Transcript DIBELs Next…. Oh my, What’s Next?

DIBELs Next….
Oh my, What’s Next?
Assessment Overview
•
Benchmark assessments are administered
three times a year to identify students who
require reading support and intervention, and
to find a student’s instructional reading level.
All measures are used as Benchmark
assessments.
•
Progress Monitoring assessments are used
to track individual student progress on areas
of weakness and changes in reading level in
between Benchmark assessment windows.
mCLASS: DIBELS Next Measures and Descriptions
DIBELs Next Benchmark Timeline
Composite Scores
The DIBELS Composite Score is a combination of multiple DIBELS scores and provides the best overall
estimate of the student’s early literacy skills and/or reading proficiency. mCLASS:DIBELS Next calculates
the DIBELS Composite Score for you. In DIBELS 6th Edition, the Instructional Recommendations provided
the best overall estimate of the student’s early literacy skills and/or reading proficiency. The DIBELS Next
Composite Score and the benchmark goals and cut points for risk based on the composite score replace
the Instructional Recommendations on DIBELS 6th Edition.
Benchmark goals and cut points for risk for the DIBELS Composite Score are based on the same logic and procedures as
the individual DIBELS measures; however, since the DIBELS Composite Score provides the best overall
estimate of a student’s skills, the DIBELS Composite Score should generally be interpreted first. If a
student is at or above the benchmark goal on the DIBELS Composite Score, the odds are in the student’s favor of
reaching later important reading outcomes. Some students who score at or above the DIBELS Composite Score
benchmark goal may still need additional support in one of the basic early literacy skills, as indicated by a below
benchmark score on an individual DIBELS Next measure (FSF, PSF, NWF, DORF, or Daze), especially for students whose
composite score is close to the benchmark goal.
Because the scores used to calculate the DIBELS Composite Score vary by grade and time of year, it is important to note
that the composite score generally cannot be used to directly measure growth over time or to compare results across
grades or times of year. However, because the logic and procedures used to establish benchmark goals are consistent
across grades and times of year, the percent of students at or above benchmark can be compared, even though the
mean scores are not comparable.
First Sound Fluency (replacing ISF)
The assessor says words, and the student says the first sound of each word.
The word
in the
bottom rt
corner you
should be
saying
while
touching
the box
and
moving to
the next
screen.
*clicking the
box when
correct
Letter Naming Fluency (LNF)
The student is presented a sheet of letters and asked to name the letters.
*clicking the
response when
incorrect
The bracket must be
pulled from the top of the
screen to the last letter
named by the student at
the end of the
assessment.
• If the student provides the letter sound rather than the letter name, say, “Remember to tell me the letter
name, not the sound it makes.” This prompt may be provided only once during the administration. If the
student continues providing letter sounds, mark each letter as incorrect.
• If the student self-corrects, tap the response again.
• If the student skips an entire row, tap the X at the beginning of the skipped row. The row is crossed out
and is not counted in scoring.
• After 55 seconds elapse, the screen turns yellow as a warning that only five seconds remain.
Phoneme Segmentation Fluency (PSF)
The assessor says words, and the student says the individual sounds for each word.
*tapping and/or
dragging on each
sound or repeating
a word (at the end)
is important to note
on response.
The word in
the bottom rt
corner you
should be
saying while
touching the
box and
moving to the
next screen.
NonSense Word Fluency (NWF)
The student is presented with a list of VC and CVC nonsense words
(e.g., sig, rav, ov) and asked to read the words.
*clicking the response
when incorrect
DIBELs Oral Reading Fluency (DORF)
The student is presented with a reading passage and asked to read aloud. The
student is then asked to retell what he/she just read.
*Retell –Drag as
you count the
words responded
from student.
*NEW
Quality
Response
DORF –Retell Quality of Response (NEW piece)
DORF Benchmarks
Wireless Gen/MClass
www.mclasshome.com
*Navigation through web page
*Tutorial
http://bitcast-a.v1.o1.sjc1.bitgravity.com/wgen/DIBELS_Next/Tutorial.swf
*DIBELs web page
www.dibels.org
The assessment provides important
benchmark/growth data. We need to
be consistent and diligent about
administering the assessment.