1. Welcome! Analyzing DIBELS Next to Inform Instruction in Kindergarten
Tell participants that there is an embedded link in this slide to a DIBELS Next Overview on You Tube.
Office of Elementary English Language Arts
Kindergarten Professional Development
August 18, 2016
@BCPS_ELA

2. Getting to Know You Who is new to teaching kindergarten?
Who attended the DIBELS Administration and Scoring webinar in June?
Who has previously administered the DIBELS 6th edition for kindergarten?
Who has previously administered the DIBELS Next edition for kindergarten?

3. Teachers should have viewed:
Administration and Scoring of DIBELS Next in Kindergarten
Part 1
***Use the note-taking sheet located in the materials section to have participants electronically record their notes throughout the presentation.
Office of Elementary English Language Arts
Kindergarten Webinar
June 2016
@BCPS_ELA

4. Analyzing DIBELS Next to Inform Instruction in Kindergarten -
Today’s Focus
Analyzing DIBELS Next to Inform Instruction in Kindergarten -
Part 2
Tell participants that there is an embedded link in this slide to a DIBELS Next Overview on You Tube.
Office of Elementary English Language Arts
Kindergarten Professional Development
August 18, 2016
@BCPS_ELA

5. Learning Outcomes
By the end of this session, participants will be able to:
Recall the guidelines for administering and scoring the First Sound Fluency (FSF) and Letter Naming Fluency (LNF) benchmark and progress monitoring measures.
Analyze DIBELS First Sound Fluency (FSF) and Letter Naming Fluency (LNF) measures to inform large and small group instruction.
Identify materials and resources available for large and small group instruction.

6. DIBELS Next Administration
First Sound Fluency (FSF) and
Letter Naming Fluency (LNF) will be
administered to every kindergarten student
during gradual entry. Parents are invited to be present during the screening.
20% of the nations elementary schools use DIBELS.

7. DIBELS NEXT Measures for Kindergarten
Five Essential Components
DIBELS Measure
Kindergarten
Fall
Winter
Spring
Phonemic Awareness
First Sound Fluency X
Not admin
Phoneme Segmentation Fluency
Opt.
Endor.
Phonics
(Alphabetic Principle)
Letter Naming Fluency
Nonsense Word Fluency
We are referring to the benchmark times by season instead of Beginning of the Year, Middle of the Year, and End of the Year to be more aligned to the times used with MAP administration.
DIBELS Admin in Fall will actually be in August during the first three days of gradual entry.
Winter will be within the last 3 weeks of January, as needed for specific students.
Spring window will be within the last 3 weeks of May, as needed for specific students.
Two important changes in DIBELS Next
1. Unbundled Composite Scores
No longer required to administer all measures.
New rating system for each measure:
Required for instruction
Optional, endorsed
Optional, not endorsed
2. New Benchmark Measures

8. Catch Them Before They Fall - When The Gap Is Smaller

9. Areas of the Brain FSF LNF
These measures represent a screening of skills that develop in these areas of the brain:
Phonemic Awareness develops in the area of the phonological processor. First Sound Fluency measures this skill.
Letter recognition develops in the area of the orthographic processor. Letter Naming Fluency measures this skill.
LNF

10. The Phonological and Phonemic Awareness Continuum
This where phoneme isolation appears on The Phonological and Phonemic Awareness Continuum.

11. Let’s Examine First Sound Fluency (FSF)

12. First Sound Fluency (FSF)
New measure in DIBELS Next.
Measures the ability to isolate the first sound in a word which is an important phonemic awareness skill that is highly related to reading acquisition and reading achievement (Yopp, 1988).
First Sound Fluency (FSF) is a new measure in DIBELS Next. FSF is a brief, direct measure of a student’s fluency in identifying the initial sounds in words. The ability to isolate the first sound in a word is an important phonemic awareness skill that is highly related to reading acquisition and reading achievement (Yopp, 1988).
The ability to isolate and identify the first phoneme in a word is an easier skill than segmenting words or manipulating phonemes in words, thus FSF is used as a measure of developing phonemic awareness at the beginning and middle of kindergarten.

13. Review: First Sound Fluency (FSF)`
Quick review
Highlight/reinforce that it is different from ISF in DIBELS 6th in that:
Administered time is 1 minute, not 3 minutes
It is scored differently so teachers need to really listen for the sounds that students produce

14. General Scoring Guidelines
Recording and Scoring Responses
The following rules apply to most DIBELS measures:
• A slash mark ( ) denotes an incorrect response.
• An “sc” written above a slashed response denotes a self- correction, and the response is counted as correct.
BCPS recommendation: If an incorrect answer is given, write the incorrect response beside the slash. This will be helpful in analyzing errors for instructional planning.
Highlight what is in blue: If an incorrect answer is given, write the incorrect response beside the slash. This will be helpful in analyzing errors for instructional planning.

