1. DIBELS Next Review of Scoring
Melrose Public Schools
September 2012

2. DIBELS Oral Reading Fluency (DORF)
Basic Early Literacy Skill
Advanced Phonics and Word Attack Skills; Accurate and Fluent Reading of Connected Text; Reading Comprehension
Administration
Time
1 minute, plus 1 minute maximum for Retell
Schedule
Middle of first grade through end of sixth grade
Score
Median number of words correct per minute, median number of errors per minute, and median number of correct words in the Retell
Wait Rule
On DORF, 3 seconds; on Retell, 1st hesitation 3 seconds
Discontinue
Rule
If no words are read correctly in the first line, say, “Stop.”, record score of 0, and do not administer Retell.
If fewer than 10 words are read correctly on passage #1 during benchmark assessment, do not administer Retell or passages 2 & 3.
If fewer that 40 words are read correctly on any passage, use professional judgment whether to administer the Retell.

3. DIBELS® Oral Reading Fluency (DORF)
Assessor shows the reading passage to the student. The student reads the passage.
Scores:
The number of words read
correctly in 1 minute.
The percentage of words
read accurately in 1 minute.
The student reads from the student copy of the passage for one minute. CLICK
The score is the number of words read correctly in one minute. CLICK

4. Directions
The directions for DIBELS Oral Reading Fluency are as follows:
“I would like you to read a story to me. Please do your best reading. If
you do not know a word, I will read the word for you. Keep reading
until I say “stop.” Be ready to tell me all about the story when you
finish. (Place the passage in front of the student.) Put your finger
under the first word (point to the first word of the passage). Ready,
begin. “ CLICK

5. Directions
During benchmark assessment, three passages are administered if the student reads 10 or more words correctly on the first passage. When administering the second and third passages, use the following shortened directions:
During benchmark assessment, students read from 3 different passages for one minute each. CLICK
The shortened directions can be used on passage 2 and 3. CLICK

6. During the Testing
Do not read the title to the student. If the student chooses to read the title, do not start the stopwatch until he or she reads the first word of the passage. If the student asks you to tell him or her a word in the title or struggles with a word in the title for 3 seconds, say the word. Do not correct any errors the student makes while reading the title.
Start the stopwatch after the student says the first word of the passage. If the student is silent or struggles for 3 seconds with the first word of the passage, mark the word as incorrect, say the word, and start the stopwatch.

7. During the Testing, cont’d
Follow along in the scoring booklet.
Leave blank any word read correctly, put a slash(/) through errors (including skipped words).
On passages that are two pages long, if the student reaches the end of the page (designated by triangles in the scoring booklet) before the minute is up, turn the page and continue on the next page. Otherwise, proceed to Retell when the minute is up.
At the end of 1 minute, place a bracket (]) in the text after the last word provided by the student.

8. During the Testing, cont’d
Say “Stop” and remove the passage. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated.
NOTE: If the student is in the middle of a sentence at the end of 1 minute, you may allow the student to finish the sentence, but only score the words said up to the end of 1 minute.

9. Scoring Rule 1: Words Read Correctly
Leave blank any words the student reads correctly. Inserted words are not counted. To be counted as correct, words must be read as whole words and pronounced correctly for the context of the sentence.

10. Scoring Rule 1: Words Read Correctly
If the student reads a proper noun with correct pronunciation or with any reasonable phonetic pronunciation, it is counted as correct.
Abbreviations must be read the way they would be pronounced in conversation.
Numerals must be read correctly within the context of the sentence.
Hyphenated words count as two words if both parts can stand alone.
A word is scored as correct if it is initially misread but the student self-corrects within 3 seconds. Mark ‘sc’ above the word and score as correct.

11. Scoring Rule 2:Slash Errors
Put a slash (/) through any errors.
Errors include words read incorrectly, substitutions, skipped words, hesitations of more than 3 seconds, words read out of order, and words that are sounded out but not read as a whole word.
If a student reads the same word incorrectly multiple times in the story, it counts as an error each time.
Students should read contractions as they are printed on the page.
If a student skips a row, draw a line through the entire row and count the omitted words as errors.

