1. mCLASS®:Reading 3D™ What’s New in DIBELS Next
DIBELS® PRODUCT TRAINING
mCLASS®:Reading 3D™ What’s New in DIBELS Next

2. Introduction The right kind and quality of instruction delivered with
the right level of intensity and duration to
the right children at
the right time.
–Joseph K. Torgesen,
Catch Them Before They Fall (1988)
PARAPHRASE:
Joe Torgesen says it well when he states that we must provide targeted instruction for identified needs and that we must do it now!
Introduction 2 2

3. Speedboat vs. Oil Tanker
You do an intervention with a second grader, you’re changing direction on a speedboat, but when you do an intervention with a fifth grader, you’re changing direction on an oil tanker –Catherine E. Snow, professor of education,
Harvard Graduate School of Education
PARAPHRASE:
When students like Jake fall behind, it is critical they get the instruction they need as soon as possible.
Catherine Snow points out how much harder it is for students to catch up once they have advanced beyond the primary grades (K–3).
Introduction 3 3

4. Reading 3D™ LNF, FSF, PSF, NWF, DORF, Daze + TRC + WR =
Six DIBELS® measures
LNF, FSF, PSF, NWF, DORF, Daze +
Two Early Literacy Diagnostic (ELD) Measures
TRC + WR =
A balanced approach to reading assessment
PARAPHRASE:
The Reading 3D™ assessment serves two purposes:
Identify students who struggle to develop proficient literary skills and identify areas of student need.
Point out the term ELD to refer to the non-DIBELS® measures. Users see “Early Literacy Diagnostic” on their devices when selecting TRC or WR from the Student Benchmark Summary screen.
Introduction 4 4

5. Reading 3D™ and Common Core State Standards
Measure
Common Core Standards
LNF
Recognize and name all upper- and lowercase letters of the alphabet. (FS K)
FSF
Isolate and pronounce initial sounds in spoken single-syllable words. (FS K)
PSF
Segment spoken single-syllable words into their complete sequence of individual sounds. (FS K, 1)
NWF
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant; Associate the long and short sounds with the common spellings for the five major vowels. (FS K)
Decode regularly spelled one-syllable words. (FS 1, 2)
DORF/TRC
Recognize and read grade-appropriate irregularly spelled words. (FS 1, 2)
Read on-level text with purpose and understanding to support comprehension. (FS 1–5)
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. (FS 1–5)
DAZE /TRC
Read on-level text with purpose and understanding to support comprehension. (FS 3, 4, 5)
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (FS 3–5)
TRC
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Anchor Standard for Reading, Key Ideas and Details) WR
Recognize and read grade-appropriate irregularly spelled words. (FS 1, 2, 3)
NOTE TO TRAINER:
If you are training in a non-Common Core state, you may wish to skip this slide. The states which have not adopted Common Core are (as of March 2012): Alaska, Minnesota, Nebraska, Texas, and Virginia.
PARAPHRASE:
The K-12 Common Core Standards, or Common Core, is a set of standards released by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). These standards were released in June 2010.
The DIBELS® Next measures at every grade level can be correlated to the Common Core standards.
The standards shown on the slide are examples; it is not an exhaustive list.
Source: corestandards.org FS = Reading Standards, Foundational Skills
Introduction 5 5

6. Upgrades to DIBELS® Next
Instructional Recommendation
Composite Score
Not comparable, but both serve as the best overall estimate of a student’s reading proficiency.
LNF
Comparable
PSF
ISF
Eliminated
FSF
New in DIBELS® Next
NWF
NWF-CLS
NWF-WWR

7. Upgrades Continued DIBELS 6 DIBELS® Next ORF DORF
DORF scores are similar but not exactly equivalent to 6th Edition. All passages are new for DIBELS® Next.
RTF
DORF - Retell
RTF not required in DIBELS® 6 and there was no Benchmark for comparison.
Accuracy
Accuracy not required in DIBELS® 6 and there was no Benchmark for comparison.
WUF
Not part of the core DIBELS® Next materials.
Daze
New in DIBELS® Next

8. Additional Upgrades
All new passages and forms
Material revisions – fonts, etc.
Improved Directions - Mr. Say has been researched to facilitate student understanding so you will want to read Mr. Say exactly.
Response Patterns to help facilitate instructional planning

9. (Replaces the Instructional Recommendation)
Composite Score
(Replaces the Instructional Recommendation)
Composite Score
PARAPHRASE:
Composite Score assigns a color (red/yellow/green) to a student based on the assessment measures.

