What Are DIBELS Next?

Report
DIBELS Next
Dynamic Indicators
of Basic Early
Literacy Skills
DIBELS Next
DIBELS Next is based on new research conducted
over 4 years on over 25,000 students in 90
schools throughout the United States.
Page 12
Changes - DIBELS Next
Measures
First Sound
Fluency (FSF)
Modifications
Benefits
• First Sound Fluency
replaces Initial Sound
Fluency (ISF) as a measure
of early phonemic
awareness
• No pictures, no guessing
• New directions and layout
• Increased ease of
administering and scoring
Phoneme
• New arrangement of items
Segmentation
(test words)
Fluency (PSF)
• Checklist of common
response patterns
• Continuous timing
• Increased reliability
• Increased consistency of
scores
• Enhanced intervention
planning
Page 12
Changes - DIBELS Next
Letter
Naming
Fluency
(LNF)
Nonsense
Word
Fluency
(NWF)
• New font
• More student-friendly
• New directions and layout
• Increased ease of
administering and scoring
• New arrangement of items
(letters)
• Increased consistency of
scores
• Checklist of common
response patterns
• Enhanced intervention
planning
• New font
•More student friendly
• New directions and layout
• Increased ease of
administering and scoring
• New arrangement of items
(nonsense words)
• Increased consistency of
scores
• Checklist of common
response patterns
• Enhanced intervention
planning
• New score: Whole Words
Read (WWR)
• Enhanced interpretation of
scores
Page 12
Changes - DIBELS Next
DIBELS Oral
Reading
Fluency
(DORF)
• New font
• More student-friendly
• New directions and layout
•Increased ease of
administering and scoring
• All new reading passages
•More equivalent passages
• Checklist of common
response patterns
•Enhanced intervention
planning
• New scores: errors and retell • Enhanced interpretation
•Additional measure of
comprehension
Daze
•A new DIBELS maze measure
of reading comprehension for
Grades 3-6, which can be group • Provides additional
information for intermediate
or individually administered
students
Agenda Day One
 Welcome
 Materials for Today
 Multi-tiered Framework
 What is DIBELS Next?
 Protocol
 Scoring and Recording
Today’s Objectives



To introduce the multi-tiered framework
To introduce DIBELS Next as a screening and progress
monitoring assessment tool
To become familiar with the administration and scoring
procedures for all the DIBELS measures:






First Sound Fluency (FSF)
Letter Naming Fluency (LNF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency (NWF)
DIBELS Oral Reading Fluency (DORF)/Retell Fluency
Daze
Connecting to Our Work
 OCR
 IWT

RtI2
Intensive
Individualized
Tutorial
PM
Small group
More time
PM
Good First Instruction
IWT
PM
General Education
Tier 3
3:1
PM
Tier 2
5:1
PM
+
Tier 1
Core
IWT
Grade Level
Differentiation
PM
General Education
Students with Disabilities Receiving Resource Support
Tier 3
3:1
PM
Tier 2
5:1
PM
+
Tier 1
Core
IWT
Grade Level
Differentiation
PM
Resource Specialist Teacher
Special Education – Special Day Program
Tier 3
3:1
PM
Tier 2
5:1
PM
Tier 1
+
III
Core
Grade Level
Intensive Intervention
Instruction
PM
Introductory Activity
What do you know about DIBELS?
1. Share with a partner. (Think, Pair, Share)
2. Share with the group.
12
What Are DIBELS Next?
Dynamic
Indicators
of
Basic
Early
Literacy
Skills
DIBELS Next are brief fluency
measures of critical early literacy
skills used to:
Identify students at risk EARLY!
Evaluate effectiveness of
instruction
Research and Development
at the University of Oregon
DIBELS research is supported by:
 Early Childhood Research Institute on Measuring
Growth and Development
 Institute for the Development of Educational
Achievement
 University of Oregon, College of Education
 Oregon Department of Education
Page 10
What is DIBELS Next?
