehension Focus on specific literacy skills can improve a child’s ability to read.

Most reliably effective approach is systematic and explicit instruction.

Explicit Explicit instruction ensures students’ attention is drawn to important features of an example or demonstration. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction

Think – do not use resources to check answers Pair – share with partner or table colleagues, use resources available Share – one person from each table share out Think, Pair Share

First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) DIBELS oral reading Fluency (DORF) DAZE

Venn Diagram Activity Basic early literacy skill assessed Administration directions Scoring and rules Reminders Materials needed

First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) DIBELS oral reading Fluency (DORF) DAZE

First Sound Fluency

FSF

16 –Add the total number of correct responses in each column of the score sheet (2-point and 1-point responses). –Multiply the number of responses from the 2-point column by two and record that number in the space provided. –Add the number of points from both columns to arrive at the final score

Research-based minimum rates of progress taken from the DIBELS Next Benchmark Goals: DAZE: Goal is set at Mastery for student’s grade level First-Grade DORF: about 2 words correct per week Second – to Fifth- grade DORF: about 1 word correct per week Sixth-Grade DORF: about ½ word correct per week Nonsense Word Fluency (NWF): about 1 correct letter sound per week Phoneme Segmentation Fluency (PSF): 1 – 1.5 correct sound segments per week First Sound Fluency (FSF): about 1 initial sound correct per week Students receiving an intervention will need to have goals larger than these minimum rates, therefore we will double these rates for their goal. Goal Setting using DIBELS:

When setting intervention target (or goal), you should double the minimum rates listed above, multiply by the number of intervention weeks, and add that number to your baseline. Taken from: Phase 2 DIBELS Next Data Interpretation Workshop

Basic Early Literacy Skill Phonemic Awareness Administration Time 1 minute Administration Schedule Middle of kindergarten to beginning of first grade Score Number of correct sound segments the student says in 1 minute Wait RuleNo response within 3 seconds, say the next word Discontinue RuleZero correct sound segments in the first five words Phoneme Segmentation Fluency

PSF ] ] 8 8 – Add number of correct sound segments for each line (up to bracket). Record total for each line in space provided in right- hand column of scoring page. – Add number of correct sound segments from each line. Record total number of correct sound segments in space provided in lower right- hand corner of scoring page.

Page

Nonsense Word Fluency

1 Underline each letter sound the student says correctly, either in isolation or blended together with other sounds in the word. 2 Put a slash ( / ) over each letter sound read incorrectly. 3 Leave blank any omitted or inserted letter sounds or words. When a student is reading sound-by-sound, leave blank any inserted letter sounds. When the student is reading word-by- word, slash the underline to indicate any inserted letter sounds. 4 Write “sc” above any letter sound or word that had been previously slashed and was self-corrected within 3 seconds. Count that letter sound as correct. Credit is only given for WWR when the student reads the whole word completely and correctly the first time. 5 Draw a line through any row the student skips. Do not count the row when scoring. NWF

Correct Letter Sounds (CLS): –The number of letter sounds produced correctly in 1 minute. For example, if the student reads dif as /d/ /i/ /f/ the score for Correct Letter Sounds is 3. If the student reads dif as /di/ /f/ or “dif,” the score is also 3. Whole Words Read (WWR): –The number of make-believe words read correctly as a whole word without first being sounded out. For example, if the student reads dif as “dif,” the score is 3 points for CLS and 1 point for WWR, but if the student reads dif as “/d/ /i/ /f/ dif,” the score is 3 points for CLS but 0 points for WWR.

–Add number of Correct Letter Sounds (CLS) and Whole Words Read (WWR) for each line (up to bracket). Record total for each line in space provided in right-hand column of scoring page. –Add number of correct CLS and WWR from each line. Record total number of CLS and WWR in space provided in lower right- hand corner of scoring page.

NWF sc ] ]

DIBELS Oral Reading Fluency

 Do not read the title.  Start the stopwatch when he or she reads the first word of the passage.  If students does not know a word or struggles for 3 seconds, say the word.  Do not correct any errors student makes while reading title. DORF

Follow along in the scoring booklet. Leave blank any words read correctly. Put a slash ( / ) through errors (including skipped words). At the end of 1 minute, place a bracket ( ] ) in the text after the last word provided by the student. Proceed to Retell when the minute is up. Say Stop and remove the passage. Note: If the student is in the middle of a sentence at the end of 1 minute, you may allow the student to finish the sentence, but only score the words said up to the end of 1 minute.

] ] – Add the total number of words read up to the bracket. – Record the total number of errors. – Subtract the errors from the total and record the words read correctly in the space provided on the scoring page.

Remove the passage and say: Start the stopwatch and allow a maximum of 1 minute for the retell. Mark through numbers in the scoring book for words in the student’s response that are related to the story.

15 3 3

Daze

Format: Group or individually administered measure. Assessor asks students to read a passage and circle the word that makes the most sense in the story. Score: Number of correct responses, adjusted for guessing.