12. Discontinue Rule Part 1: DORF
If the student does not read any words correctly in the first row of
the first passage, discontinue administering the passage and
record a score of zero (0).
Do not administer Retell.
Do not administer passages 2 and 3.
The discontinue rule for oral reading fluency is 0 words read correctly in the first row of the passage. If this occurs, do not administer the retell portion and do not ask the student to read passages 2 and 3. CLICK

13. Discontinue Rule Part 2: Fewer than ten (10) words in First Passage
If the student reads fewer than 10 words per minute in the first passage, do not administer Retell and do not administer passages 2 and 3.
Record the score from the first passage.
If the student reads fewer than 10 words correct on the first passage, do not administer the retell portion and do not administer passages 2 and 3. If the student reads fewer than 10 words correct per minute on the 2nd passage, you must still give passage 3. CLICK
The number of words the student read correctly is the score, and should be recorded on the front cover of the student booklet. CLICK 8

14. Wait Rule for DORF: 3 Seconds
Maximum time for each word is 3 seconds.
If the student does not read a word within 3 seconds, say the word and mark the word as incorrect.
If necessary, indicate for the student to continue with the next word.

15. Immediately After Testing
Reset the stopwatch for the next measure.
Make a note about any patterns in the student responses that were not captured by the marking procedures.

16. Compute the Final Score
Add the total number of words read up to the bracket. 34 3 31 ]
Record the total number of
errors.
At a later time, when the student is no longer with you, CLICK
add the total number of words up to the bracket and record it on the line for Total Words. CLICK
Count and record the total number of errors. CLICK
Subtract the errors from the total and record the words read correctly . CLICK
Subtract the errors from the total and record the words read correctly in the space provided on the scoring page.

17. DORF Retell
If the student reads 40 or more words correctly on the passage, have the student retell what he/she has just read.
If the student reads fewer than 40 words correctly on a passage, use professional judgment whether to administer Retell for that passage.

18. DORF Retell Administration Directions
Remove the passage and say: “Now tell me as much as you can about the story you just read. Ready, begin.”
Start the stopwatch and allow a maximum of 1 minute for the retell.
Mark through numbers in the scoring book for words in the student’s response that are related to the story.
Look at the bottom of the DORF passage to see how Retell is marked.

19. During the Test
Move your pen through the numbers as the student is responding to count the number of words he or she said that are related to the passage he or she just read.
Stop moving your pen through the numbers if the student stops retelling the story or if his or her retell is not relevant to the story he or she just read.
If the student’s response goes on for more than 1 minute, say “Thank you”, discontinue the task, and circle the total number of words in the student’s retell.
When the student has finished responding or has met the discontinue criteria, circle the total number of words in the student’s retell.

20. Retell Score and Scoring Rules
The student receives 1 point for every word in his/her retell that is about what was read.
Count as correct any words in the response that are about what the student read.
Count as incorrect any words in the response that are not about what the student read.

21. Retell Scoring Rule 1: Correct Words
Count as correct any words in the response that area about the passage.
The judgment is based on whether the student is generally accurately retelling what was just read or has gotten off track.
Move your pen through the number in the scoring booklet for each word the student says about the passage.

22. Retell Scoring Rule 1: Correct Words
Passage: Goldfish make good pets. They are easy to take care of and do not cost much to feed. Goldfish are fun to watch while they are swimming.
Student response: He has a pet goldfish. The fish is easy to take care of. He likes to watch it swim. It is a good pet.
__________________________________________________________
Student response: He’s got a pet goldfish because goldfish make good pets. He takes good care of his fish. He likes to watch it swim.
__________________________________________________________

23. Retell Scoring Rule 1: Correct Words
Student response: The story is about a girl who has a goldfish and she really likes it.
__________________________________________________________
Retell Total____15______
Student response: Goldfish and pets
__________________________________________________________
Retell Total____3___

24. Notes Contractions count as one word.
Mistakes or inconsistencies in the retell do not count against the student as long as the student is still on topic. Example: He for She

25. Retell Scoring Rule 2: Incorrect Words
Score as incorrect any words in the response that are not related to the story that the student read.
Do not move your pen through a number in the scoring booklet for words that are not about what the student read.

26. Retell Scoring Rule 2: Incorrect Words
Student response: He has a pet goldfish. He likes to watch it swim. I like to swim. We go swimming every Saturday.
__________________________________________________________
Retell Total____11______
Student response: He has a pet goldfish. I know what rhymes with fish-wish and dish!
__________________________________________________________
Retell Total____5___
Note: If the student recites the ABCs, a poem, or sings a song, even if relevant to the retell, the recitation, song, or poem is not counted.

27. Wait Rule/Reminder
If the student stops or hesitates for 3 seconds, select one of the following:
~If the student has not said anything at all, provides
a very limited response, or provides an off-track
response, say, “Tell me as much as you can about the story.”
~Otherwise, say, “Can you tell me anything more
about the story?”
These reminders may be used only once.

