2. Materials For The Module Training Book DIBELS ® Next Assessment Manual Stopwatch Pen or pencil DIBELS ® Next Kindergarten and 1 st Grade Scoring Booklets 2

3. Stepping Stones to Literacy Phonemic Awareness Vocabulary and Comprehension Alphabetic Principle Vocabulary and Comprehension Oral Reading Fluency Vocabulary and Comprehension Non-Reading Reading to Learn 3

4. DIBELS ® Assess the Basic Early Literacy Skills 4

5. What is Phonemic Awareness? The awareness and understanding of the sound structure of our language Understanding that spoken words are made up of sequences of individual speech sounds: “cat” is composed of the sounds /k/ /a/ /t/ 5

6. What is Phoneme Segmentation Fluency (PSF)? Phoneme Segmentation Fluency (PSF) is a brief, direct measure of phonemic awareness. Specifically, PSF assesses the student’s fluency in segmenting a spoken word into its component parts or sound segments. What’s new for Next? –New directions –New format –Stratification of items –Not administered winter and spring of first grade 6

7. Phoneme Segmentation Fluency (PSF) 7

8. 8 Assessor says a word. Student says the sounds in the word. Score: Number of correct sound segments student says in 1 minute.

9. 9

10. Materials Scoring booklet Clipboard Stopwatch Pen or pencil 10

11. Administration Directions Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in bold italic type verbatim. 11

12. Practice item 12

13. During the Testing Say the first word and start the timer. Present the words to the student one at a time by reading across the row. As the student responds, mark the scoring booklet according to the scoring rules As soon as the student finishes saying the sounds of the word, say the next word promptly and clearly. If the student indicates that he/she did not hear the word, you may repeat it. 13

14. During the Testing, cont. Continue to say words one at a time and score the student’s responses for 1 minute At the end of 1 minute, put a bracket after the last sound segment the student said up until the end of the 1-minute timing. Stop presenting words and do not score any student responses after 1 minute. Note: If the student is in the middle of a response at the end of 1 minute, you may allow the student to finish his/her response, but place the bracket where the minute ended and do not count any sound segments after the end of the minute. 14

15. Scoring Rules 1.Underline each correct sound segment the student says. Students receive 1 point for each different, correct, part of the word. 2.Put a slash ( / ) through segments pronounced incorrectly. 3.Circle entire words. 4. Leave segments that are omitted blank. 5.Write “sc” over any corrected sounds that had been previously slashed. 15

16. Scoring Rule 1: Underline Correct Sound Segments 16 Underline each correct sound segment the student says. Correct sound segments are each different, correct part of the word. Blended sounds or partially correct segmentation should be underlined exactly as the student said it, and given 1 point per underline.

17. Examples of Scoring Rule 1: Underline Correct Sound Segments 17

18. Practice Scoring Rule 1: Complete Segmentation 13 14 18

19. Examples of Scoring Rule 1: Underline Correct Sound Segments 19

20. Practice Scoring Rule 1: Partial Segmentation 20 8 10

21. Examples of Scoring Rule 1: Underline Correct Sound Segments 21

22. Examples of Scoring Rule 1: Underline Correct Sound Segments 22

23. Practice Scoring Rule 1: Repeated and Inserted Sounds 11 12 23

24. Examples of Scoring Rule 1: Underline Correct Sound Segments 24

25. Examples of Scoring Rule 1: Underline Correct Sound Segments 25

26. Examples of Scoring Rule 1: Underline Correct Sound Segments 26

27. Practice Scoring Rule 1: Schwa, Elongated, Articulation 13 14 27

28. Scoring Rule 2: Slash Incorrect Sound Segments 28 Put a slash ( / ) through any incorrect sound segment. Score the entire sound segment as correct or incorrect.

29. Scoring Rule 3: Circle Whole Words 29 Circle the word if the student repeats the word without providing any sound segments.

30. Scoring Rule 4: Leave Blank 30 Leave blank any omitted sounds.

31. Scoring Rule 5: Self Corrections 31 Write “sc” over any corrected sound segments that had previously been slashed if the student self-corrects an error within 3 seconds.

