FSF PSF DIBELS Next LNF NWF DAZE DORF.

FSF PSF DIBELS Next LNF NWF DAZE DORF

Objectives of Workshop
Introduce and practice the new measures and new scoring rules in DIBELS Next Review the scoring rules

Agenda Introduction First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF) Letter Naming Fluency (LNF) Nonsense Word Fluency (NWF) DIBELS Oral Reading Fluency (DORF)* DAZE *DORF includes the new required Retell

Why Use DIBELS Next? Improved measures based on research and user feedback. New directions to facilitate students’ understanding New content, including all new reading passages New arrangement of items to increase consistency of scores Checklist of common response patterns to aid in intervention planning New scores for some measures to enhance interpretation New more child-friendly font in grades K-2 New measures - First Sound Fluency - DAZE

Why Use DIBELS Next? New research on all measures carried out over 4 years on over 25,000 children in over 90 schools -use of new readability formula to level passages and decrease variability of DORF scores -new reliability data -new validity data ~Prediction to NAEP ~Prediction to GRADE New user-friendly format -Flip-book format for published version -Larger booklet size for downloadable version

DIBELS Next Overview ~New directions
All measures have been updated with: ~New directions ~New items ~New early reader font ~New passages ~New practice items New look and feel of all the materials New measures ~DIBELS Daze ~First Sound Fluency Retell is part of DORF

What Has Not Changed DIBELS Next are still:
~Brief, standardized (1minute), repeatable indicators of Basic Early Literacy Skills ~Research-based ~Used for universal screening, benchmark assessment, progress monitoring, and systems evaluation ~Appropriate for use within a Response to Intervention model of service delivery

Overview of Materials Assessors Materials:
1 scoring Booklet per student Different booklets for each grade Student Materials: What the student looks at to complete the task Only needed for written measures Daze is the only one that students will write on

General Guidelines for Administration and Scoring
Measures are standardized Direction need to be presented verbatim Measures are timed Timing need to be accurate

General Guidelines: Children
Children are not penalized for differences in performance due to articulation, dialect, or different first language. All measures have discontinue rules for children who have difficulty. Make a note for any consistent pattern in performance that may affect a child’s acquisition of reading skills. DIBELS approved accommodations may be used for children for whom a standardized administration may not proved an accurate estimate of skills.

Approved Accommodations
Only use accommodations for those children who need them. Assess using standardized directions and procedure first. Reassess with accommodations only if necessary. If accommodation is used, mark ‘A’ on scoring booklet beside score. Specific, approved accommodations are provided in the Assessment Guide.

Approved Accommodations
Large print or enlarged edition of student materials may be used. Use of colored overlays, filters, or lighting adjustments is appropriate if vision and performance are enhanced. Amplification or a direct sound system from tester to student are appropriate if it will facilitate hearing of direction or test stimuli. If the student doesn’t understand you, there was a distraction, or the students was not paying attention, the practice item(s) may be repeated one time for each measure. A marker or ruler may be used to focus student attention on any measure that has student materials.

Final General Guidelines
The purposes of DIBELS have not changed Keep in mind the overall goal and don’t get bogged down in the details. Practice makes better.

Administration and Scoring of First Sound Fluency
FSF

What is Phonemic Awareness?
The awareness and understanding of the sound structure of our language Understanding that spoken words are made up of sequences of individual speech sounds: “cat” is composed of the sounds /k/ /a/ /t/

What is First Sound Fluency?
First Sound Fluency (FSF) assesses a student’s fluency in identifying the initial sound(s) within spoken words. It is an indicator of early phonemic awareness skills. What is new for Next? ~FSF replaces Initial Sound Fluency (ISF) ~Does not use pictures ~Timing is continuous for 1 minute…no more start and stop

Why Assess Initial Sounds?
Initial sounds are onsets: Developmentally it is easier for children to hear the onset, initial group of sounds in the word, than to isolate the initial phoneme. For example, it is easier to hear /str/ at the beginning of ‘street’ than /s/.