28. Discontinue Rule: Retell
Discontinue the retell portion of DORF if the student hesitates or gets off track for more than 5 seconds, after applying the Wait Rule. Say, Thank you, and record the score on the front of the scoring booklet.

29. NOTE
The student is not penalized for differences in pronunciation of words due to articulation delays or impairments or speaking a different dialect or first language.

30. Immediately After Testing
Reset the stopwatch for the next measure.
Rate the quality of the student’s retell using the Retell Quality of Response Rating.
If a student provides only a main idea, it is considered one detail.
Immediately after testing, CLICK
reset the stop watch and CLICK
rate the quality of the student’s response using the Retell Quality of Response Rating. CLICK

31. Retell Quality of Response
Rating 1: Provides 2 or fewer details Example Passage:
Here is an example of a retell response that earned a 1 rating. The student read the passage you see here, and then said “It was about fish. They took the fish to a market.”
There are 2 details that were provided. CLICK
Rating 1 Example Retell (student response):
“It was about fish. They took the fish to a market.”

32. Retell Quality of Response
Rating 2: Provides 3 or more details Example Passage:
Here is an example of a retell response that earned a 2 on the quality of response rating. The student read the passage you see here, and then said “There was a boy named Ken. He had a sail boat. And they put their fish in baskets.” This response includes 3 details, but they are not in a meaningful sequence. CLICK
Rating 2 Example Retell (student response):
“There was a boy named Ken. He had a sail boat. And they put their fish in baskets.”

33. Retell Quality of Response
Rating 3: Provides 3 or more details in a meaningful sequence Example Passage:
Here is an example of a retell response that earned a 3 rating. The student’s response was “The boy helped his dad load the fish into baskets and then they put the baskets on the boat to take them to the market.” This response includes 3 or more details in a meaningful sequence. The sequence must be meaningful and logical, but does not have to be the exact sequence that CLICK
Rating 3 Example Retell (student response):
“The boy helped his dad load the fish into baskets and then they put the baskets on the boat to take them to the market.”

34. Retell Quality of Response
Rating 4: Provides 3 or more details in a meaningful sequence that captures a main idea Example Passage:
Here is an example of a retell response that earned a rating of 4 on the quality of response scale. The student’s response was “The story was about a boy and his dad and how they sold fish at a market. They loaded the fish into baskets and used their boat to sail across the clear blue water to the market.” This response includes more than 3 details that are in a meaningful sequence and express a main idea. Keep in mind that the quality of response rating is subjective, and designed to be helpful in planning instruction. CLICK
Rating 4 Example Retell (student response):
“The story was about a boy and his dad and how they sold fish at a market. They loaded the fish into baskets and used their boat to sail across the clear blue water to the market.”

35. Final Score: Cover Page
If the student reads fewer than 10 words correctly on the first passage, transfer the total number of words read correctly and total errors from the scoring page to the front of the benchmark assessment booklet.
Do not administer passages 2 and 3.
Do not administer Retell.
CLICK
If the student read fewer than 10 words correct on the first passage, record the number of correct words on the front of the scoring booklet. CLICK
Do not administer passages 2 and 3. CLICK
Do not administer Retell. CLick 6

36. Final Score: Cover Page
If the student reads 3
passages, transfer the
student’s words correct
scores and error counts to
the front of the benchmark
assessment booklet.
For example, if the student
gets words correct scores of
27, 36, and 25, record those
scores with corresponding
errors in the appropriate
boxes.
CLICK
During benchmark assessment, f the student reads 3 passages, transfer all 3 words correct scores and error counts to the front of the benchmark assessment booklet.
For example, if the student’s scores are 27, 36, and 25 on the 3 stories, record these scores and the corresponding errors in the appropriate boxes. CLICK 27 36 25 3 2 1

37. Final Score: Cover Page
Circle the median words
correct score and the median
error score on the front of the
test booklet. These may be
from 2 different passages.
The median is the middle
score. For example, with the
scores 27, 36, and 25, then
circle 27.
CLICK
Circle the median number of words correct and the median number of errors. These 2 medians could come from 2 different passages. CLICK
The median is the middle score. For example, for the scores 27, 36, and 25, 27 is the middle score – not the highest and not the lowest. CLICK
If 2 scores are the same number, that number is the median.
The median score is used because it is less sensitive to being influenced by extreme scores than the mean score would be. Thus, the median is the most representative score of the student’s performance, and is taken calculated for both the words correct and the errors, in order to determine accuracy in a way that best represents the student’s performance. CLICK
Record the retell score and corresponding rubric rating for each passage. CLICK 27 36 25 3 2 1
If 2 scores are the same
number, that number is the
median.

