DIBELS Next BENCHMARK ASSESSMENTS

Transcription

1 DIBELS Next BENCHMARK ASSESSMENTS

2 Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading performance. 2

3 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

4 DIBELS Assesses the Basic Early Literacy Skills 4

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6 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/ 6

7 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. 8

8 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 /str/ in street /su/ in sun /stree/ in street 9

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10 Practice Item #1 11

11 Practice Item #2 12

12 Practice Item #3 13

13 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. 14

14 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. 15

15 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 selfcorrects an error within 3 seconds. 16

16 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. 17

17 Scoring Rule 1: Circle Correct Responses 18

18 Scoring Rule 1: Circle Correct Responses 19

19 Scoring Rule 1: Circle Correct Responses 20

20 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. 21

21 Scoring Rule 2: Slash Zero 22

22 Scoring Rule 3: Self Corrections Write sc over the slashed zero if the student self-corrects. Circle the appropriate score for the student s response. 23

23 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. 24

24 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. 25

25 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. 26

26 At a Later Time, Compute the Final Score Add the total number of correct responses in each column of the score sheet (2- point and 1-point responses). Multiply the number of responses from the 2-point column by two and record that number in the space provided. Add the number of points from both columns to arrive at the final score

27 Final Score: Cover Page Transfer total number of correct first sound points per minute from scoring page to front of testing booklet

28 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

29 Small Group Practice Option Find a partner Take turns in the roles of student and assessor Rotate roles 30

30 Assessor Examiner: Follow the script on the page titled Assessor. Administer FSF to the Student. Practice timing and scoring. 31

31 Student 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. 32

32 After Completing Each Round 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: 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? 34

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34 DIBELS Assess the Basic Early Literacy Skills 37

35 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. 38

36 Phoneme Segmentation Fluency (PSF) Assessor says a word. Student says the sounds in the word. Score: Number of correct sound segments student says in 1 minute. 39

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38 Administration Directions 410

39 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. 42

40 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. 43

41 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. 44

42 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 (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. 45

43 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. 46

44 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). 47

45 At a Later Time, Compute the Final Score 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. ] 8 6 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

46 Final Score: Cover Page Transfer the total number of correct sound segments from the scoring page to the front of the testing booklet

47 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. 50

48 Small Group Practice Find a partner Take turns administering PSF Rotate roles (student and assessor) 51

49 Assessor Assessor: Follow the script on the page titled Assessor. Administer PSF to the Student. Practice timing and scoring. 52

50 Student 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. 53

51 After Completing Each Round 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: 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? 55

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53 DIBELS Skills Assess the Basic Early Literacy 58

54 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. 59

55 DIBELS (NWF) Nonsense Word Fluency 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. 60

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57 NWF Practice Item 62

58 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. 63

59 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. 64

60 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. 65

61 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. 66

62 Scoring Rule 1: Underline Correct Letter Sounds 67

63 Scoring Rule 1: Underline Correct Letter Sounds 68

64 Scoring Rule 1: Underline Correct Letter Sounds 69

65 Scoring Rule 1: Underline Correct Letter Sounds 70

66 Scoring Rule 1: Underline Correct Letter Sounds 71

67 Scoring Rule 1: Underline Correct Letter Sounds 72

68 Scoring Rule 1: Underline Correct Letter Sounds 73

69 Scoring Rule 1: Underline Correct Letter Sounds 74

70 Scoring Rule 1: Underline Correct Letter Sounds 75

71 Scoring Rule 2: Slash Incorrect Letter Sounds Put a slash through any incorrect letter sound. 76

72 Scoring Rule 2: Slash Incorrect Letter Sounds Put a slash through any incorrect letter sound. 77

73 Scoring Rule 2: Slash Incorrect Letter Sounds 78

74 Scoring Rule 2: Slash Incorrect Letter Sounds 79

75 Scoring Rule 2: Slash Incorrect Letter Sounds 80

76 Scoring Rule 3: Leave blank omissions or insertions Note: Leave blank any omitted letter sounds or words. Leave blank any inserted sounds if the student is reading sound-bysound.. 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. 81

77 Scoring Rule 4: Self-Corrections 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. 82

78 Scoring Rule 4: Self Corrections 83

79 Scoring Rule 5: Skipping Line Draw a line through any row the student skips. Do not count the row when scoring. 84

80 Discontinue Rule: First 5 Words If the student does not get any sounds correct in the first 5 words, discontinue the task and record a score of zero (0)

81 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 lettersound or word does not prompt the student to continue, say Keep going. 86

82 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. 87

83 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. 88

84 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. 89

85 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. ]