First Sound Fluency (FSF)
Basic Early Literacy Skill Phonemic Awareness Administration Time 1 minute Schedule Beginning of Kindergarten to middle of Kindergarten Score 2 points for reach correct initial phoneme and 1 point for each correct initial consonant blend, consonant plus vowel, or consonant blend plus vowel said by the student in 1 minute Wait Rule If the student does not respond within 3 seconds on a word, mark a slash (/) through the zero and say the next word. Discontinue Rule Zero points in the first five words

FSF Scores The student receives 2 points for saying the correct initial phoneme in isolation. /s/ in “street” /s/ in “sun” The student receives 1 point for saying the correct initial sounds (consonant blend, consonant plus vowel, or consonant blend plus vowel). /st/ in “street” /su/ in “sun” /str/ in “street” /stree/ in “street”

Materials Needed to Test
DIBELS Next Kindergarten scoring booklet Clipboard Stopwatch Pen or Pencil

Administration Directions
Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in bold italic type verbatim.

Let’s Practice Take out the DIBELS Next Kindergarten Booklet
Open to FSF

During the Test Say the first word from the list in the scoring booklet and start the timer. Present the words to the student one at a time by reading down the column of words. Score the student’s responses according to the scoring rules. As soon as the student finishes saying the initial sound(s) in the word, say the next word, promptly and clearly.

During the Testing cont’d
Continue to say the words one at a time and score the student’s response for 1 minute. At the end of 1 minute, stop presenting the words. Do not score any student responses after 1 minute. If the student completes the assessment before 1 minute assessment, stop and he/she receives the score obtained. Scores are not pro-rated.

Scoring Rules Circle the corresponding listed sound or sounds that a student says for a word. Put a slash (/) through the zero on the scoring page for an incorrect response or no response within 3 seconds. Write “sc” over the slash and circle the corresponding sounds or group of sounds in the student’s response if the student self-corrects an error within 3 seconds. Schwa sounds (/u/) do not count as errors.

Final Points to Remember
Wait 3 seconds for the student to respond. If the student does not respond within the 3 seconds on any word, put a slash over the zero and tell the student the next word. Discontinue the test if a student has not said any correct initial sounds for the first five words. Record a zero on the total line and on the cover page.

Other Reminders Schwa sounds are not counted as errors.
If a student appears to have forgotten the task say, “Remember to tell me the first sound you hear in the word.” Examiner then reads the next word on the list. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ If the student says the name of the letter say, “Remember to tell me the first sound in the word, not the letter name.” This reminder may be given only once. Schwa sounds are not counted as errors.

Let’s Review FSF! How do I record a correct response?
How do I record an incorrect response? What do I do when the child hesitates for 3 seconds? When do I discontinue FSF? How do I score an improperly pronounced response that is due to articulation or dialect?

Administration and Scoring of Phoneme Segmentation Fluency
PSF Administration and Scoring of Phoneme Segmentation Fluency

What is Phoneme Segmentation Fluency (PSF)?
Phoneme Segmentation Fluency (PSF) is a brief, direct measure of phonemic awareness. Specifically, PSF assesses the student’s fluency in segmenting a spoken word into its component parts for sound segments. What is new of Next? ~New directions ~New format ~Stratification of items ~Not administered winter and spring of first grade

Phoneme Segmentation Fluency (PSF)
Basic Early Literacy Skill Phonemic Awareness Administration Time 1 minute Schedule Middle of Kindergarten to beginning of first grade Score Number of correct sound segments ( different, correct parts of the words) the student says in 1 minute. Wait Rule 3 seconds Discontinue Rule Zero correct sound segments in the first five words

DIBELS Next scoring booklet Clipboard Stopwatch Pen or Pencil

Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student.

During the Testing Say the first word from the list in the scoring booklet and start the timer. Present the words to the students one at a time by reading across the row. As the student responds, mark the scoring booklet according to the scoring rules. As soon as the student finishes saying he sounds of the word, say the next word promptly and clearly. If the student indicates that he/she did not hear the word, you may repeat it.

