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Welcome!to

Leeds ElementaryARI

Reading CoachCynthia Wallace

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LET’S TALK ABOUT DIBELS

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•What is DIBELS?•Why is it so important?•How do you get your child’s data?

•What should we do with DIBELS data?

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WHAT IS DIBELS?

• Assessment of Early Literacy Skills

• Administered statewide K- 3Dynamic Indicators of Basic Early Literacy Skills

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What Matters Most?

PhonologicalAwareness

Accuracy &Fluency withConnected

Text

High-StakesReadingOutcome

AlphabeticPrinciple

Kindergarten Grade 1 Grade 2 & 3 Grade 3

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WHY IS DIBELS SO IMPORTANT?

• It assesses what matters most in grades K, 1, 2, 3

• It has predictive validity!

( how they will score on SAT’s )

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What Essential Big Idea is Assessed?

Big Idea DIBELS Measure

Phonological Awareness

Initial Sounds Fluency (ISF)Phonemic Segmentation Fluency

(PSF)

Alphabetic Principle Nonsense Word Fluency (NWF)

Fluency and Accuracy

Oral Reading Fluency (ORF)

Vocabulary Word Use Fluency (WUF)

ComprehensionOral Reading Fluency &

Retell Fluency (RTF)

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WHY IS TESTED CONTENT SO CRITICAL?

Phoneme Segmentation Fluency• Phonemic awareness is the single best

predictor of reading acquisition

• Skill needed to write (spell) any word

• Which is a more serious spelling error?Plej

pedge * Because, no pl (blends)

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WHY IS TESTED CONTENT SO CRITICAL?

Nonsense Word Fluency

• Is the only way of assessing the alphabetic principle

• Lays the ground work for reading multi-syllable words

fantasticmagnitude

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WHY IS TESTED CONTENT SO CRITICAL?

Oral Reading Fluency

• Predicts comprehension scores on Stanford better than a passage followed by questions

• Is a necessary (but not sufficient) condition for comprehension

Size of vocabulary is also criticalRange of experience also counts

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What Essential Big Idea is Assessed?

Letter Naming Fluency

> 37

Phonemic Segmentation Fluency > 35

Nonsense Word Fluency> 24 > 50

Oral Reading Fluency > 20 > 40

DIBELS On-TrackPerformance Levels for First Grade

DIBELS Measure Beginning Middle End

Essential Measures in Fall of

1st

Essential Measures

in Winter of 1st

Essential Measure in

Spring of 1st

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What is the Established Goal for that Measure?

Measure How Much? By When?Initial Sounds

Fluency25 or more Middle of K

Phonemic Segmentation

Fluency

35 or more End of K

Nonsense Word Fluency

50 or more Middle of 1st

Oral Reading Fluency

1st: 40 or more2nd: 90 or more3rd: 110 or more

1st: End of year2nd: End of year3rd: End of year

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WHAT THE READING COACH DOES WITH DIBELS?

1. Gives DIBELS in Grades K-3 with assistance of five member team.

2. Ensure that teachers, principals and parents understand why DIBELS is important.

3. Inspect scores quarterly (beginning, mid-year and end-of-year.)

4. Distribute results to teachers to study and use the DIBELS data to inform and adjust instruction for every student. Reading Coach assist teachers in modifications needed.

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First Grade Assessment Results

Benchmark 1 Beginning/Fall

Benchmark 2 Middle/Winter

Benchmark 3 End/Spring

Date

Letter Naming Fluency

Phoneme

Segmentation Fluency

Nonsense Word Fluency

DIBELS Oral Reading Fluency

(Middle Score) (Middle Score)

Retell Fluency (Optional)

(Middle Score) (Middle Score)

Word Use Fluency (Optional)

(Optional) (Optional) (Optional)

Instructional Recommendations *Benchmark: This instructional recommendation is assigned to students who have reached the benchmark goal at or before the designated time period. These students are making adequate progress and are benefiting from the current instructional program. *Strategic support: Th is instruc t ional recommenda t ion is ass igned to students who ha ve not yet re ached

benchmark goals on DIBELS target measures and are likely to need ad dit ional instruct ional support. * Intensive support indicated: This instru ct ional recommenda t ion is for studen t s who are mak ing less than

adequate progress on cr it ical sk ills and whose performance places them at h igh r isk for later rea ding dif f iculty. Intens ify instru ct ion by plac ing the students in high-quality programs, adm inister ing small gro up instruct ion da ily to

re inforce important skills, and monitor ing the students’ progress often to evaluate th eir rate of lear ning.

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THINGS YOU CAN DO FOR YOUR CHILD AT HOME

Read aloud with you child daily (You read to model and then have your child read to you)

Practice timed reading, how many words in a minute.

We want your child to be a fluent reader. Read like we talk. (No robots

or race cars)http://dibels.uoregon.edu

www.readinga-z.com

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THANK YOU! I HOPE THIS GIVES YOU A

BETTER IDEA ABOUT DIBELS. IT IS A VERY IMPORTANT

ASSESSMENT.