DIBELS Next BENCHMARK ASSESSMENTS - Mrs. Hartley · identifying the initial sound(s) within spoken words. It is an indicator ... 8 6 14. Final Score: Cover Page 49 14 Transfer the

DIBELS Next

BENCHMARK ASSESSMENTS

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Benchmark Screening

Benchmark testing is the systematic

process of screening all students on

essential skills predictive of later

reading performance.

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BENCHMARK ASSESSMENTS

Letter Naming Fluency (LNF)

First Sound Fluency (FSF)

Phoneme Segmentation Fluency (PSF)

Nonsense Word Fluency (NWF)

DIBELS® Oral Reading Fluency – (DORF)

including Retell

DAZE

DIBELS®

Assesses the Basic Early Literacy Skills

4

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.

• Initial sounds include the first group of sounds in the word (i.e.,

onsets)

• NOT necessarily individual phonemes in the beginning of

Kindergarten

• For example: Initial sound in “crab” may be identified as /kr/ or /k/

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DIBELS®

First Sound Fluency (FSF)

Assessor says a series of words one at a time to the student and asks the student to say the first sound in the word.

Score: Number of points for correct responses in one minute.

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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”

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Practice Item #1

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Practice Item #2

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Practice Item #3

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During the Testing

• 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/sounds in

the word, say the next word promptly and clearly.

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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 stops and he/she

receives the score obtained.

Scores are not pro-rated.

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Scoring Rules

1. Circle the corresponding listed sound or sounds that a student

says for a word.

2. Put a slash ( / ) through the zero on the scoring page for an

incorrect response or no response within 3 seconds.

3. 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.

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Scoring Rule 1: Circle Correct Responses

Circle the corresponding listed sound or sounds that a student

says for a word. A response is scored as correct as long as the

student provides any of the correct first sound responses listed for

the word.

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Scoring Rule 2: Slash Zero

Put a slash through the zero if the student says an incorrect sound, says

a letter name, or repeats the word.

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Scoring Rule 2: Slash Zero

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Scoring Rule 3: Self Corrections

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Write “sc” over the slashed zero if the student self-corrects. Circle

the appropriate score for the student’s response.

Discontinue Rule: First Five Words

Discontinue administering FSF if the student has not said any correct

initial sounds in the first five words. Record a zero for the total number

of correct initial sounds on the Total line of the FSF scoring page, and

on the cover page of the scoring booklet.

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Wait Rule: 3 Seconds

• Wait 3 seconds for the student

to respond.

• If the student does not

respond within 3 seconds on

any word, put a slash over the

zero and tell the student the

next word.

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Reminders

If the 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 this list.

• This reminder may be given as often as needed.

If the student says the name of the letter say,

Remember to tell me the first sound in the word, not the letter

name. Examiner then reads the next word on the list.

• This reminder may be given only once.

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At a Later Time, Compute the Final Score

• Multiply the number of

responses from the 2-point

column by two and record

that number in the space

provided.

• Add the total number of

correct responses in each

column of the score sheet (2-

point and 1-point responses).

• Add the number of points

from both columns to arrive

at the final score.

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12 3 156

Final Score: Cover Page

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Transfer total number of correct

first sound points per minute

from scoring page to front of

testing booklet.

FSF Review

• How do I record a correct response?

Circle the correct 2- or 1-point response.

• How do I record an incorrect response?

Put a slash ( / ) over the 0.

• What do I do when the child hesitates for 3 seconds?

Put a slash ( / ) over the 0 and give the next word.

• When do I discontinue FSF?

Discontinue if the child does not provide a correct response in the

first five words.

• How do I score an improperly pronounced response that is due to articulation or dialect?

Do not penalize the student. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns. 29

Small Group Practice Option

• Find a partner

• Take turns in the roles of student and assessor

• Rotate roles

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Assessor

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Examiner: Follow the script on

the page titled “Assessor.”

Administer FSF to the

“Student.” Practice timing and

scoring.

Student

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Student: Follow the script for your round on the page titled, “Student.”

You will pretend to be a student and provide the written scripted

responses.

After Completing Each Round…

• What was easy?

• What was difficult?

• What do you need to practice?

• How were the skills of the child you assessed?

• What instructional recommendations do you have for the student

you assessed?

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After completing each round, discuss as a group how the administration

went. Answer the following questions for the round in which you are the

examiner:

DIBELS®

Assess the Basic Early Literacy Skills

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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 or

sound segments.

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Phoneme Segmentation Fluency (PSF)

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Assessor says a word.

Student says the sounds in

the word.

Score: Number of correct

sound segments student

says in 1 minute.

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Administration Directions

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During the Testing

• 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 across

the row.

• As the student responds, mark the scoring booklet according to

the scoring rules.

• As soon as the student finishes saying the 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.

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During the Testing, cont.

• 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 the 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.

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Scoring Rules

1. Underline each correct sound segments the student says. Students receive 1 point for each different, correct, part of the word.