During the Testing cont’d
Continue to say words one at a time and score the student’s responses for 1 minute. At the end of 1 minute, put a bracket after the last sound segment the student said up until the end of the 1-minute timing. Stop presenting words and do not score any student responses after 1 minute. NOTE: If a student is in the middle of a response at the end of 1 minute, you may allow the student to finish his/her response, but place the bracket where the minute ended and do not count any sound segments after the end of the minute.

Let’s look at the new PSF directions!

Scoring Rules Underline each correct sound segments the student says.
Students receive 1 point for each different, correct, part of the word. Put a slash (/) through segments pronounced incorrectly. Circle entire words. Leave segments that are omitted blank. Write “sc” over any self-corrected sounds that had been previously slashed.

Discontinue Rule, Wait Rule
If a student has not said any sound segments correctly in the first 5 words, discontinue the task and record a score of zero. Maximum time for each sound segment is 3 seconds. If a student does not say the next sound segment within 3 seconds, say the next word.

Reminders If a student spells the word, say,
“Say all the sounds in the word.” If a student repeats the word, say, “Remember to say all the sounds in the word.” These reminders may be given only once.

Notes Schwa sounds (/u/) added t consonants are not counted as errors.
Students are not penalized for imperfect pronunciation do to dialect, articulation delays or impairments, or for pronunciations due to speaking a first language other than English. Students may elongate the individual sounds and get credit if you judge that they have awareness of each individual sound in the word ( they have held each sound for approximately 1 second).

Immediately After Testing
Make a note about any patterns in student responses that were not captured by the marking procedures. PSF Response Patterns: ___Repeat word ___Makes random errors ___Says initial sound only ___Says onset rime ___Does not segment blends ___Adds sounds ___Makes consistent errors on specific sound(s) ___Other

PSF Review How do I mark a completely segmented word?
How do I do if the student repeats the word? What do I mark if the student skips a sound? How do I record an incorrect sound? How do I mark that a child blended two sounds?

Let’s Practice PSF

Underline Sound Segment
PSF Summary Start timer after you say the first word. Underline Sound Segment (1 Point for each segment underlined) Slash (0 Points) Leave Blank (0 points) Says correct sound segment Adds schwa sound to correct sound Pronounces sound incorrectly due to articulation delay/dialect/ different first language Elongates sounds. Says incorrect sound segment Adds sound (if separate from other sounds segments) Omits sound Word repetition: Circle the word Incomplete (blended) segmentations: Underline blended sound segments. Overlapping segmentations: Underline each segment. Wait Rule: Score as incorrect and say the next word. Discontinue Rule: No correct sound segments in the first five words.

Administration and Scoring of Letter Naming Fluency
LNF Administration and Scoring of Letter Naming Fluency

Letter Naming Letter naming is not a basic early literacy skill.
The skill of knowing letter names is not essential to reading outcomes. Letter naming is a strong and robust predictor of later reading performance and is used in DIBELS as an additional indicator of risk.

What is Letter Naming Fluency?
Letter Naming fluency (LNF) is a brief, direct measure of a student’s fluency with naming letters. LNF assesses a student’s ability to recognize individual letters and say their letter names. What is new for Next? ~ New Font for beginning readers ~ New directions ~Item stratification

Letter Naming Fluency (LNF)
Basic Early Literacy Skill None Administration Time 1 minute Schedule Beginning of Kindergarten to beginning of first grade Score Number of letters named correctly in 1 minute. Wait Rule If the students does not name a letter within 3 seconds, mark a slash (/) through the letter and say the correct letter name. Discontinue Rule No letters named correctly in the first row.

Student materials DIBELS Next scoring booklet Clipboard Stopwatch Pen or Pencil

Place the scoring booklet on the clipboard positions so that the student cannot see what you record. Follow these directions exactly each time with each student.

Let’s look at the directions for LNF

During the Testing Start the stopwatch after you say Begin.
Follow along in the scoring booklet, marking according to the scoring rules. At the end of 1 minute, put a bracket after the last letter named and tell the student to Stop. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated.