38. Final Score: Cover Page
If the student provides a
Retell after 3 stories, record
all 3 scores and all 3 Quality
of Response values on the
front cover and circle the
median score and median
Quality of Response.
For example, if the 3 Retell
scores are 12, 19 and 16,
circle 16.
CLICK
If the student provides a Retell after each of the 3 stories, record all 3 scores as well as all 3 Quality of Response values on the front cover and circle the median of each.
For example, if the 3 retell scores are 12, 19 and 16, circle 16. CLICK
If the Quality of Response values are 2, 3, and 2, the median is 2. CLICK 27 36 25 3 2 1 12 19 16
If the Quality of Response
values are 2, 3, and 2, the
median is 2. 2 3 2

39. Final Score: Accuracy Calculating Accuracy: Correct + Incorrect X 10027
27 + 2
X 100 = 93%
CLICK
The accuracy calculation tells you the percent of the words the student read correctly. It is important for students to read accurately and fluently. Reading words quickly and wrong, is not the goal.
If you are using the University of Oregon’s online DIBELS Data System, the accuracy percentage will be calculated for you after you have entered benchmark scores. CLICK
If you do not use the DIBELS Data System, you will need to calculate the percent accurate yourself. CLICK CLICK
The formula is the median number of words read correctly divided by the median number of correct words plus incorrect words (or total words read), times Again, the 2 median numbers do not have to come from the same passage. CLICK CLICK
In the example on the slide, the numbers in the formula would be 27 divided by 29 (which is 27 plus 2), CLICK
times The answer would be 93% accurate. Students in first grade should be at least 90 percent accurate. Students in grades 2-6 should be at least 95 percent accurate. CLICK 27 36 25 3 2 1

40. DORF Review When do I start the timer?
Start the timer after the student reads the first word.
How do I mark a word as incorrect?
Slash an incorrect word.
What do I do if a student hesitates for 3 seconds?
Tell the student the word and mark it as incorrect (slash).
What do I do if a student self corrects?
Mark “SC” above the word and score as correct.
How do I mark a word as correct?
Leave correctly read words blank.
 Now let’s review some of key administration and scoring rules for DORF. There are 10 questions on the next 2 slides . You are encouraged to pause the video after each question and answer the question on your own. Once you have answered the question, resume play to check your answer.
Click -- first question – When do I start the timer? (pause and then read the answer – continue like this for all 10 questions) CLICK

41. DORF Review Continued What do I do if a student adds a word?
Leave blank.
What do I do if a student reads a word out of order?
Words read out of order are marked as incorrect (slash).
When using Retell, when do I start the timer?
After you say Begin.
How do I record the words in a student’s Retell response?
Move your pen/pencil through the numbers as the student is
speaking.
What do I do if a student hesitates for more than 3 seconds on Retell?
Say, Tell me as much as you can about the story. OR Can you tell me anything more about the story?
What do I do if a student adds a word?
Leave blank.
What do I do if a student reads a word out of order?
Words read out of order are marked as incorrect (slash).
When using Retell, when do I start the timer?
After you say “Begin.”
How do I record the words in a student’s Retell response?
Move your pen/pencil through the numbers as the student is speaking.
What do I do if a student hesitates for more than 3 seconds on Retell?
Say, ““Tell me as much as you can about the story.”

42. Administration and Scoring of Daze

43. DIBELS Assess the Basic Early Literacy Skills
DIBELS Indicator
Alphabetic Principle and Basic Phonics
Nonsense Word Fluency
-Correct letter sounds
-Whole word read
Advanced Phonics and Word Attack Skills
DIBELS Oral Reading Fluency
-Accuracy
Accurate and Fluent Reading of Connected Text
-Correct Words Per Minute
Reading Comprehension
DAZE
-Correct words Per Minute
-Retell Total/Quality of Response
Vocabulary
WUF-R is available as an experimental measure from

44. What is Daze?
Daze is the standardized, DIBELS version of maze procedures for measuring reading comprehension.
The purpose of a maze procedure is to measure the reasoning processes that constitute comprehension.
Daze assesses the student’s ability to construct meaning from text using word recognition skills, background information and prior knowledge, familiarity with linguistic properties such as syntax and morphology, and cause and effect reasoning skills.

45. DIBELS Daze Basic Early Literacy Skill Administration Time Schedule
Reading Comprehension
Administration
Time
3 minutes
Schedule
Beginning of third grade through end of sixth grade
Score
Number of correct words in 3 minutes minus half the number of incorrect answers.

