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 ScoresThe DIBELS Composite Score is a combination of multiple DIBELS scores and provides the best overallestimate of the student’s early literacy skills and/or reading proficiency. mCLASS:DIBELS Next calculatesthe DIBELS Composite Score for you. In DIBELS 6th Edition, the Instructional Recommendations providedthe best overall estimate of the student’s early literacy skills and/or reading proficiency. The DIBELS NextComposite Score and the benchmark goals and cut points for risk based on the composite score replacethe 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 asthe individual DIBELS measures; however, since the DIBELS Composite Score provides the best overallestimate of a student’s skills, the DIBELS Composite Score should generally be interpreted first. If astudent is at or above the benchmark goal on the DIBELS Composite Score, the odds are in the student’s favor ofreaching later important reading outcomes. Some students who score at or above the DIBELS Composite Scorebenchmark goal may still need additional support in one of the basic early literacy skills, as indicated by a belowbenchmark score on an individual DIBELS Next measure (FSF, PSF, NWF, DORF, or Daze), especially for students whosecomposite 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 notethat the composite score generally cannot be used to directly measure growth over time or to compare results acrossgrades or times of year. However, because the logic and procedures used to establish benchmark goals are consistentacross grades and times of year, the percent of students at or above benchmark can be compared, even though themean 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.

•   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.

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.

*clicking the response when incorrect

Phoneme Segmentation Fluency (PSF)The assessor says words, and the student says the individual sounds for each word.

The word in the bottom rt corner you should be saying while touching the box and moving to the next screen.

*tapping and/or dragging on each sound or repeating a word (at the end) is important to note on response.

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.

*NEW Quality Response

*Retell –Drag as you count the words responded from student.

DORF –Retell Quality of Response (NEW piece)

DORF Benchmarks

Wireless Gen/MClasswww.mclasshome.com

*Navigation through web page*Tutorialhttp://bitcast-a.v1.o1.sjc1.bitgravity.com/wgen/DIBELS_Next/Tutorial.swf

*DIBELs web pagewww.dibels.org

The assessment provides important

benchmark/growth data. We need to be consistent

and diligent about administering the

assessment.