Score and Scoring Rules
The student receives 1 point for each correct letter named in 1 minute. Leave letters named correctly blank. Slash (/) any letter that the student omits or names incorrectly. Write “SC” above any letter that had previously been slashed and was self-corrected within 3 seconds. Count that letter as correct. Draw a line through any row the student skips and do not count that row in scoring.

Discontinue and Wait Rules
Discontinue Rule If a 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). Wait Rule Wait 3 second for the student to respond. If the student does not name a letter after 3 seconds, put a slash over the letter and provide the correct letter name.

Reminders That May Be Used Only Once
If the student does not go left to right say “Go this way.” (Sweep your finger across the row). If the student skips 4 consecutive letters, say “ Try to say each letter name.” If the student says letter sounds, say “Say the letter name, not its sound.”

Reminders That May Be Used As Often As Needed
If the student stops and it is not a hesitation on a specific item, say “Keep going.” If a student loses his/her place, point. Keep going.

Notes Students are not penalized for imperfect pronunciation due to articulation delays or impairments or speaking a dialect or first language other than English.

Make a note about any patterns in student responses that were not captured by the making procedures. LNF Response Patterns: ____ Makes random errors ____Doesn’t track correctly ____ Makes consistent errors on specific letters ____Other ____Says letter sound instead of letter name Make sure to put score on scoring page and on the front of the test booklet.

LNF Review How do I mark a letter incorrectly named?
How do I mark a correct letter? What do I do if a student hesitates for 3 seconds? What do I do if a student skips and entire row?

LNF Summary Start timer after you say “Begin.” Correct Incorrect
(leave blank) Incorrect (slash letter) Names correct letter Names lower case L as I or L Mispronounces letter due to articulation delay/dialect/different first language Names incorrect letter Hesitates for 3 seconds Omits letter Self correct: Write “SC” above letter and count as correct Skips row: Draw a line through the entire row and do not count Reminders: Go this way; Try to say the name of each letter name; Say the letter name, not the sound. Wait Rule: Says the correct letter name and slash the letter. If necessary, redirect. Discontinue Rule: No correct letters in the first row.

Administration and Scoring of Nonsense Word Fluency
NWF Administration and Scoring of Nonsense Word Fluency

What is Nonsense Word Fluency?
Nonsense Word Fluency (NWF) is a brief, direct measure of the alphabetic principle and basic phonics. It assesses knowledge of basic letter-sound correspondences and the ability to blend letter sounds into consonant-vowel-consonant words. What’s new for Next? ~ New early reader font ~ Item stratification ~ New directions ~ New scoring ~ New reminders of prompts ~ Indication of response patterns

Nonsense Word Fluency (NWF)
Basic Early Literacy Skill Alphabetic Principle and Basic Phonics Administration Time 1 minute Schedule Middle of kindergarten to beginning of second grade Score Number of correct letter sounds (CLS) and number of whole words read without sound ing out (WWR) Wait Rule If the students responds sound -by-sound, mixes sounds and words, or sounds out and recodes, allow 3 seconds, then provide the correct letter sound. If the student responds with whole words, allow 3 seconds, then provide the correct word Discontinue Rule No letters named correctly in the first row.

Let’s look at the Nonsense Word Test

Place the booklet on the clipboard, positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in bold italic type verbatim.

During Testing Start the stopwatch after you say begin.
Follow along and mark according to the scoring rules. At the end of 1 minute, place a bracket after the last letter sound produced (even if it’s in the middle of a nonsense word), say Stop, and stop the stopwatch. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated.

Scoring Rules Underline each letter sound the student says correctly, either in isolation or blended together with other sounds in the word. Put a slash (/) over each letter sound read incorrectly. Leave blank any omitted letter sounds or words. When the student is reading sound-by-sound, leave bland any inserted letter sounds. When the student is reading word-by-word, slash the underline to indicate any inserted letter sounds. Write “sc” above any letter sound or word that had been previously slashed and was self-corrected within 3 seconds. Count that letter sound or word as correct. Credit is only given for WWR when the students reads the whole word completely and correctly the first time, and only reads the word once. Draw a line through any row the student skips. Do not count the row when scoring.