DIBELS Next are brief, powerful indicators of
foundational early literacy skills that:
 Are quick and efficient to administer and score
 Serve as universal screening (or benchmark
assessment) and progress monitoring
 Identify students in need of intervention support
 Evaluate the effectiveness of interventions
 Support the RtI/Multi-tiered model
15
Why Do We Need DIBELS?
 Big problems to solve
 20%
- 70% of students have significant reading
problems
 Expertise is required
 For students with a deficit in phonological awareness in
kindergarten, reading difficulty and reading failure are
likely – unless skills are remediated early
 Time is critical
 Students who fail to read fluently by the end of
grade 3 have only minimal chance of ever achieving
literacy competence.
DIBELS: Basic Rationale
Data from many thousands of students has shown
that how children perform on certain “index” skills is
very predictive of whether they will be reading on
grade level by third grade.
In kindergarten,
these areas of skill and knowledge are:
phonemic awareness, letter knowledge, vocabulary
DIBELS: Basic Rationale
In 1st grade,
these areas of skill and knowledge are:
phonemic awareness, phonemic decoding, vocabulary,
reading fluency, comprehension strategies
In 2nd and 3rd grade,
these areas of skill and knowledge are:
vocabulary, reading fluency, comprehension strategies
We Know That…
There are 5 Critical Components
of effective early reading instruction:
 Phonemic Awareness
 Phonics
 Fluency
 Vocabulary
 Comprehension
Students must have systematic and explicit instruction.
DIBELS Next Measures
 First Sound Fluency (FSF)
 Letter Naming Fluency (LNF)
 Phoneme Segmentation Fluency (PSF)
 Nonsense Word Fluency (NWF)
 DIBELS Oral Reading Fluency (DORF)
 DAZE
Alignment of DIBELS Next Measures with
Basic Early Literacy Skills
Basic Early Literacy Skills
Phonemic Awareness
DIBELS Next Indicators
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency
Alphabetic Principle and Basic Phonics Correct Letter Sounds (CLS)
 Whole Word Reads (WWR)
Advanced Phonics and Word Attack
DIBELS Oral Reading Fluency (DORF)
 Accuracy
Accurate and Fluent Reading
Connected Text
DIBELS Oral Reading Fluency (DORF)
Correct Words per Minute
Accuracy
Reading Comprehension
DAZE
DIBELS Oral Reading Fluency (DORF)
Correct Words per Minute
Retell Total/Quality of Response
Vocabulary and Language Skills
Word Use Fluency- Revised (available as an
experimental measure from http://dibels.org
Benchmark Assessment (general screening)
• Given to all children, K-6
• Given 3 times per year
• Measures a few skills that are powerful
predictors of reading success, as identified by
scientific research
• Will identify at risk students who are
recommended for intervention and progress
monitoring
Benchmark Student Booklet
Page 32
Forms of DIBELS Assessment
Progress Monitoring Screening
 Given to at-risk students (based on Benchmark
Screening)
 One target area at a time
 Can be out of grade level
 Consistent and given at equal time increments
(Given every 2-4 weeks)
 Purpose is to ensure that instruction is working
Progress Monitoring Student Booklet
Page 33
DIBELS and RtI/The Outcomes Driven Model
AM pg. 8-9
Administration Guidelines
DIBELS Materials
 Clipboard
 Stopwatch
 Calculator
 Pen or Pencil
(in a color that is not black)
Administration Guidelines
Testing Environment
 Small table or student desk in a relatively quiet location
 Time and location with minimal disruptions and noise
 Corner of the classroom
 Assessor positioned (around the corner or across from
student) to be able to: see the student’s face and to be
able to hear clearly
Administration Guidelines
 Timing
 Encouragement and Reinforcement
 Modeling and Reinforcement
 Repeating Directions or Items
 Discontinuing an Assessment
 Invalidating an Assessment
General Scoring Guidelines
 Articulation and Dialect Differences
 Use of the Schwa sound
 General reminders:
 If a student stops and it is not a hesitation say,
“Keep going.” (This reminder can be used as often as needed)
 If a student loses his or her place, point.