15. Analyze DIBELS FSF Data
Record the scores on the BCPS Kindergarten DIBELS Next Score Sheet located in BCPS One, not on the DIBELS website.

16. Analyze DIBELS FSF Data
2. Identify students that scored Strategic and At-
Risk on the BCPS spreadsheet.
* Benchmark is the LOWEST score that predicts reading success.
Benchmark
Strategic
At-Risk
FSF
23+
0 - 12

17. Analyze DIBELS FSF Data
3. Examine individual student test sheets for errors.

18. Analyze DIBELS FSF Data
How many words did the student generate sounds for in 1 minute?
This indicates that the student was or was not fluent in responding.
Was the student:
Fast and accurate?
Fast and inaccurate?
Slow and accurate?
Slow and inaccurate?
Result: Focus on accuracy before fluency.
Begin to ask the following questions (in blue at the top) to analyze the next steps in instruction for that student.

19. Analyze DIBELS FSF Data
Identify where the student scored 2 points.
This indicates that the student isolated
the initial phoneme correctly.
Result: No action is needed.

20. Analyze DIBELS FSF Data
Identify where the student scored 1 point.
This indicates that the student was unable to isolate the initial phoneme correctly. Did the student say a:
Consonant blend?
Consonant plus vowel?
Consonant blend plus vowel?
Result: Student needs instruction in hearing and generating first sounds in words.
Administration Directions:

21. Analyze DIBELS FSF Data
Identify where the student scored 0 points.
This indicates that the student was unable to isolate the initial phoneme correctly and produced the following:
Consonant blend.
Consonant plus vowel.
Consonant blend plus vowel.

22. Analyze DIBELS FSF Data
Identify where the student scored 0 points.
Examine the sound that the examiner wrote next to the zero that indicates the sound the student gave. How close was it to the target sound?
Result: Student needs instruction in hearing and generating first sounds in words. t

23. Analyze DIBELS FSF Data
Was the FSF screening discontinued after 0 points in the first 5 words?
This indicates that the student does not have the skill soundly in place.
Result: Student needs instruction in hearing and generating first sounds in words.

24. Analyze DIBELS FSF Data
How many times was the 3 second wait rule used before moving on?
This indicates that the student was not automatic in answering.
Result: Student needs instruction in hearing and generating first sounds in words.

25. Analyze DIBELS FSF Data
Your Turn!
Examine the First Sound Fluency (FSF) example and discuss your findings.

26. First Sound Fluency Instruction
FSF screening provides insight into the students needing systematic instruction in learning to isolate the first sounds in words.
This is a beginning skill that will be instructed daily in Wonders whole group Word Work instruction.

27. FSF Instruction
There is no need to form small groups of at-risk students to focus on this skill.
This will be ONE of the skills that should be a part of small group skill instruction.
Suggestions for supporting this skill within small group instruction are located in the Differentiated Resource section of each week in Wonders.
Administration Directions:
Say the words in bold italic type verbatim.
Say the first word and start your stopwatch.
During the testing:
Present the words to the student one at a time by reading down the column of words.
Score the student’s responses by circling the corresponding sound or group of sounds on the scoring page. Mark a slash ( ) through the zero for no response or for an incorrect response. Write the incorrect sound above the slash.
As soon as the student finishes saying the initial sound/sounds in the word, say the next word promptly and clearly.
Continue to say the words one at a time and score the student’s responses for 1 minute.
At the end of 1 minute, stop presenting the words. Do not score any student responses after 1 minute. If the student completes the assessment before 1 minute, stop testing and record the score obtained. Scores are not prorated.

28. Resources for Teaching Initial Sounds
Part of Differentiated Small Group Instruction

29. Resources for Teaching Initial Sounds
Part of Differentiated Small Group Instruction

30. Resources for Teaching Initial Sounds
Teacher Resource Book (online only)
Six picture cards for each initial sound

31. Strategies for Teaching Initial Sounds
Phoneme Discrimination
Match objects or pictures to a target sound.
Lowest level of this skill is at the receptive level and using objects.
Sort objects with and without the target initial sound.

32. Strategies for Teaching Initial Sounds
Phoneme Discrimination: Initial Sounds
Recognize that a word begins with a target sound.
Receptive sound discrimination.
What word begins with /b/ ?

33. Strategies for Teaching Initial Sounds
Phoneme Isolation
Identify the articulators and model how sounds are formed.
Have students look in a mirror as they produce the modeled sounds.