Scores Correct Letter Sounds (CLS): the number of letters sounds produced correctly in 1 minute. For example, if the student reads dif as /d/ /i/ /f/ the score for Correct Letter Sounds is 3. If the student reads dif as /di/ /f/ or “dif’, the score is also 3. Whole Words Read (WWR): the number of make-believe words read correctly as a whole word without first being sounded out. For example, if the student reads dif as “dif”, the score is 3 points for CLS and 1 point for WWR, but if the student reads dif as “/d/ /i/ /f/ dif,” the score is 3 points for CLS but 0 points for WWR.

Scoring Rule 1 Underline each letter sound the student says correctly, either in isolation or in the context of the make-believe word. For scoring correct letter sounds (CLS), score the student’s final answer. For scoring whole words read (WWR), only give credit if the student’s first and only answer was to read the whole word correctly without first sounding it out.

Let’s look at scoring examples.
tem Let’s look at scoring examples. foj ak uc seb kif

Discontinue and Wait Rules
Discontinue Rule: If the student does not get any sounds correct in the first 5 words, discontinue the task and record a score of zero. Wait Rule: Maximum time per letter sound/word is 3 seconds. If the student does not say the next letter sound/word within 3 seconds score the letter sound/word incorrect. Tell the student the correct sound/word. If providing the correct letter-sound or word does not prompt the student to continue, say Keep going.

Reminders If the student does not go left to right, say, “Go this way.” If the student says letter-names, say, “Say the sounds, not the letter names.” If the student reads the word first, then says the letter-sounds, prompt, “Just read the word.” If the student says all of the letter sounds correctly in the first row, but does not make any attempt to blend or recode, say, “Try to read the words as whole words.” These reminders may only be used once.

Reminders If the student stops reading ( and it’s not a hesitation on a specific item), say “Keep going.” It the student loses her/his place while reading, point. These reminders may be used as often as needed.

Notes Schwa sounds (/u/) added to consonants are not counted as errors when the students is saying letter sounds. Students are not penalized for imperfect pronunciation due to dialect, articulation delays, or for pronunciations due to speaking a first language other than English.

Reset the stopwatch for the next measure. Make a note about any patterns in student responses that were not captured by the marking procedures. NWF Response Patterns ____Says correct sounds out of order (sound-by-sound) ____Makes random errors ____Says correct sounds, does not recode ____Doesn’t track correctly ____Says correct sounds, recodes out of order ____Tries to turn nonsense words into real words ____Says correct sounds, recodes with ____Make consistent errors on specific letter incorrect sound(s) sound(s) ____Says correct sounds and correctly ____Other recodes

How to Score NWF Add number of correct letter sounds and whole words read for each line (up to the bracket). Record total for each line in space provided in right column of scoring page. Add number of correct letter sounds from each line. Record total correct letter sounds in space provided in lower right corner co scoring page. Add number of whole words read correctly and record in same space. Transfer total number of CLS and WWR from the scoring page to the front of the testing booklet.

NWF Review How do I mark letter sounds that are read correctly?
How do I mark letter sounds that are read incorrectly? What do I do if the student hesitates for 3 seconds when reading sound-by-sound? What do I do if the student hesitates for 3 seconds when reading word-by-word?

NWF Review cont’d What do I do if the student reads sounds out of order when reading sound-by-sound? What do I do if the student reads sounds out of order when reading word-by-word?