(This reminder can be used as often as needed)
General Scoring Guidelines
 Response patterns
 Recording and Scoring
Underline ( _ )
Correct response
Applies to PSF and NWF
Slash ( / )
Denotes incorrect response
Slash ( / ) and an
Underline ( _ )
Underline and a slash the slash overrides
SC
Denotes self correction and counted as correct
Exception in Whole Words Read in NWF
Testing Materials
Benchmark Assessment Materials
 Benchmark Scoring Booklet
 Benchmark Student Materials
 DAZE Benchmark Assessment Student Worksheets
 DAZE Benchmark Assessment Administration
Directions and Scoring Keys
Testing Materials
Progress Monitoring Assessment Materials
 Progress Monitoring Scoring Booklet
 Progress Monitoring Student Materials
 DAZE Progress Monitoring Student Worksheets
 DAZE Progress Monitoring Administration Directions
and Scoring Keys
Approved Accommodations
Page 20
Benchmark Assessment Yearly Schedule
DIBELS Next BENCHMARK
ASSESSMENT CALENDAR
GRADE
K (BOY)
K (MOY)
K (EOY)
1 (BOY)
1 (MOY)
1 (EOY)
2 (BOY)
2 (MOY)
2 (EOY)
3 (BOY)
3 (MOY)
3 (EOY)
FSF
LNF
PSF
NWF
First Sound
Fluency
Letter Naming
Fluency
Phoneme
Segmentation
Fluency
Nonsense
Word
Fluency
DORF &
RTF
DIBELS Oral
Reading
Fluency
Retell Fluency
DAZE
WUF
Word Use
Fluency
DIBELS Next BENCHMARK
ASSESSMENT CALENDAR
GRADE
4 (BOY)
4 (MOY)
4 (EOY)
5 (BOY)
5 (MOY)
5 (EOY)
6 (BOY)
6 (MOY)
6 (EOY)
ISF
LNF
PSF
NWF
Initial Sound
Fluency
Letter Naming
Fluency
Phoneme
Segmentation
Fluency
Nonsense
Word
Fluency
DORF &
RTF
DIBELS Oral
Reading
Fluency
Retell Fluency
DAZE
WUF
Word Use
Fluency
Implementing DIBELS Next in Your School
Testing Approaches:
• Within the classroom
• The classroom teacher assessing 5 students a day
• School-wide: One Day
• A large team of trained assessors
• Team must be large enough to cover the whole school
• The classroom teacher can assess their own class as the
assessor teaches the class
• Advantage: efficient testing, minimal disruption
• Disadvantage: need for a large support team which may include
the needs for subs (money)
• School-wide: Multiple Days
• Smaller team, multiple days
Protocol
 Big Idea
 Read and highlight Assessment Manual
 Review
 Practice:
1. Highly Structured Practice (I Do)
2. Check for Understanding (Appendix)
3. Guided Practice (We Do)
 Scoring & Recording
 Q&A
Standard Features of DIBELS Next Measures
•
•
•
•
•
•
•
•
•
•
Basic Early Literacy Skill
Administration Time
Administration Schedule
Administration Directions
When to Start and Stop the Stopwatch
Score
Scoring Rules
Reminders
Wait Rule
Discontinue Rule
First
Sound
Fluency
FSF
/d/
AM Chapter 5
Alignment of DIBELS Next Measures with
Basic Early Literacy Skills
Basic Early Literacy Skills
Phonemic Awareness
DIBELS Next Indicators
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency
Alphabetic Principle and Basic Phonics Correct Letter Sounds (CLS)
 Whole Word Reads (WWR)
Advanced Phonics and Word Attack
DIBELS Oral Reading Fluency (DORF)
 Accuracy
Accurate and Fluent Reading
Connected Text
DIBELS Oral Reading Fluency (DORF)
Correct Words per Minute
Accuracy
Reading Comprehension
DAZE
DIBELS Oral Reading Fluency (DORF)
Correct Words per Minute
Retell Total/Quality of Response
Vocabulary and Language Skills
Word Use Fluency- Revised (available as an
experimental measure from http://dibels.org
First Sound Fluency- FSF
Read the description and administration directions
on Pages 39-42.