46. Daze Administration Steps
Assessor asks students to read a passage and circle the word that makes the most sense in the story.
Group or individually administered measure.
Score: Number of correct responses, adjusted for guessing.

47. Daze
Assessor asks students to read a passage and circle the word that makes the most sense in the story.
Group or individually administered measure.
Score: Number of correct responses, adjusted for guessing.
The students in the class are asked to read a passage and circle the words that makes the most sense in the story. Three choices of missing words are given. The student has to circle the word that makes the most sense. The score is the number of correct responses. CLICK

48. Administration Directions
1. Make sure each student has a pencil. Before handing out the worksheet, tell the students I’m going to give you a worksheet. When you get your worksheet, please write your name at the top and put your pencil down. 2. Hand out the Daze worksheet. Make sure each student has the appropriate worksheet. If the worksheets are in a booklet, make sure each student’s booklet is open to the correct worksheet. 3. When all of the students are ready say You are going to read a story with some missing words. For each missing word there will be a box with three words. Circle the word that makes the most sense in the story. Look at Practice 1.

49. Administration Directions, cont’d
4. Say Listen. After playing in the dirt, Sam went (pause) home, summer, was (pause) to wash her hands. You should circle the word ‘home’ because ‘home’ makes the most sense in the story. Listen. After playing in the dirt, Sam went home to wash her hands.
5. Say Now it is your turn. Read Practice 2 silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. When you are done, put your pencil down.

50. Administration Directions, cont’d
6. Allow up to 30 seconds for students to complete the example and put their pencils down. If necessary, after 30 seconds say Put your pencil down. 7. As soon as all students have their pencil down say Listen. On her way home she (pause) chair, sleep, saw (pause) an ice cream truck. You should have circled ‘saw’ because ‘saw’ makes the most sense in the story. Listen, On her way home she saw an ice cream truck. 8. Say When I say “begin” turn the page over and start reading the story silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. Ready, begin.

51. Administration Directions, cont’d
8. Start your stopwatch after you say, “Begin.” 9. Use reminders as needed. 10. At the end of 3 minutes say Stop. Put your pencil down. 11. Collect all of the Daze worksheets.

52. Score and Scoring Rules
The students receive 1 point for each correct word.
A response is correct if the student circled or otherwise marked the correct word.
Put a slash (/) through any incorrect responses. Incorrect responses include errors, boxes with more than one answer marked, and items left blank (if they occur before the last item the student attempted within the 3-minute time limit). Items left blank because the student could not get to them before time ran out do not need to be slashed and do not count as incorrect responses.
If there are erasure marks, scratched out words, or any other extraneous markings, but the student’s final response is obvious, score the item based in that response.

53. Reminders
If a student starts reading the passage out loud, say, Remember to read the story silently.
If a student in not working on the task say, Remember to circle the word in each box that makes the most sense in the story.
If a student asks you to provide a word for them or for help with the task, say, Just do your best.
These reminders may be given as often as needed.

54. Final Score: Cover Sheet
Adjusted Score = Correct
minus (Incorrect divided by 2) 24
Correct = 24
2. Incorrect = 1
divided by 2 = 0.5
4. Subtract 0.5 from 24 to get 23.5
Round up to 24
6. Write 24 at the top of the cover sheet and circle it.
The formula for calculating the Daze adjusted score is the number of correct responses minus the number of incorrect responses divided by 2.
Correct – (Incorrect / 2)
Or stated another way:
Correct – (Incorrect x 0.5)
If completing the formula results in a decimal, round up to the nearest whole number. Half-points (0.5) should be rounded up.
The minimum adjusted score is 0. If the adjusted score is a negative number, record an adjusted score of zero. Do not record a negative number.
Most data systems will calculate this formula for you. Use this formula to calculate the adjusted score yourself if you are not using a data system.
The steps for calculating the Daze adjusted score are:
1. Record the number of correct responses.
2. Record the number of incorrect responses.
3. Divide the number of incorrect responses by 2.
Subtract the result of step 4 from the number of correct responses.
The result of the formula should then be rounded to the nearest whole number. Half-points (0.5) should be rounded up. The minimum Daze Adjusted Score is 0. Do not record a negative number.
6. Write the adjusted score on the top of the Daze cover sheet and circle it.
In the example on the slide, the student produced 24 correct responses and 1 incorrect response. One divided by 2 is minus 0.5 equals 23.5 , which would be rounded up to 24 to give you the adjusted score CICK
Record the score in the upper right corner of the cover page and circle it. CLICK 24 1 24