Agenda

Introduction

First Sound Fluency (FSF)

Phoneme Segmentation Fluency (PSF)

Letter Naming Fluency (LNF)

Nonsense Word Fluency (NWF)

DIBELS® Oral Reading Fluency (DORF)*

Daze (DIBELS® Maze)

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* DORF includes the now required Retell component

Why use DIBELS® Next?

• Improved measures based on research and user feedback

– New directions to facilitate students’ understanding

– New content, including all new reading passages

– New arrangement of items to increase consistency of scores

– Checklist of common response patterns to aid in intervention planning

– New scores for some measures to enhance interpretation

– New more child-friendly font in grades K-2 (called “Report School”)

• New measures

– First Sound Fluency - K

– DAZE - Gr. 3-6 (group admin.)

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Why Use DIBELS® Next?

• New research on all measures carried out over 4 years on over 25,000 children in over 90 schools

– Use of new readability formula to level passages and decrease variability of DORF scores

– New reliability data

– New validity data

• Prediction to NAEP

• Prediction to GRADE

– New research on benchmark goals (avail. Aug. 31st, 2010)

• New user-friendly format

– Flip-book format for published version (Sopris)

– Larger booklet size for downloadable version (legal-sized paper)

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Additional Tidbits - DIBELS® Next?

• Two year window to make switch

– Suggest make switch now

• Suggestion: Wait 2-3 weeks into year to give benchmarks so kids are acclimated

• Created own readability index (tech report on DMG website soon)

– Slight difference in difficulty (1st story=easy, 2nd=medium, 3rd=hard)

– Progress Monitor Passages (1st & 2nd story=medium, 3rd=easy, 4th=medium, 5th=hard, 6th=easy, 7th=medium, 8th=hard, etc.)

• Timing, Wait, & Discontinue Rules all on directions

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DIBELS® Next Overview

• All measures have been updated with:

– New directions

– New items

– New early reader font

– New passages

– New practice items

– New format

• New look and feel of all materials

• New Measures

– DIBELS® Daze

– First Sound Fluency

• Retell is part of DORF

– Not optional

– Given only if 40 wpm or more

• WUF-R available as an experimental measure

– Not reliable yet

– Contact info@dibels.org

– WUF no longer avail.6

What Has Not Changed

• DIBELS® Next are still:

– Brief, standardized, repeatable indicators of Basic Early Literacy Skills

– Research-based

– Used for universal screening, benchmark assessment, progress monitoring, and systems evaluation

– Appropriate for use within a Response to Intervention model of service delivery

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DIBELS® Assess the Basic Early Literacy Skills

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Outcomes Driven Model

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Basic Early Literacy Skills Timeline

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Overview of Materials

• Assessor Materials

– 1 Scoring Booklet per student

– Different booklets for each grade

• Student Materials

– What the student looks at to complete the task

– Only needed for written measures

– Daze is the only one that students will write on (downloaded separate worksheet)

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Redesigned Scoring Booklets: Benchmark Assessment Cover

• 1/2 legal size pages to provide more room for scoring and prompts

• Integrated response patterns to facilitate linkage to instruction

• Directions are integrated in Student Materials

– Integrated reminders

– Integrated scoring prompts

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Redesigned Scoring Booklets: Inside Benchmark Assessment

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Redesigned Student Materials

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Redesigned Scoring Booklet: Progress Monitoring

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Redesigned Scoring Booklet: Inside Progress Monitoring

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DIBELS® Next Assessment Manual

Essential Resource for Administering and Scoring DIBELS® Next

• Contains:

– Chapters on the Foundations of DIBELS® Next, Guidelines for Administering and Scoring, Interpreting DIBELS® Next Data, and Implementing DIBELS® Next in Your School

– Administration and scoring rules for all DIBELS® Next measures

– Model scoring pages

– Appendices including the Pronunciation Guide, practice scoring sheets and answer keys, Assessment Accuracy Checklists, and sample statements and letters

• Can be downloaded or purchased

• Should be available for each DIBELS® Next assessor

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General Guidelines for Administration and Scoring

• Measures are standardized

• Directions need to be presented verbatim

• Measures are timed

• Timing needs to be accurate

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General Guidelines: Children

• Children are not penalized for differences in performance due to articulation, dialect, or different first language.

• All measures have discontinue rules for children who have difficulty.

• Make a note for any consistent pattern in performance that may affect a child’s acquisition of reading skills.

• DIBELS® approved accommodations may be used for children for whom a standardized administration may not provide an accurate estimate of skills.

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Approved Accommodations

• Only use accommodations for those children who need them. Assess using standardized directions and procedures first. Reassess with accommodations only if necessary.

• If accommodation is used, mark “A” on scoring booklet beside score.

• Specific, approved accommodations are provided in the Assessment Guide.

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Approved Accommodations

• Large print or enlarged edition of student materials may be used.

• Use of colored overlays, filters, or lighting adjustments is appropriate if visions and performance are enhanced.

• Amplification or a direct sound system from tester to student are appropriate if it will facilitate hearing of directions or test stimuli.

• If the student doesn’t understand you, there was a distraction, or the student was not paying attention, the practice item(s) may be repeated one time for each measure.

• A marker or ruler may be used to focus student attention on any measure that has student materials.

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Time Needed for Benchmark Assessment per Student

Grade BOY MOY EOY Change from 6th Edition

K 3 minutes 6.5 minutes 5 minutes -1.5

1st 5 minutes 9 minutes 9 minutes -1.5

2nd 9 minutes 7 minutes 7 minutes +3

3rd – 6th 11 minutes 11 minutes 11 minutes +7 *4 minutes if Daze is group administered

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* The 6th edition times were without the optional RTF & WUF