First Sound Fluency- FSF
Basic Early Literacy Skill Phonemic Awareness
Administration Time 1 minute
Administration Schedule Beginning of kindergarten to middle of kindergarten
2 points for each correct initial phoneme and 1
point for each correct initial consonant blend,
Score
consonant plus vowel, or consonant blend plus
vowel said by the student in 1 minute
If the student does not respond within 3 seconds on
Wait Rule a word make a slash ( / ), through the zero and say
the next word
Discontinue Rule Zero points in the first five words
FSF Scoring Rules
Page 42
 2 points for correctly identifying the initial phoneme
 1 point for identifying the correct initial sounds
 Make a slash (/) for an incorrect or no response
 Write “sc” for a response that the student corrected within 3
seconds
 Discontinue Rule

discontinue if the student has not said any correct sounds in the first 5 words
 Wait Rule

Wait 3 seconds for the student to respond
 Examples…
Practice 1
Assessor Says:
Student Say:
Example: soap
/s/ /oa/ /p/
Assessor Says:
Student Say:
Error correction
1. laughed
/l/
11. bright
/br/
2. pine
/p/
12. knock
/n/
3. skirt
/s/
13. trash
“t”
4. flag
/fl/
14. list
/l/
5. rang
/ru/-schwa
15. spring
/spr/
6. crow
/k/
16. chief
/ch/
7. hide
/h/
17. grand
/g/
8. blame
/bl/
18. sweat
/s/
9. deck
/d/
19. shelf
/sh/
10. crab
/k/
20. heard
/hu/-schwa
Check for Understanding
Practice Scoring Sheet
FSF, Appendices page 103
Answer Key
FSF, Appendices page 104
Scoring and Recording
2 point responses: ___
x 2 ___ + 1 point responses: ____ =
Total: ___
Letter Naming
Fluency
LNF
Alignment of DIBELS Next Measures with
Basic Early Literacy Skills
Basic Early Literacy Skills
Phonemic Awareness
DIBELS Next Indicators
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency
Alphabetic Principle and Basic Phonics • Correct Letter Sounds (CLS)
• Whole Word Reads (WWR)
Advanced Phonics and Word Attack
DIBELS Oral Reading Fluency (DORF)
• Accuracy
Accurate and Fluent Reading
Connected Text
DIBELS Oral Reading Fluency (DORF)
•Correct Words per Minute
•Accuracy
Reading Comprehension
DAZE
DIBELS Oral Reading Fluency (DORF)
•Correct Words per Minute
•Retell Total/Quality of Response
Vocabulary and Language Skills
Word Use Fluency- Revised (available as an
experimental measure from http://dibels.org
Letter Naming Fluency-LNF
Read description and directions for administration on
Chapter 6, pages 48-52
 Assesses a student’s ability to recognize individual
letters and say their letter names
 Early indicator for at-risk and difficulty achieving early
literacy benchmark goals
Letter Naming Fluency-LNF
Basic Early Literacy Skill None
Administration Time 1 minute
Administration Schedule
Beginning of kindergarten to beginning of first
grade
Score Number of letters named correctly in 1 minute
If the student does not name a letter within 3
Wait Rule seconds, mark a slash ( / ), through the letter and
say the correct letter name
Discontinue Rule No letters named in the first row
LNF Scoring Rules
• Discontinue rule
• Discontinue if the first 10 letters incorrect
• Wait Rule
• After 3 seconds tell the student the correct
letter name, score as incorrect, and move on
• Uppercase I and lowercase l are interchangeable,
marked correct
• Saying a number for a letter (#1 for l) is incorrect
• Examples…
LNF Scoring & Recording
 Count total letters correct
 1 minute
 Make anecdotal notes i.e.. B and D reversals, etc.
Phoneme
Segmentation
Fluency
PSF
sh
ee
p
Alignment of DIBELS Next Measures with
Basic Early Literacy Skills
Basic Early Literacy Skills
Phonemic Awareness
DIBELS Next Indicators
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency
Alphabetic Principle and Basic Phonics Correct Letter Sounds (CLS)
 Whole Word Reads (WWR)
Advanced Phonics and Word Attack
DIBELS Oral Reading Fluency (DORF)
 Accuracy
Accurate and Fluent Reading
Connected Text
DIBELS Oral Reading Fluency (DORF)
 Correct Words per Minute
 Accuracy
Reading Comprehension
DAZE
DIBELS Oral Reading Fluency (DORF)
 Correct Words per Minute
 Retell Total/Quality of Response
Vocabulary and Language Skills
Word Use Fluency- Revised (available as an
experimental measure from http://dibels.org
Phoneme Segmentation Fluency- PSF
Read description and directions for administration on pages
55-57
PSF Scoring Rules
Basic Early Literacy Skill Phonemic Awareness
Administration Time 1 minute
Administration Schedule Middle of kindergarten to beginning of first grade
Score
Wait Rule
Number of correct sound segments, ( different
correct parts of words) the student says in 1 minute
If the student does not respond within 3 seconds,
say the next word
Discontinue if student has not said any correct
Discontinue Rule sound segments in the first 5 words
Practice 1
Assessor Says:
Student Says:
Example: soap
/s/ /oa/ /p/
Error correction
1. too
/t/ /oo/
9. law
/l/ /o/
2. wake
/w/ /ai/ /k/
10. bump
/b/ /mp/
3. beans
/b/ /ea/ /n/ /z/
11. shout
/sh/ /owt/
4. bell
/b/ /el/
12. pig
/p/ /i/ /g/
5. doors
/d/ /or/ /z/
13. dogs
/d/ /o/ /g/ /s/
6. dish
...
14. bike
bike
7. brought
/b/ /r/ /o/ /t/
15. guys
/g/ /ie/ /z/
8. web
/w/ /e/ /b/
16. far
/f/ /ar/
Check for Understanding
Practice Scoring Sheet
PSF, page 105
Answer Key
PSF, page 106
PSF Scoring & Recording
 Add for total
 Make anecdotal notes for PSF Response Patterns.
Agenda Day Two




Welcome
Materials for Today
Multi-tiered Framework
Protocol:
NWF, DORF/RETELL, DAZE
Nonsense
Word Fluency
NWF
Alignment of DIBELS Next Measures with
Basic Early Literacy Skills
Basic Early Literacy Skills
Phonemic Awareness
DIBELS Next Indicators
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency
Alphabetic Principle and Basic Phonics Correct Letter Sounds (CLS)
 Whole Word Reads (WWR)
Advanced Phonics and Word Attack
DIBELS Oral Reading Fluency (DORF)
 Accuracy
Accurate and Fluent Reading
Connected Text
DIBELS Oral Reading Fluency (DORF)
Correct Words per Minute
Accuracy
Reading Comprehension
DAZE
DIBELS Oral Reading Fluency (DORF)
Correct Words per Minute
Retell Total/Quality of Response
Vocabulary and Language Skills
Word Use Fluency- Revised (available as an
experimental measure from http://dibels.org
Nonsense Word Fluency-NWF
Read description and directions for administration on
Pages 66-68
NWF Scoring Rules
Basic Early Literacy Skill Alphabetic Principle and Basis Phonics
Administration Time 1 minute
Administration Schedule Middle of kindergarten to beginning of second grade
Score
Wait Rule
Number of correct letter sounds (CLS) and number of
whole words read (WWR) without sounding out
If the student responds sound by sounds with words,
mixes sounds with words, or sounds out and recodes,
allow 3 seconds, then provide the correct letter sound
If the student mostly responds with whole words,
allow 3 seconds, then provide the correct word
Discontinue Rule No letter sound named in the first row
Practice 1
Assessor: Student Says
Example: /m/ /ep/ *
mip
Error
correction
mip
1. rif
/r/ /e/ /f/
11. yuz
/y/ /uz/
2. duz
/d/ /e/ /z/
12. nik
nik
3. ap