34. Strategies for Teaching Initial Sounds
Have students feel how
sounds are formed.
Open/closed mouth
Lip position
Tongue position
Air flow
Voiced/voiceless

35. Strategies for Teaching Initial Sounds
Refer to the Reading Strategy Cards

36. Strategies for Teaching Initial Sounds
Phoneme Isolation: Initial Sounds
Express the beginning sounds of words.

37. Strategies for Teaching Initial Sounds
Phoneme Categorization
Provide oddity tasks.
Which one doesn’t belong?
Umpire – vase - umbrella

38. Strategies for Teaching Initial Sounds Phoneme Classification
Yes No
Picture Sort
for Sound
Discrimination

39. Strategies for Teaching Initial Sounds Phoneme Classification
Picture Sort for Beginning Sounds

40. Strategies for Teaching Initial Sounds Phoneme Classification
Picture Sort
for Beginning
and Ending Sounds

41. Let’s Examine Letter Naming Fluency (LNF)

42. Letter Naming Fluency (LNF)
Brief measure of fluency in naming letters.
Assesses a student’s ability to recognize individual letters and say their letter names.
Purpose is to measure automaticity with letter naming.
Fluency in naming letters is a strong and robust predictor of later reading achievement (Adams, 1990). The purpose of LNF is to measure fluency rather than identify which letters the student knows or does not know (DIBELS Next Assessment Manual, Page 48)
Letter Naming Fluency (LNF) is a brief, direct measure of a student’s fluency in naming letters. LNF assesses a student’s ability to recognize individual letters and say their letter names.
The purpose of LNF is to measure students’ automaticity with letter naming. Fluency in naming letters is a strong and robust predictor of later reading achievement (Adams, 1990). The purpose of LNF is to measure fluency rather than identify which letters the student knows or does not know, so while all letters are included on the LNF materials, they appear in random order. As such, it provides an added risk indicator for early school-age children.
DIBELS Next Assessment Manual, Chapter 6: Page 48

43. Letter Naming Fluency (LNF)
Because letter naming does not appear to be essential for achieving reading outcomes, it is not a basic early literacy skill. As an indicator of risk, scores on Letter Naming Fluency should be used in conjunction with scores on other measures, especially at the beginning of kindergarten.
LNF is a strong and robust predictor of later reading achievement but is not a powerful instructional target, i.e., focusing instruction on letter names should not be expected to lead to better reading outcomes.
For students at risk, the primary instructional goals should be developing phonological awareness skills and gaining knowledge about the alphabetic principle (DIBELS Next Assessment Manual, Page 48)
DIBELS Next Assessment Manual, Chapter 6: Page 48
Because letter naming does not appear to be essential for achieving reading outcomes, it is not a basic early literacy skill. Therefore, a benchmark goal is not provided. As an indicator of risk, scores on Letter Naming Fluency should be used in conjunction with scores on other measures, especially at the beginning of kindergarten.
LNF is a strong and robust predictor of later reading achievement but is not a powerful instructional target, i.e., focusing instruction on letter names should not be expected to lead to better reading outcomes.
For students at risk, the primary instructional goals should be developing phonological awareness skills and gaining knowledge about the alphabetic principle.

44. Letter Naming Fluency (LNF)
Each line has 10 letters.
Each page has a random sort of lower and upper case letters.
The font is a primary block-like font.
Lines help students keep their place.
All materials needed for this screening are located on BCPS One in the Kindergarten Course map, Assessment folder, in the DIBELS Next folder.

45. Review: Letter Naming Fluency (LNF)
Quick review
Direct attention to the Wait Rule and discontinue rule

46. Analyze LNF Data Benchmark Strategic At-Risk LNF 29+ 22 - 28 0 - 21
Identify the Strategic and At-Risk scores on the BCPS spreadsheet.
Benchmark is the LOWEST score that predicts reading success.
Examine individual student test sheets for errors.
Benchmark
Strategic
At-Risk
LNF
29+
0 - 21

47. Letter Naming Fluency (LNF)
How many letters did the student accurately name in 1 minute?
Was the student:
Fast and accurate?
Fast and inaccurate?
Slow and accurate?
Slow and inaccurate?
Result: Focus instruction on accuracy before fluency.

48. Letter Naming Fluency (LNF)
Examine LNF Response Patterns:
Did the student:
Make random errors?
Make consistent errors or with specific letters?
Say the letter sound instead of letter name?
Track incorrectly?

49. Letter Naming Fluency (LNF)
Examine LNF Response Patterns:
Did the student:
Miss more than one upper case letter? List them.
Miss more than one lower case letter? List them.
Misname letters with similarities (b/d, p/q, h/n)? List them.
Miss lower case letters with extensions above/below? List them.

50. Letter Naming Fluency (LNF)
Examine LNF Response Patterns:
Did the student:
Miss upper/lower case letters in own name? List them.
Miss more of the letters at the end of the alphabet?
Skip more than one line, or not read across the row left to right?
Get any letters correct one time and incorrect another time?