2. Put a slash ( / ) through segments pronounced incorrectly.

3. Circle entire words.

4. Leave segments that are omitted blank.

5. Write “sc” over any self-corrected sounds that had been previously slashed.

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Discontinue Rule, Wait Rule

• If a student has not said any sound segments correctly in the first5 words, discontinue the task and record a score of zero (0).

• Maximum time for each sound segment is 3 seconds.

• If the student does not say the next sound segment within 3

seconds, say the next word.

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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.

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Notes

• Schwa sounds (/u/) added to consonants are not counted as

errors.

• Students are not penalized for imperfect pronunciation due 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).

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• Add number of correct

sound segments for each

line (up to bracket). Record

total for each line in space

provided in right-hand

column of scoring page.

• Add number of correct

sound segments from each

line. Record total number of

correct sound segments in

space provided in lower

right-hand corner of scoring

page.

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]

8

6

14


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Transfer the total number of

correct sound segments from

the scoring page to the front of

the testing booklet.

PSF Review

• How do I mark a completely segmented word?

Underline below each sound segment.

• What do I do if the student repeats the word?

Circle the word.

• What do I mark if the student skips a sound?

Leave blank.

• How do I record an incorrect sound?

Slash the letter.

• How do I mark that a child blended two sounds?

Mark a single underline under the blended sounds.

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Small Group Practice

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• Find a partner

• Take turns administering PSF

• Rotate roles (student and assessor)

Assessor

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Assessor: Follow the script on the page titled “Assessor.”

Administer PSF to the “Student.” Practice timing and scoring.

Student

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responses.


• What was easy?





you assessed?

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examiner:

DIBELS®


58

What is Nonsense Word Fluency (NWF)?

• 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 and vowel-consonant

words.

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Assessor shows a page of nonsense words to student. Student reads the words.

Score:

• Number of correct letter sounds (CLS) student reads in 1 minute.

• Number of whole words read (WWR) without first being sounded out.

DIBELS®

Nonsense Word Fluency(NWF)

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NWF Practice Item

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During the 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.

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Scoring Rules

1. Underline each letter sound the student says correctly, either in isolation or blended together with other sounds in the word.

2. Put a slash ( / ) over each letter sound read incorrectly.

3. Leave blank any omitted letter sounds or words. When the student is reading sound-by-sound, leave blank any inserted letter sounds. When the student is reading word-by-word, slash the underline to indicate any inserted letter sounds. This does not count as WWR.

4. Write “sc” above any letter sound or word that had been previously slashed and was self-corrected within 3 seconds. Count that letter sound as correct. A corrected word would not be counted as correct for WWR. Credit is only given for WWR when the student reads the whole word completely and correctly the first time, and only reads the word once.

5. Draw a line through any row the student skips. Do not count the row when scoring.

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Scores

• Correct Letter Sounds (CLS): the number of letter 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.

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Scoring Rule 1

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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.

Scoring Rule 1: Underline Correct Letter Sounds

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Scoring Rule 2: Slash Incorrect Letter Sounds

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Put a slash through any incorrect letter sound.


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Put a slash through any incorrect letter sound.


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Scoring Rule 3: Leave blank omissions or insertions

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Note: Leave blank any omitted letter sounds or words. Leave

blank any inserted sounds if the student is reading sound-by-

sound.. Put a slash through the underline to indicate inserted

sounds when the student is reading word by word. No credit is

given for WWR when a sound is inserted.

Scoring Rule 4: Self-Corrections

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Write “sc” above any letter sound that had been previously slashed and

was self-corrected within 3 seconds. Count that letter sound as correct.

No credit is given for WWR unless the student reads the whole word

completely and correctly the first time, and only reads the word once.

Scoring Rule 4: Self Corrections

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Scoring Rule 5: Skipping Line

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Draw a line through any row the student skips. Do not count the row

when scoring.

Discontinue Rule: First 5 Words

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0 0

If the student does not get any sounds correct in the first 5 words,

discontinue the task and record a score of zero (0).

Wait Rule for NWF: 3 Seconds

• 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.

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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.

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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.

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Notes

• Schwa sounds (/u/) added to

consonants are not counted

as errors when the student 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.

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At a Later Time Compute the Final Score

• Add number of correct letter sounds (CLS) and whole words read (WWR) for each line (up to 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 of scoring page.

• Add number of whole words read correctly and record in same space.

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13 4

299

13 4

3 1]

Final Score: Cover Sheet

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929

Transfer total number of

CLS and WWR from scoring

page to the front of the testing

booklet.

NWF Review

• How do I mark letter sounds that are read correctly?

Underline each letter sound read correctly, in isolation or blended or in the context of the whole word.

• How do I mark letter sounds that are read incorrectly?

Slash letter sounds read incorrectly.

• What do I do if the student hesitates for 3 seconds when reading sound-by-sound?

Say the sound, slash the letter. If necessary, redirect.

• What do I do if the student hesitates for 3 seconds when reading word-by-word?

Say the word, slash the word. If necessary, redirect.

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NWF Review cont’d.

• What do I do if the student reads sounds out of order when reading sound-by-sound?

If the student points correctly to the sounds, score as correct.

• What do I do if the student reads sounds out of order when reading word-by-word?