/aaaaaa/ /p/
13. yeb
/y//e//b/ “yeb”
4. jop
/j/ /op/
14. kof
/k/ /o/ /f/ “kef”
5. sec
/s/ /i/ /c/
15. naj
/n/ (3 sec-wait for prompt) /j/
6. bov
/bo/ /vuh/
16. ad
/a/ /ad/
7. kal
/k/ /a/ /l/ “kel”
17. tiv
/t/ /e/ /v/
8. yef
/y/ (3 sec-wait for prompt)
/f/
18. voc
/v/ /e/ /c/
9. uv
/u/ /v/
19. tud
/t/ (3 sec-wait for prompt)
10. lin
/l/ /e/ /n/
20. lef
/l/ /u/ /f/
Check for Understanding
Practice Scoring Sheet
NWF, page 107
Answer Key
NWF, page 108
Scoring & Recording
 Count total correct letter sounds (CLS)
 Count whole words read (WWR)
 Make anecdotal notes i.e.. Read all short e as short i, etc.
DIBELS Oral
Reading
Fluency
DORF
Alignment of DIBELS Next Measures with
Basic Early Literacy Skills
Basic Early Literacy Skills
Phonemic Awareness
DIBELS Next Indicators
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency
Alphabetic Principle and Basic Phonics Correct Letter Sounds (CLS)
 Whole Word Reads (WWR)
Advanced Phonics and Word Attack
DIBELS Oral Reading Fluency (DORF)
 Accuracy
Accurate and Fluent Reading
Connected Text
DIBELS Oral Reading Fluency (DORF)
Correct Words per Minute
Accuracy
Reading Comprehension
DAZE
DIBELS Oral Reading Fluency (DORF)
Correct Words per Minute
Retell Total/Quality of Response
Vocabulary and Language Skills
Word Use Fluency- Revised (available as an
experimental measure from http://dibels.org
DIBELS Oral Reading Fluency- DORF
Read description and directions for administration on pages 79-83
DORF Administration Directions
• Do not read the title to the student
• Maximum wait time for each word is 3 seconds
• Students read 3 different passages
o If the student reads less than 10 words correctly on the first
passage, do not continue with passages 2 and 3
• If the student reads 40 or more words correctly on a
passage, have the student retell what they just read
• If the child reads less than 40 words in the passage
use professional judgment for giving the retell
• For the retell, remove the passage from in front of the
student
DORF Scoring Rules
Advanced Phonics and Word Attack Skills
Basic Early Literacy Skill Accurate and Fluent Reading of Connected Text
Reading Comprehension
Administration Time 1 minute
Administration Schedule Middle of first grade through end of sixth grade
Middle number of word correct per minute, median
Score number of errors per minute, and median number of
correct words in the Retell
On DORF, 3 seconds: On retell. 1st hesitation 3
Wait Rule
seconds
DORF Scoring Rules
If no words are read correctly in the first line, say
STOP, record a score of 0, and do not administer
Retell.
Discontinue Rule
If fewer than 10 words are read correctly on passage
#1 during benchmark assessment, do not administer
Retell or passages #2 and #3.
If fewer than 40 words are read correctly on any
passage, use professional judgment whether to
administer Retell for that passage
DIBELS Oral Reading Fluency- DORF
Retell
Read description and directions for administration on pages 81-83
DIBELS Oral Reading Fluency- DORF
Practice 1
Trees are very tall points. They c…c…(3 seconds – come) in
d…d…(3 seconds – different) shops and s…s…si…(3 seconds –
sizes). Y…y…(3 seconds – yet) all trees has the (3 seconds –
same) p…p…pa (3 seconds – parts). The l..(3 seconds - leaves)
are the great p..p..(3 seconds – parts) of the tree. Some are big
and flat. O..o..(3 seconds – others) look like th…thin needs. No
math their size or shop, l…l…(3 seconds – leaves) take in air and
sun…sunny…(3 seconds – sunlight). Trees need a..(3 seconds –
air) and (3 seconds – light) to (3 seconds – live) and g..g…gr…(3
seconds – grow.