51. Analyze DIBELS LNF Data
Your Turn!
Examine the Letter Naming Fluency (LNF) example and discuss your findings.

52. LNF Instruction
There is no need to form small groups of at-risk students to focus on this skill.
This will be ONE of the skills that will be a part of daily whole and small group skill instruction.

53. Resources for Teaching Letter Naming Daily Core Instruction
LNF screening provides insight into the students needing instruction in learning the letter names.
This is a beginning skill that will be instructed daily in Wonders whole group Word Work instruction.

54. Strategies for Teaching Letter Naming
Resource in BCPS One

55. Strategies for Teaching Letter Naming
Students trace, say, and write the letters
using Zaner Bloser language.
Headline
Midline
Baseline

56. Strategies for Teaching Letter Naming
Have students:
Identify the target letter in a variety of print fonts.
Sort letters that appear in different fonts.
G g G g G g
A a A a A a

57. Strategies for Teaching Letter Naming
Color-code the alphabet. Chunk it into sections for naming and matching letters.
A B C D E F G
H I J K L M N
O P Q R S T
U V W X Y Z

58. Strategies for Teaching Letter Naming
Alphabet Arc: Timed activities (3 minutes)
Match letters to arc letters.
Complete partial arcs.
Match lowercase to
uppercase letters.
State letter names as letters
are removed.
Resource: Florida Center for Reading Research

59. Strategies for Teaching Letter Naming
Begin by providing colored sentence strips to reinforce the new letters taught each week in Word Work.
Work on accuracy first, then fluency.

60. Strategies for Teaching Letter Naming
Build random letter strips in a pocket chart at the Word Work Center for students to practice after all letters have been taught.
Continue to work on accuracy first, then fluency.

61. Strategies for Teaching Letter Naming
Feed me the letter
Cc.

62. Strategies for Teaching Letter Naming
Teach students the letters in their names.
S a m S a m

63. Strategies for Teaching Letter Naming
Play “Alphabet Racers”, rapidly naming letters using letter cards or flipbooks. F

64. Strategies for Teaching Letter Naming
Use letter Power Points. Have students rapidly name the letters as they appear.
Gradually decrease the number of seconds on the slide show in order to build fluency. B

65. Strategies for Teaching Letter Naming
Use LNF Practice Probes on BCPS One.

66. Strategies for Teaching Letter Names and Initial Sounds

67. Strategies for Teaching Letter Naming and Initial Sounds
Recite the alphabet daily as a warm up to Word Work instruction. Point to the letter on the alphabet strip and say its name, target picture, and sound.
Aa, apple, /a/
Bb, bat, /b/
Point to the letters and sing the alphabet song.
Add motions for each of the letters.

68. Strategies for Teaching Letter Naming and Initial Sounds
Provide differentiated and multi-sensory whole-group and small-group instruction to meet the needs of students in each group.
Provide opportunities for students to practice letter naming and initial sound discrimination, isolation, and categorization as part of daily small group instruction.
Caution: Refrain from forming small groups around isolated deficit skills.

69. Teacher Resources
FAIR (Florida Assessment for Instruction in Reading) Search Tool – Intervention Activities
DIBELS Interventions Electrified!

70. Progress Monitoring

71. DIBELS Progress Monitoring
Plan
Support
Evaluate Effectiveness of Support
Implement
Support

72. DIBELS Progress Monitoring
Progress Monitoring data should be collected for each measure that was not scored at Benchmark.
A student must score at or above the aim line/target score three consecutive times before terminating progress monitoring.
Maintain a record of intervention strategies and student progress.

73. DIBELS Progress Monitoring
Monitor progress approximately after every intervention sessions/once each month.
Record progress on the BCPS Kindergarten DIBELS Next Score sheet.

74. DIBELS Progress Monitoring
If three consecutive data points fall below the aim line/target score, the team should meet and make a considered decision about modifying the instruction.
If the student’s progress is not likely to result in meeting the goal, the instruction should be changed.
The goal is to make good instructional decisions to improve student outcomes.
Page 36 in the DIBELS Next Assessment Manual

75. Continue Accommodations
Refer to and continue to provide:
Enlarged student materials for students with visual impairments?
Use of colored overlays, filters, or lighting adjustments for students with visual impairments?
Use of assistive technology, such as hearing aids and assistive listening devices (ALDs), for students with hearing impairments?
The use of a marker or ruler to focus student attention on the materials for students who are not able to demonstrate their skills adequately without one?

76. For any teachers that are new or did not attend the DIBELS Next trainings this past spring:
Resources are located on BCPS One in the DIBELS Next folders.
LNF Progress Monitoring Probes
FSF Progress Monitoring Probes

77. Questions ?

78. DIBELS Administration
Thank you for attending!
Contact the Office of Elementary English Language Arts with any questions.
#4039
Best wishes for a successful start to
the school year!