32. Practice Scoring Rules 2-5 sc 7 7 32

33. Discontinue Rule, Wait Rule If a student has not said any sound segments correctly in the first 5 words, discontinue the task and record a score of zero (0). Maximum 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. 33

34. Reminders If a student spells the word, say, Say all the sounds in the word. If a student repeats the word, say, Remember to say all the sounds in the word. These reminders may be given only once. 34

35. Notes Schwa sounds (/u/) added to consonants are not counted as errors. Students are not penalized for imperfect pronunciation due to dialect, articulation delays or impairments, or for pronunciations due to speaking a first language other than English. Students may elongate the individual sounds and get credit if you judge that they have awareness of each individual sound in the word (they have held each sound for approximately 1 second). 35

36. Immediately After Testing Reset the stopwatch for the next measure. Make a note about any patterns in student responses that were not captured by the marking procedures. 36

37. At a Later Time, Compute the Final Score 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. 37 ] 8 6 14

38. Final Score: Cover Page Transfer the total number of correct sound segments from the scoring page to the front of the testing booklet. 38 14

39. Pronunciation Guide The Pronunciation Guide is in the Assessment Manual. The sounds listed in this guide are shown in the initial, medial, and final position in words when possible. Multiple spellings (or the most common spellings) for each sound are shown. Different regions of the country use different dialects of American English. Any regional or dialectal pronunciation of the sound is acceptable. 39

40. Pronunciation Guide r-controlled vowels –/ar/ /er/ and /or/ are treated as 1 phoneme –“air” “ear” and “oor” are treated as 2 phonemes /e/ /r/ as in “pair” and “share” /i/ /r/ as in “hear” /uu/ /r/ as in “tour” and “lure” /ng/ is treat as one phoneme For the intent and purpose of assessing beginning phonemic awareness skills in children in kindergarten and first grade, we do not distinguish between the /w/ sound in “win” and the /wh/ sound in “where” or between the /o/ sound in “hop” and the /aw/ sound in “saw.” 40

41. PSF Review How do I mark a completely segmented word? Underline below each sound segment. What do I do if the student repeats the word? Circle the word. What do I mark if the student skips a sound? Leave blank. How do I record an incorrect sound? Slash the letter. How do I mark that a child blended two sounds? Mark a single underline under the blended sounds. 41

42. PSF Practice #1 42 38 9 11 1010 ] 8

43. PSF Practice #2 43 9 8 9 ] 7 33

44. Small Group Practice 44 Form a group of three Take turns administering PSF Rotate roles (student, observer, assessor)

45. Assessor 45 Assessor: Follow the script on the page titled “Assessor.” Administer PSF to the “Student.” Practice timing and scoring.

46. Student 46 Student: Follow the script for your round on the page titled, “Student.” You will pretend to be a student and provide the written scripted responses.

47. Observer 47 Observer: Use the PSF Assessment Integrity Checklist on the page titled “Observer.” Observe the examiner and provide feedback on the accuracy of administration, scoring, and timing.

48. After Completing Each Round… What was easy? What was difficult? What do you need to practice? How were the skills of the child you assessed? What instructional recommendations do you have for the student you assessed? 48 After completing each round, discuss as a group how the administration went. Answer the following questions for the round in which you are the examiner:

49. Analyze the Student’s Skills Student A Student B Student C 49

50. PSF Summary Start timer after you say the first word. 50 Word repetition: Circle the word. Incomplete (blended) segmentation: Underline blended sound segments. Overlapping segmentation: Underline each segment. Three-second Rule: Score as incorrect and say the next word. Discontinue Rule: No correct sound segments in the first five words. Underline Sound Segment (1 point for each segment underlined) Slash (0 points) Leave Blank (0 points) Says correct sound segment Adds schwa sound to correct sound. Pronounces sound incorrectly due to articulation delay/dialect/different first language Elongates sounds Says incorrect sound segment Adds sound (if separate from other sound segments) Omits sound

51. To Enhance This Training Additional practice activities DIBELS ® Next Assessment Manual Further training opportunities 51