Daze Adjusted Score = number correct – (number incorrect ÷ 2)

ToolScoreRangeArea of ConcernExceed Template 6 th Grade DAZE Mastery 21+ Instructional Frustration 0-14 Comprehension Monitoring Comprehension 5 th Grade DAZE Mastery 24+ Instructional Frustration 0-17 Comprehension Monitoring Comprehension 4 th Grade DAZE Mastery 24+ Instructional Frustration 0-19 Comprehension Monitoring Comprehension 3 rd Grade DAZE Mastery 19+ Instructional Frustration 0-13 Comprehension Monitoring Comprehension 6 th Grade DORF DORF Mastery 120 Instructional Frustration 0-94 RETELL Mastery 32+ Instructional Frustration 0-23 Advanced Phonics Fluency RETELL: Comprehension Fluency Rate 5 th Grade DORF DORF Mastery 130+ Instructional Frustration RETELL Mastery 36+ Instructional Frustration 0-24 Advanced Phonics Fluency RETELL: Comprehension Fluency Rate 4 th Grade DORF DORF Mastery 115+ Instructional Frustration RETELL Mastery 33+ Instructional Frustration 0-23 Advanced Phonics Fluency RETELL: Comprehension Fluency Rate 3 rd Grade DORF DORF Mastery 100+ Instructional Frustration 0-79 RETELL Mastery 30+ Instructional Frustration 0-19 Advanced Phonics Fluency RETELL: Comprehension Fluency Rate Survey Level Assessment

2 nd Grade DORF 1 st Grade DORF NWF CLS WWR PSF FSF 11 Frustration 0-19 Phonemic Awareness Early Phonemic Awareness

2 nd Grade DORF 1 st Grade DORF NWF CLS WWR PSF FSF 22 Instructional Phonemic Awareness Early Phonemic Awareness

2 nd Grade DORF 1 st Grade DORF NWF CLS WWR PSF FSF 17 Frustration Instructional Phonemic Awareness Early Phonemic Awareness

3 rd Grade DORF 2 nd Grade DORF 1 st Grade DORF NWF CLS WWR PSF 42 Frustration 0-64 Frustration 0-31 Frustration 0-46 Frustration Mastery 40+ Basic Phonics CLS: Basic Phonics

4 th Grade DAZE 3 rd Grade DAZE 6 th Grade DORF 5 th Grade DORF 4 th Grade DORF 3 rd Grade DORF Mastery 115+ Frustration Frustration Comprehension Monitoring Comprehension

a. Using MAP scores you have reviewed the lowest performing 20% of the grade level and, b. with additional information and data and determined which of these students need intervention in English reading. 1.To improve their skills and monitor growth, we need to find each identified student’s instructional reading level. Materials Needed: a.Progress monitoring scoring and student materials at the 6-1 st grade levels for Oral Reading Fluency (DORF), Nonsense Word Fluency (NWF), Phonemic Segmentation Fluency (PSF), and First Sound Fluency (FSF). b.Survey-Level Assessment Worksheet labeled for each student. c.Stop watch 1.a. When starting with Oral Reading Fluency, begin by administering 3 Progress Monitoring Probes at the student’s grade level. -If the student, grade 3 and above, meets the current grade level DORF benchmarks for accuracy and rate but comprehension skills are a concern, you may choose to use DAZE. b. For students with pre-reading skills only, you may start the survey at NWF or PSF. Survey-Level Assessment using DIBELS Next: Steps to Finding a Student’s Instructional Level for Progress Monitoring

Enter each probe score on the worksheet and compare to descriptor ranges on the worksheet. 1.Repeat the process moving up/down the skill ladder, until you identify the student’s instructional level as noted on the Survey Assessment Worksheet. 1. A student’s baseline is then set by selecting their median score of 3 probes administered at the identified instructional level 1.Select Intervention to target basic skills within this instructional level (eg. letter sounds-basic phonics). 1.Progress Monitor at the student’s instructional level, as well (eg. basic phonics-NWF). 1.Baseline score, target score and progress monitoring data points are entered into EXCEED RtI per the planned schedule, and decisions regarding progress are made using data. Survey-Level Assessment continued

How to progress monitor Determine needs and select measures Establish the baseline Set a goal Determine frequency of progress monitoring Collect and document progress monitoring data Analyze progress monitoring data

Decision making during implementation- 3 point data rule If the three data points are…Then… Above the goal-line and the target score increase the target, change to next skill, or reduce support(fade to Tier 1) Above the goal-line but NOT at target score yet Continue implementation Around the goal-lineContinue implementation Both above and below the goal-line Continue implementation and Keep collecting data until 3-point rule can be applied Below the goal-line Dig deeper and/or make a teaching change

Systematic  Skills and concepts are taught in a planned, logically progressive sequence.  Lessons focus on clearly defined objectives that are stated in terms of what students will do.  Multiple practice activities are scheduled purposefully to help students master and retain new skills.  Students work on carefully designed tasks that give them opportunities to apply what they have been taught.  Assessments are designed and used in a timely fashion to monitor skill acquisition as well as students’ ability to apply new skills, to retain them over time and to use them independently.

Tier 2 and 3 below

SLD? School Psychologist

Additional trainings DIBELS SessionDateCourse/ Session FSF/PSF10/20RTI204/0003 FSF/ PSF10/22RTI 204/0004 NWF and Data Based Decisions 10/27RTI205/0003 NWF and Data Based Decisions 10/29RTI205/0004 DORF and DAZE11/3RTI206/0003 DORF and DAZE11/5RTI206/0004

I’ve never been trained I’ve been trained, but am not comfortable administering on my own I’ve been trained and have administered in my classroom I’ve been trained and could teach someone else DAZE DORF NWF PSF FSF DIBELS Needs Assessment Survey

Action Planning DIBELS Module Who Needs it (all staff, grade level, individual staff- include names) Means of training, support, etc (all staff meeting, grade level meeting, one on one, coach teacher with students, etc) Timeline FSF First Sound Fluency PSF Phoneme Segmentation Fluency NWF Nonsense Word Fluency DORF DIBELS Oral Reading Fluency DAZE Survey Level Assessment EXCEED

Learning Intentions Review DIBELS Next ® Assessment Administration Prepare an action plan for literacy Locate RtI resources for literacy interventions

Success Criteria Compare and contrast DIBELS measures Devise an action plan to get school staff trained Participants can confidently locate RtI resources for literacy interventions

Title MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives