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- 2. Frame the Lesson • We will acquire knowledge on the various components of the DIBELS Benchmark Assessment. • I will learn how to administer the DIBELS Benchmark Assessment.
- 3. DIBELS Next • Dynamic Indicators of Basic Early Literacy Skills • Universal Screener • Benchmark and Progress monitoring tool
- 4. • Quick and efficient to administer and score • Identify students in need of intervention support • Support the RTI-tiered model
- 5. DIBELS Measures • Nonsense Word Fluency (NWF) Kinder-2nd grade • DIBELS Oral Reading Fluency (DORF) 2nd -6th grade • Daze (cloze reading passage) 3rd -6th grade
- 6. Benchmark Assessment Schedule • Beginning of the Year (BOY) • September 8th -15th • Middle of the Year (MOY) • January (TBD) • End of the Year (EOY) • May (TBD)
- 7. Administration Guidelines Chapter 2 • Equipment • Testing Environments • Timing • Encouragement and Reinforcement • Modeling and Practice Items • Repeating Directions or Items • Discontinuing an Assessment • Invalidating an Assessment
- 9. Student Benchmark Assessment Booklet • 2nd Grade • Chapters 8-9 • 3rd and 4th Grade • Chapters 9-10
- 10. Nonsense Word Fluency (NWF) Chapter 8
- 11. Nonsense Word Fluency (NWF) Chapter 8 • Correct Letter Sounds (CLS): Student receives credit for 1 CLS for each correct letter sound read in isolation or read as part of a make-believe word. • Whole Words Read (WWR): Student receives credit for 1 WWR for each whole word read correctly without first being sounded out.
- 12. Scoring Rules
- 13. DIBELS® Oral Reading Fluency (DORF) 13 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.
- 14. Directions 14
- 15. During the Testing 15 1. 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. 2. 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.
- 16. During the Testing cont’d. 3. Follow along in the scoring booklet. 4. Leave blank any words read correctly. Put a slash ( / ) through errors (including skipped words). 5. 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. 6. At the end of 1 minute, place a bracket ( ] ) in the text after the last word provided by the student. 7. Say Stop and remove the passage. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained.. 16
- 17. Scoring Rules 17 1. Leave blank any words the student reads correctly. 2. Put a slash ( / ) through any errors.
- 18. 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. 18
- 19. 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. 19
- 20. 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. 20
- 21. Discontinue Rule Part 1: DORF 21 • 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). •If the student reads fewer than 10 words correctly, do not administer retell or the second and third passages.
- 22. 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. 22
- 23. Reminders • If the student stops reading (and it’s not a hesitation on a specific item), say Keep going. • If the student loses her/his place while reading, point. • These reminders may be used as often as needed. 23
- 24. DORF Summary 24 Start timer after student reads the first word. Correct (leave blank) Incorrect (slash) Incorrect (leave blank) • Reads correct word; pronounces correctly in context • Pronounces word incorrectly due to articulation delay/dialect/different first language • Reads incorrect word • Reads correct word out of order • Omits word • Hesitates 3 seconds • Reads numerals or abbreviations NOT as the word would be pronounced in speaking, (e.g., “M.R.” for Mr.) • Repeats word • Adds word Self-correct: Write “SC” above word and count as correct. Skipped line: Draw a line through entire line and count those words as errors. Wait Rule: Say the word, mark as incorrect (slash), and, if necessary, point to the next word and say, What word? Discontinue Rule: No correct words read in the first line.
- 25. Retell Scoring
- 28. DORF Review How do I mark a word as incorrect? When do I start the timer? What do I do if a student hesitates for 3 seconds? What do I do if a student self-corrects? • What do I do if a student adds a word?
- 30. Daze Administration and Scoring of Daze
- 31. 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.
- 32. Basic Early Literacy Skill Reading Comprehension Administration Time 3 minutes Administration 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. DIBELS Daze
- 33. 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.
- 34. Administration Directions Chapter 10 • Follow directions exactly each time you administer • Say the words in bold, italic type verbatim • Start your stopwatch after you say, “Begin.” • Use reminders as needed. • At the end of 3 minutes say Stop. Put your pencil down. • Collect all of the Daze worksheets.
- 35. 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 on that response.
- 36. Reminders • If a student starts reading the passage out loud, say, Remember to read the story silently. • If a student is 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.
- 37. Example of Final Score on Cover Sheet Daze Adjusted Score= number of correct responses – (number of incorrect responses /2) 1.Correct = 24 2.Incorrect= 1 3.1 divided by 2= 0.5 4.Subtract 0.5 from 24 to get 23.5 5.Round up to 24 6.Write 24 at the top of the cover sheet and circle it.
- 38. 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?
- 39. Daze Summary 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 Start timer after you say “Begin.” 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.