10. How Composite Score Is Calculated
The mobile device calculates the score automatically.
FSF Score
LNF Score
PSF Score
NWF CLS Score
= DIBELS® Composite Score
DORF Words Correct +
Retell Score (x2)
DORF Accuracy Percent Value
= DIBELS® Composite Score
PARAPHRASE:
Composite Score assigns a color (red/yellow/green) to a student’s score based on the assessment measures.
Kindergarten, MOY
Grade 2, MOY

11. Benchmark Goals 80% - 90% 40% - 60% 10% – 20% 80% – 90% At or Above
Status
Odds of Achieving
Subsequent
Benchmark Goals
Next Steps
At or Above
Benchmark
80% - 90%
Student is likely to make adequate progress with effective core instruction.
Below
40% - 60%
Student is likely to need strategic support to make adequate progress.
Well Below Benchmark
10% – 20%
Student is likely to need intensive support to make adequate progress.
Odds of Achieving
Subsequent
Benchmark Goals
At or Above
Benchmark
80% – 90%
Below
Benchmark
PARAPHRASE:
The color-coded Benchmark goals represent odds and likelihood.
If a student achieves a Benchmark goal, the odds are in favor of that student achieving later reading outcomes.
A Benchmark goal is:
An empirically derived, criterion-referenced target score
The lowest level of performance on a measure that predicts reaching the next goal
Comprised of three parts: a Basic Early Literacy Skill, a level of performance, and a point in time
Based on longitudinal research examining how a score on a measure at a point in time predicts later reading outcomes
Use Benchmark goals:
To predict which students are likely to need more support.
To establish meaningful targets for intervention and instruction that will change the future for students.
As a framework for evaluating systems goals and outcomes as well as individual goals and outcomes.
DIBELS data are only valuable if we use the information to change outcomes.
Introduction 11 11

12. (Identifies Instructional Reading Level)
TRC Proficiency Level
(Identifies Instructional Reading Level)
Reading Level
PARAPHRASE:
Book levels are color coded (red/yellow/green/blue) to reflect grade level expectations (far below/below/proficient/above proficient).
Introduction 12 12

13. Yearlong Assessment Schedule

14. Begin the Benchmark Tap to begin assessment. 14 PARAPHRASE:
This screen indicates what assessments have been administered, and if so, the student’s score.
This screen is organized in columns by benchmark periods BOY, MOY, and EOY.
An already-taken assessment displays the recorded result. If the measure has cut points, the appropriate Support category color (red/yellow/green) appears. For LNF, there is only a gray box for the recorded score.
Point out BOY scores on this slide.
Note the Pause sign at MOY; DORF is the only measure that can be paused between passages.
If there is an assessment that is ready to be taken, the screen-and-hand icon displays. Tapping on the icon brings the user to start the respective assessment.
Point out MOY screen-and-hand icon.
For an assessment that won't be available, "N/A" will show for assessments that are not available for the respective TOY.
Point out n/a next to BOY DORF for Grade 1.
For an assessment that isn't yet available to be taken, no icon or text displays in the area. It remains as whitespace.
Point out MOY DORF Retell and Accuracy – neither displays until all three passages are complete for a TOY.
For an assessment that was not taken in a lapsed TOY but was available, no icon or text will display in the area. It will remain as whitespace.
Note that no color appears for MOY Composite Score because administration at MOY assessments are still in progress.
Mondo users also see a row for the Oral Language (OL) measure under Early Literacy Diagnostic.
Introduction 14 14

15. Resulting Changes to Administration
DIBELS® Next: LNF
Assessment Upgrades
Resulting Changes to Administration
New font, directions, stratification of items
None
(There are no Benchmark goals for LNF, but the student’s LNF score is included in the Composite Score.)
PARAPHRASE:
LNF assesses a student’s ability to recognize individual letters and say their letter names.
It is a reliable indicator of risk.
LNF student materials contain both upper- and lower-case letters in random order. Students are asked to name the letters.
Because research indicates letter naming is not essential for achieving reading outcomes, it is not a basic early literacy skill.
The LNF score is included in a student’s composite score.
There are no stated benchmark goals for LNF.
Since the risk indicator comes from the composite score and LNF does not assess an instructional target, there is no need for a benchmark goal for LNF.

16. Resulting Changes to Administration
DIBELS® Next: FSF
Assessment Upgrades
Resulting Changes to Administration
Distinction made between initial phoneme and initial blends of sounds
Points awarded based on isolation of initial phoneme (2) or initial blends of sounds (1)
E.g. for “skirt” /s/ = 2 points
/sk/ and /sker/ = 1 point.
PARAPHRASE:
FSF replaces Initial Sound Fluency (ISF) from DIBELS® 6th Edition.
This measure is an auditory task that measures phonemic awareness.
It does not use pictures as ISF did.
The assessor says a word, and the student responds with the first sound.
Timing is continuous for 1 minute.
FSF measures students’ fluency in isolating the initial sound in a word.
A student who names /ch/ as the initial sound in “chief” (/ch/ /ea/ /f/) is more fluent in phonemic awareness than a student who identifies /chea/ as the initial sound.
This skill is a more basic skill than segmenting whole words which is required for PSF.