86 Final Score: Cover Sheet Transfer total number of CLS and WWR from scoring page to the front of the testing booklet

87 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. 92

88 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. 93

89 Small Group Practice Option Find a partner Take turns in the roles of student and assessor Rotate roles 94

90 Assessor Assessor: Follow the script on the page titled Assessor. Administer NWF to the Student. Practice timing and scoring. 95

91 Student 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. 96

92 After Completing Each Round 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: 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? 98

93 Analyze the Student s Skills Student A Student B Student C 99

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95 DIBELS Skills Assess the Basic Early Literacy 101

96 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

97 DIBELS (DORF) Oral Reading Fluency 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. 103

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100 Directions 106

101 Directions During benchmark assessment, three passages are administered if the student reads 10 or more words correctly on the first passage. When administering the second and third passages, use the following shortened directions: 107

102 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. 108

103 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

104 Scoring Rules 1. Leave blank any words the student reads correctly. 2. Put a slash ( / ) through any errors. 110

105 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. 111

106 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. 112

107 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. 113

108 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

109 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

110 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. 116

111 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. 117

112 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 118

113 At a Later Time, 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 on the scoring page. 119

114 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. 120

115 DORF Retell Administration Directions Remove the passage and say: 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. 121

116 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. 122

117 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. 123

118 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. 124

119 Retell Scoring Rule 1: Correct Words Passage: Goldfish make good pets. They are easy to take care of and do not cost much to feed. Goldfish are fun to watch while they are swimming. 125

120 Retell Scoring Rule 1: Correct Words 126

121 Retell Scoring Rule 1: Correct Words 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. 127

122 Retell Scoring Rule 1: Correct Words 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. 128

123 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. 129

124 Retell Scoring Rule 2: Incorrect Words 130

125 Retell Scoring Rule 2: Incorrect Words Filler words, repetitions of words/phrases, and sounds are not counted. 131

126 Retell Scoring Rule 2: Incorrect Words 132

127 Retell Scoring Rule 2: Incorrect Words 133

128 Retell Scoring Rule 2: Incorrect Words 134

129 Retell Scoring Rule 2: Incorrect Words 135

130 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. 136

131 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

132 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. 138

133 Final Score: Scoring Page Write the number of words in the Retell on the space provided on the scoring page

134 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 140

135 Retell Quality of Response Rating 1: Provides 2 or fewer details Example Passage: Rating 1 Example Retell (student response): It was about fish. They took the fish to a market. 141

136 Retell Quality of Response Rating 2: Provides 3 or more details Example Passage: Rating 2 Example Retell (student response): There was a boy named Ken. He had a sail boat. And they put their fish in baskets. 142

137 Retell Quality of Response Rating 3: Provides 3 or more details in a meaningful sequence Example Passage: Rating 3 Example Retell (student response): The boy helped his dad load the fish into baskets and then they put the baskets on the boat to take them to the market. 143

138 Retell Quality of Response Rating 4: Provides 3 or more details in a meaningful sequence that captures a main idea Example Passage: Rating 4 Example Retell (student response): The story was about a boy and his dad and how they sold fish at a market. They loaded the fish into baskets and used their boat to sail across the clear blue water to the market. 144

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

140 Final Score: Cover Page If the student reads 3 passages, transfer the student s words correct scores and error counts to the front of the benchmark assessment booklet. For example, if the student gets words correct scores of 27, 36, and 25, record those scores with corresponding errors in the appropriate boxes

141 Final Score: Cover Page Circle the median words correct score and the median error score on the front of the test booklet. These may be from 2 different passages. The median is the middle score. For example, with the scores 27, 36, and 25, then circle 27. If 2 scores are the same number, that number is the median

142 Final Score: Cover Page If the student provides a Retell after 3 stories, record all 3 scores and all 3 Quality of Response values on the front cover and circle the median score and median Quality of Response. For example, if the 3 Retell scores are 12, 19 and 16, circle 16. If the Quality of Response values are 2, 3, and 2, the median is

143 Final Score: Accuracy Calculating Accuracy: Correct Correct + Incorrect X X 100 = 93%

144 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

145 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

146 Small Group Practice Find a partner Take turns in the roles of student and assessor Rotate roles (student and assessor) 152

147 Assessor Assessor: Follow the script on the page titled Assessor. Administer DORF to the Student. Practice timing and scoring. 153

148 Student 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. 154

149 After Completing Each Round 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: 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? 156

150 Analyze the Student s Skills Student A Student B Student C 157

151 Administration and Scoring of Daze 158

152 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

153 Administration and Scoring of Letter Naming Fluency 160

154 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

155 EXIT TICKET What is the purpose of administering the DIBELS benchmark assessments? How will you use the information derived from this assessment? 162

156 Thank You 163