- 40. Data Entry • Manual Scoring • Scoring sheets • Computer Based Scoring • Components • Password • Eagles15 Usernames
- 42. Videos • https://www.youtube.com/watch?v=e2GywoKm2pI – DIBELS Next Overview 7:34 • • https://www.youtube.com/watch?v=ek-UXokHiJQ - DIBELS Testing Sample 3:45 • • https://www.youtube.com/watch?v=qS76rse9Z9A - DORF Tutorial 6:50 • • https://www.youtube.com/watch?v=M2N5-IBkt4o – DORF sample 2:42
Notas do Editor
- Welcome! DIBELS NEXT was chosen in response to a need for consistent district-wide progress monitoring tools. Today, we are presenting on two of those tools DORF and Daze.
- 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
- 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
- Note: Reading coaches will have a 1 page reference sheet containing this information at the training. Each passage has a title on it. However, do not read the title to the student. If the student chooses to read the title, that is fine, but do not start the timer. You may supply words in the title if asked. Do not count or correct errors in the title. CLICK Start the stopwatch when it is clear the student is reading the first word of the passage, and not the title. If the student scans the passage before you say Begin and asks you to tell them a word, do not tell it to them, and complete the directions. CLICK
- CLICK Follow along as the student reads the passage. CLICK Leave blank any words read correctly and put a slash through errors. CLICK At the end of 1 minute, put a bracket after the last word the student read before time ran out. CLICK Tell the student to Stop and remove the passage. If the student reads the entire passage before the end of the minute, record their score. Do not prorate a score. CLICK 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. CLICK CLICK
- There are 2 scoring rules for oral reading fluency. CLICK Leave the correctly read words blank and put a slash through any errors. CLICK Although these scoring rules are not new, some clarifications of the rules are listed on the next several slides. CLICK
- CLICK Correctly read words are left blank. To be counted as correct, the word must be read as a whole word, not just sounded out. The words must be pronounced correctly for the context of the sentence. Inserted words are not counted as errors or correctly read words. Repeated words and phrases are ignored in terms of scoring. CLICK
- CLICK Score as correct any reasonable phonetic pronunciation of proper nouns. CLICK Abbreviations and numerals must be pronounced the way they would be said in conversation and said correctly for the context of the sentence. CLICK Hyphenated words will be counted as two words if both parts of the word can stand alone. CLICK Students can self correct an error, as long as they do so within 3 seconds. CLICK Hyphenated words are treated as 2 words when both parts can stand alone as words. CLICK Students can self-correct previously misread words, as long as they do so within 3 seconds. CLICK
- CLICK Scoring rule 2 is to put a slash through any errors. CLICK Errors include words read incorrectly, substitutions, skipped words, hesitations, words read out of order and words that are sounded out but not read as a whole word. CLICK Errors made multiple times in the same passage count as errors each time. CLICK Contractions should be read as they are printed on the page. CLICK If a student skips a row, draw a line through it and count the omitted words as errors. CLICK
- The discontinue rule for oral reading fluency is 0 words read correctly in the first row of the passage.
- The wait rule for oral reading fluency is 3 seconds. CLICK If the student does not read a word within 3 seconds, say the word and mark it wrong. CLICK If necessary, indicate for the student to continue reading. CLICK
- There are 2 reminders that can be used on any DIBELS measure where there is written material for the student to look at. If the student stops reading (and it’s not a hesitation on a specific item), say Keep going. This reminder also could be used if the student starts to tell you a story in the middle of reading the passage. If the student loses her/his place while reading, point. These reminders may be used as often as needed. CLICK
- To summarize the DIBELS Oral Reading Fluency measure… Students read from a passage for one minute. Words read correctly are left blank. Errors such as reading the incorrect word, transposing or omitting a word, or words that are not read within 3 seconds are slashed. Errors such as repeating or adding words are left blank. Students can self correct an error within 3 seconds. If a student skips a line, draw a line through it and count the skipped words as errors. Discontinue DORF if a student has not read any words correct in the first line of the passage. CLICK
- A note about the Daze measure: Scores for Daze increase more slowly than they do for other DIBELS measures, so more frequent monitoring may not be as informative. For students who need to be monitored on Daze, we recommend monitoring once per month.
- Daze progress monitoring materials are organized similarly, with the exception that students fill out the Daze worksheets themselves, rather than the assessor marking a scoring form. In the download version of DIBELS Next, 20 alternate Daze worksheets are available per grade, and can be produced as individual worksheets or in a booklet. In the published version of DIBELS Next, the first 10 Daze progress monitoring worksheets are provided in a Daze Progress Monitoring Student Booklet. The other 10 worksheets per grade are available for download. Daze progress monitoring materials are available for: • Daze Level 3 • Daze Level 4 • Daze Level 5 • Daze Level 6
- A note about the Daze measure: Scores for Daze increase more slowly than they do for other DIBELS measures, so more frequent monitoring may not be as informative. For students who need to be monitored on Daze, we recommend monitoring once per month.
- If the score falls at or above benchmark – This skill is not the issue If in the strategic range – this may be a weakness If at the intensive level – 10th percentile – There may be reason to suspect a skill deficit If at the 10th percentile – or just below – drop down a grade level If way below the 10th percentile drop down two grade levels Goal: 1. Determine what underlying skill deficit might be leading to the student’s “not proficient” score and 2. Identify the appropriate measure to use to monitor the student’s improving skill as she receives targeted intervention/instruction aimed at addressing those skill deficits.