DIBELS Oral Reading Fluency- Retell
Practice 1
It was about trees
(3 seconds). They need air.
(5 seconds)
Check Your Understanding
Practice Scoring Sheet
DORF/Retell, page 109
Answer Key
DORF/Retell, page 110
Retell Scoring Rules
Advanced Phonics and Word Attack Skills
Basic Early Literacy Skill Accurate and Fluent Reading of Connected Text
Reading Comprehension
Administration Time 1 minute
Administration Schedule Middle of first grade through end of sixth grade
Score
Count as correct any words in the response that are
related to the passage.
Wait Rule
If the student does not say anything or gets of track
for 5 seconds
Discontinue if student does not say anything
Discontinue Rule for 5 seconds or gets off track for 5 seconds
Scoring & Recording
 Record the cumulative word count
 Record the number of errors on booklet
 Subtract the errors from the total words
 Use Retell Quality of Response to rate the quality of the retell
After the testing:
 Record all three oral reading passages on front cover of the
Benchmark booklet
 Circle the median score
 Record all 3 retell scores, the number of words and the quality
of response
 Circle the median response of each
Accuracy Rate
 Total words read minus the errors divided by the total
words read gives you the accuracy rate
 Example DORF score:
Total words: 27
Errors:
- 2
Words correct: 25
Accuracy Rate: 25 ÷ 27= 92%
Independent Level: 95-100%
Instructional Level: 90-94%
Frustration Level: < 90%
Daze
DIBELS
version of a
maze
procedure…
Alignment of DIBELS Next Measures with
Basic Early Literacy Skills
Basic Early Literacy Skills
Phonemic Awareness
DIBELS Next Indicators
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency
Alphabetic Principle and Basic Phonics Correct Letter Sounds (CLS)
 Whole Word Reads (WWR)
Advanced Phonics and Word Attack
DIBELS Oral Reading Fluency (DORF)
 Accuracy
Accurate and Fluent Reading
Connected Text
DIBELS Oral Reading Fluency (DORF)
Correct Words per Minute
Accuracy
Reading Comprehension
DAZE
DIBELS Oral Reading Fluency (DORF)
Correct Words per Minute
Retell Total/Quality of Response
Vocabulary and Language Skills
Word Use Fluency- Revised (available as an
experimental measure from http://dibels.org
DIBELS Daze
Read description and directions for administration on pages
98-100
Daze Administration Directions
Page 59
• Begin with the modeling and practice activities
• Use the standardized directions with all students
• Students read the passage silently, once modeling and
practice has been completed
Daze Scoring Rules
Basic Early Literacy Skill Reading Comprehension
Administration Time 3 minutes
Administration Schedule Beginning at 3rd grade through end of sixth grade
Score
Number of correct words in 3 minutes minus half the
number of incorrect words
Wait Rule There is no wait rule
Discontinue Rule There is no wait rule
Scoring Practice #2
 Scoring Sheet Practice
Scoring & Recording
 Calculate the number of correct responses
 Calculate the number of incorrect responses
Record both scores on booklet C designates correct
 I designates incorrect
 Calculate the adjusted score (AS)
 This is a modified score that compensates for guessing


The formula is:
C – (I  2) = AS
DIBELS Next Composite Scores
Samantha Grade 1
DIBELS Next Composite Scores
DIBELS Next Composite Scores
Max – Grade 4
DIBELS Next Composite Scores
Resources
Websites
Free Reading
www.free-reading.net
Florida Center for Reading
www.fcrr.org
Research
Reading Rockets
www.readingrockets.org
University of Oregon DIBELS http://dibels.uoregon.edu
Big Ideas in Beginning
http://reading.uoregon.edu
Reading
http://specialed.edublogs.org

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