(underline letter(s) or words)
NWF Summary Start timer after you say “Begin”. Correct (underline letter(s) or words) Incorrect (slash letter) (leave blank) Says correct sound for letter Correctly blends letter sounds Reads word correctly Pronounces sound incorrectly due to articulation delay/dialect/different first language Says incorrect sound for letter Incorrectly blends letter sounds Reads word incorrectly Hesitates for 3 seconds on letter or word Adds sound Omits sound Self-correct: Write ‘sc’ above letter(s)/word and score as correct. Skips row: Draw a line through the entire row and do not count. 3 Second Wait Rule: Name the letter/word, score as incorrect (slash) and, if necessary, point to the next letter/word and ask, “What letter/word?”. Sound order: Letter sounds correctly named in isolation but out of order are correct Blended letter sounds must be in correct order to be counted as correct. Discontinue Rule: No letter sounds correct in the first five words.

Administration and Scoring of DIBELS Oral Reading Fluency (DORF)

What is DIBELS Oral Reading Fluency (DORF)?
DIBELS Oral Reading Fluency (DORF) is a measure of advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension. There are two components do DORF. Part one is oral reading fluency and part two is passage retell. What is new for NEXT? ~ Retell Fluency now part of DORF ~ All new passages field-tested and empirically leveled ~ Addition of accuracy to scoring/benchmark goal ~ Early reader font for 1st and 2nd grades

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.

Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in the bold italic type verbatim.

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.

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.

During the Testing, cont’d
Say “Stop” and remove the passage. Of 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.

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.

Scoring Rule 1: Words Read Correctly
If the student read 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.

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 time in the story, in 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.

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.

Discontinue Rule Pt 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 passages 2 and 3. Record the score from the passage.

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.

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

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.

Compute the Final Score
Add the total number of words read up to the bracket. Record the total number of errors. Subtract the errors from the total and record the words read correctly in the space provided in the lower right hand of the scoring page.

Let’s try marking up the text.

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.

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.

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.

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.

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.

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. __________________________________________________________

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___

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

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.

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.

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.

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.

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.

After Retell/Quality of Response
Rate the quality of response of the student’s Retell Quality of Response Rating. 1 provides 2 or fewer details 2 provides 3 or more details 3 provides 3 or more details in a meaningful sequence 3 provides 3 or more details in a meaningful sequence that captures a main idea If a student provides only a main idea, it is considered one detail.

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, 25, record those scores with corresponding errors in the appropriate boxes. 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 25. If 2 scores are the same number, that number is the median.

Final Score: Cover Page, cont’d
Record the final Retell score and corresponding rubric rating for each passage. 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 the median Quality of Response. For example, if the 3 Retell scores are 12, 19,16, circle 16. If the Quality of Response values are 2, 3, and 2, the median is 2.

Final Score: Accuracy Calculating Accuracy Correct Correct + Incorrect
_____________________________________________ X 100 Correct + Incorrect 27 __________________ X =93% 27+2

DORF Review How do I mark a word as incorrect?
What do when do I start the timer? I do if a student hesitates for 3 seconds? What do I do if a student self-corrects? How do I mark a word as correct?

DORF Review cont’d What do I do if a student adds a word?
What do I do if a student reads a word out of order? When using Retell, when do I start the timer? How do I record the words in the student’s Retell response? What do I do if a student hesitates for more than 3 seconds on the Retell?

Let’s Practice!!!!!!!

Administration and Scoring of Daze

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

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.

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.

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.

Materials Student booklet for each student Stopwatch
Pen or pencil for each student Administration Directions and Scoring Key

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.

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.

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.

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.

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.

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.

Example of Final Score on Cover Sheet
Correct = 24 Incorrect= 1 1 divided by 2= 0.5 Subtract 0.5 from 24 to get 23.5 Round up to 24 Write 24 at the top of the cover sheet and circle it.

Daze Review When do you start the timer? When do you stop the timer?
How do you score a correct response? How do you score an incorrect response? What is the final score?

Daze Summary Start timer after you say “Begin.” Correct Incorrect
(One point for each correctly circled word) Circle the correct word Slash = 0 points Circles the incorrect word Circles multiple words No response Response is unclear Timing: Continuous for 3 minutes Reminders: Remember to circle the word in each box that makes the most sense in the story. Remember to read the story silently. Just do your best.

FSF PSF DIBELS Next LNF NWF DAZE DORF.

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