Mark as incorrect. If the vowel sound is read in the correct position, it can be scored as 1 CLS point. No WWR points would be given.

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Small Group Practice Option

• Find a partner


• Rotate roles

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Assessor

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Administer NWF to the “Student.” Practice timing and scoring.

Student

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responses.


• What was easy?





you assessed?

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examiner:

Analyze the Student’s Skills

• Student A

• Student B

• Student C

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DIBELS®


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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 to DORF. Part one is oral

reading fluency and part two is passage retell.

102

DIBELS®

Oral Reading Fluency(DORF)

103

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.

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Directions

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Directions

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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 the Testing

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• 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 words 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.

• 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.109

Scoring Rules

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1. Leave blank any words the

student reads correctly.

2. Put a slash ( / ) through any

errors.

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.

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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.

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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.

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Discontinue Rule Part 1: DORF

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• 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 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.

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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.

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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.

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Note

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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


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• Record the total number of

errors.

• Subtract the errors from the total and record the words read correctly in the space provided on the scoring page.

]

34331

• Add the total number of

words read up to the

bracket.

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.

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DORF Retell Administration Directions

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• 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.

Remove the passage and say:

During the Testing

• Move your pen through the numbers as the student is responding

to count the number of words he/she said that are related to the

passage he/she just read.

• Stop moving your pen through the numbers if the student stops

retelling the story or if his/her retell is not relevant to the story he/

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.

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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.

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Retell Scoring Rule 1: Correct Words

• Count as correct any words in the response that are 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 a number in the scoring booklet for each

word the student says about the passage.

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125

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.


126


127

Passage: During the last ice age, the world looked much different than it

does today. Nearly all the land was covered with huge sheets of ice or

glaciers. Most of the world’s water was trapped in these glaciers, and

the water level of the seas was low. A vast amount of land was above

the water. The narrow waterway between Asia and North America, the

Bering Strait, was mostly exposed land at that time. The land formed a

narrow bridge that connected Asia with North America.


128

Passage: The main ingredients for this recipe are cucumbers and dill

weed. Both of these are easy to grow if you are lucky enough to have a

vegetable garden. If you don’t have a garden, you can find them in the

produce department at the grocery store. Two other produce items you

will need are fresh garlic and a small onion about the size of a golf ball.

You will also need salt and sugar to add flavor to the pickles.

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.

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Filler words, repetitions of words/phrases, and sounds are not counted.


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Wait Rule/Reminder

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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

137

0

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

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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.

Final Score: Scoring Page

139

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Write the number of words in

the Retell on the space

provided on the scoring page.

Retell Quality of Response

Quality of Response Ratings

1. Provides 2 or fewer details

2. Provides 3 or more details

3. Provides 3 or more details in a meaningful sequence

4. Provides 3 or more details in a meaningful sequence that

captures a main idea

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Rating 1: Provides 2 or fewer details

Example Passage:

141

Rating 1 Example Retell (student response):

“It was about fish. They took the fish to a market.”


Rating 2: Provides 3 or more details

Example Passage:

142


“There was a boy named Ken. He had a sail boat. And they put

their fish in baskets.”


Rating 3: Provides 3 or more details in a meaningful sequence

Example Passage:

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“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.”


Rating 4: Provides 3 or more details in a meaningful sequence that

captures a main idea

Example Passage:

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“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.”


• 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.

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6


• 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.

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27 36 25

3 2 1

27 36 25

3 2 1


• 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.

• If 2 scores are the same

number, that number is the

median.

147


• 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.

• If the Quality of Response

values are 2, 3, and 2, the

median is 2.

148

27 36 25

3 2 1

12 19 16

2 3 2

Final Score: Accuracy

Correct

Correct + Incorrect

X 100

27

27 + 2

X 100 = 93%

27 36 25

3 2 1

149

Calculating Accuracy:

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.

150

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? 151

Small Group Practice

152

• Find a partner


• Rotate roles (student and assessor)

Assessor

153


Administer DORF to the “Student.” Practice timing and scoring.

Student

154



responses.


• What was easy?





you assessed?

156



examiner:

Analyze the Student’s Skills

• Student A

• Student B

• Student C

157

Administration

and Scoring of

Daze

158

DAZE Scoring

The student receives 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.

159

Administration and

Scoring of Letter

Naming Fluency

160

• The student receives one point for correctly naming each letter.

• Do not mark if correct.

• Put a slash (/) if incorrect.

• Say “Stop” after one minute and place a bracket after last letter.

• Do not count off for skipping lines. Draw a line through the row

skipped.

• Count the number of correct answers and write at the bottom of

the page.

• Write this number on the cover of the student booklet.

• DISCONTINUE if the student names no letters correctly in the

first row.

161

EXIT TICKET

What is the purpose of

administering the DIBELS

benchmark assessments? How will

you use the information derived

from this assessment?

162

Thank You

163

Documents

DIBELS Next BENCHMARK ASSESSMENTS - Mrs. Hartley · identifying the initial sound(s) within spoken words. It is an indicator ... 8 6 14. Final Score: Cover Page 49 14 Transfer the