Administration and Scoring of “Fluidez en el Nombramiento de las Letras” (FNL)

1. Dynamic Measurement Group Supporting School Success One Step at a Time IDEL™ Training: Administration and Scoring of“Fluidez en el Nombramiento de las Letras” (FNL) © 2005, Dynamic Measurement Group

2. Fluidez en el Nombramiento de las Letras (FNL) FRO FLO FPS FSF FUP FNL Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade © 2005, Dynamic Measurement Group

3. Big Idea: Benchmark Goal: Assessment Times: NONE No Benchmark Goal; Use local norms Kindergarten: Fall, Winter, Spring First Grade: Fall Fluidez en el Nombramiento de las Letras (FNL) © 2005, Dynamic Measurement Group

4. Letter Naming is Added Measure of Risk • No benchmark goal for Fluidez en el Nombramiento de las Letras. • Serves as an indicator of risk in conjunction with scores on other IDEL measures. • Use local percentiles to determine risk. © 2005, Dynamic Measurement Group

5. Materials • Benchmark booklet • Student materials, i.e., page of letters • Clipboard • Stopwatch • Pen or pencil © 2005, Dynamic Measurement Group

6. Directions for Administration • Place the page of letters (student materials) in front of the student. 2. Place the test booklet on clipboard and position so that the student cannot see what you record. © 2005, Dynamic Measurement Group

7. 3. Diga estas instrucciones específicas al alumno: Aquí hay algunas letras. Dime el nombre de tantas letras como puedas. Cuando yo diga ‘empieza’, comienza aquí(señale la primera letra a la cabeza de la página a mano izquierda) y continúa a través de la página(demuéstrelo con el dedo). Señala cada letra y dime el nombre de la letra. Si llegas a una letra que no sabes cómo se llama, yo te la digo. Pon el dedo en la primera letra.¿Estás listo/a?(pausa) Empieza. © 2005, Dynamic Measurement Group

8. Start your stopwatch. • Follow along on the score sheet in the test booklet. Put a slash (/) through letters named incorrectly (see scoring procedures). • At the end of 1 minute place a bracket (]) after the last letter named, say “para” and stop your stopwatch. © 2005, Dynamic Measurement Group

9. Timing Rule for FNLContinuous for 1 minute • Start the stopwatch after you say, “empieza” • At the end of 1 minute place a bracket (]) after the last letter name, say “para” and stop your stopwatch. © 2005, Dynamic Measurement Group

10. If the student hesitates for 3 seconds on a letter, score the letter incorrect. Say the correct letter and, if necessary, point to the next letter, and say, “¿Qué letra?” This prompt can be repeated. Wait Rule for FNL3 Seconds © 2005, Dynamic Measurement Group

11. Discontinue RuleFirst 10 Letters If the student does not get any correct letter names within the first 10 letters (1 row), discontinue the task and record a score of zero (0). © 2005, Dynamic Measurement Group

12. Prompting Rule • If the student provides the letter sound rather than the letter name, say, “Recuerda decirme el nombre de la letra, no el sonido.” • If the student provides the letter name in English rather than in Spanish, say, “Recuerda decirme el nombre de la letra en español, no en inglés.” • Each of these prompts can be provided only once. © 2005, Dynamic Measurement Group

13. Directions for Scoring Slash (/) any letter that the child omits or names incorrectly. © 2005, Dynamic Measurement Group

14. Scoring Examples:Slash Incorrect Letters Substitutions A letter is incorrect if the student substitutes a different letter for the stimulus letter (e.g., “B” for “D”). © 2005, Dynamic Measurement Group

15. LETTERS STUDENT SAYS SCORING PROCEDURE CORRECT LETTERS T D s U T D s U “t…s…u” “t…u” t D s U t D s U 3/4 2/4 Scoring Examples:Slash Incorrect Letters Omissions A letter is incorrect if the student omits the letter. © 2005, Dynamic Measurement Group

16. Note Self Correct If a student makes an error and corrects him or herself within 3 seconds, write “ac” (auto-corrige) above the letter and do not count it as an error. © 2005, Dynamic Measurement Group

17. Note Similar Shaped Font For some fonts, including Times, the upper case letter “I,” and the lower case letter L” are difficult or impossible to distinguish. A response of either “i” or “ele” is scored as correct. © 2005, Dynamic Measurement Group

18. Note Skips Row If a student skips an entire row, draw a line through the row and do not count the row in scoring. © 2005, Dynamic Measurement Group

19. Note Articulation and Dialect • The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. • Example: The student consistently says /l/ for /r/ and pronounces “ele” for “erre” when naming the letter “R”. © 2005, Dynamic Measurement Group

20. Add number of correct letters named up to bracket. Total number of correct letters named and write it in space provided. Transfer number of correct letters named to front of booklet (benchmark assessment). Final Scoring 26 © 2005, Dynamic Measurement Group

21. Accommodations for FNL Specific to FNL • Enlarge print • Colored overlays/close circuit TV • Braille • Use marker or ruler to keep place © 2005, Dynamic Measurement Group

22. Practice Probe © 2005, Dynamic Measurement Group

23. 31 FNL Practice 35 © 2005, Dynamic Measurement Group