17. FSF: First Sound Fluency
Measures the ability to isolate the first sound in a word
/ch/
/ea/
/f/
The word “chief” comprises three phonemes.
PARAPHRASE:
FSF measures students’ fluency in isolating the initial sound in a word.
A student who names /ch/ as the initial sound in “chief” (see solid box on slide) is more fluent in phonemic awareness than a student who identifies /chea/ as the initial sound.
This skill is a more basic skill than segmenting whole words which is required for PSF.
FSF 17 17

18. What is Phonemic Awareness?
The ability to recognize, produce, and manipulate sounds in spoken language
“bat” comprises the sounds:
“chop” comprises the sounds:
“box” comprises the sounds:
“dried” comprises the sounds:
/b/
/a/
/t/
/ch/
/o/
/p/
/b/
/o/
/k/
/s/
PARAPHRASE:
Reiterate that Phonemic Awareness is:
The ability to hear and use sounds in spoken words
An auditory skill (the student can do it with his or her eyes closed)
Fundamental to mapping speech sounds to print
/d/
/r/
/ie/
/d/
FSF 18 18

19. something you can do with your eyes closed.
Phonemic Awareness is
auditory.
something you can do with your eyes closed.
an essential foundation for reading.

20. Why First Sound Fluency?
Initial sounds include the first group of sounds in the word
(i.e., onsets), not necessarily individual phonemes.
crab 
/k/ or
/kr/
nine
/nie/ 
/n/ or
friend
PARAPHRASE:
Developmentally, it is easier for children to hear the onset than to isolate the initial phoneme.
It is a more advanced skill to isolate the first phoneme of crab: /k/, than to say the first two phonemes /kr/.
Accordingly, more points are assigned in FSF if the student names the single phoneme in isolation.
/f/
/fr/ or 
/fre/
FSF 20 20

21. FSF Scoring g goa   b bl blo or goat block
2 points for saying the correct initial phoneme in isolation
1 point for saying the correct initial sounds
goat g
goa   b bl
blo
block or
PARAPHRASE:
The device scores students responses as 0,1 or 2 points.
A student receives 2 points for saying the first, individual sound in a word.
For example, if the student said the individual sound /g/ for “goat” or /b/ for “block.”
A student receives 1 point for identifying the first group of sounds in a word.
“goa” in “goat” (consonant + vowel)
“bl” in “block” (consonant blend)
“blo” in “block” (consonant blend + vowel)
Students receive more points for identifying the individual, first phoneme in words because recognizing and producing an individual, first phoneme is a more advanced skill than recognizing and producing a group of sounds.
Identifying a group of sounds is still an important phonemic awareness skill, so students obtain 1 point for each correct group of sounds identified.
A student receives 0 points for saying the entire word.
FSF is the only measure for which you record the student’s best answer rather than the student’s final answer.
FSF 21 21

22. Minimum Number of Points
FSF Benchmark Goals
Grade
Minimum Number of Points
BOY Kindergarten 10
MOY Kindergarten 30
Points are given for correct initial phonemes identified by the student during one minute of assessment.
PARAPHRASE:
These are minimum scores for meeting benchmark.
If a student has met or exceeded the cut point for his/her grade and time of year, the odds are in favor of that student reaching later reading outcomes--provided the student receives research-based core classroom instruction.
FSF points do not correspond to stated phonemes.
More points are given for a more sophisticated understanding of single phonemes; fewer points are given for blends.
The FSF points concept will be addressed after the trainer demo.
FSF 22 22

23. FSF Common Scoring Rules
Self-Correction
For a self-correction, tap the correct 1- or 2-point response.
Schwa Sounds, Articulatio n, or Dialect
Mark correct.
Hesitation Rule
After 3 seconds, tap the zero mark and say the next word.
Discontinue Rule
If a student receives zero points in the first five words, the device prompts assessor to discontinue.
PARAPHRASE:
Score correct a phoneme if a student initially misstates it, but then corrects the phoneme within 3 seconds by tapping the corresponding sounds or group of sounds in the student’s response.
Users of the offline web application see a green box with a small "sc" symbol to indicate self-corrections.
If a mark was tapped in error, tap the word a third time to clear the “sc” symbol.
Schwa sounds added to consonants are not counted as errors.
Schwa sounds are not counted as errors on any of the DIBELS measures.
Students are not penalized for differences in pronunciation due to dialect, articulation delays, or for speaking a first language other than English.
Maximum time for each word is 3 seconds. If a student does not say a word within 3 seconds, mark it incorrect by tapping the zero mark. Immediately say the next word.
If a student misses the first five words, the measure is discontinued.
Scores are not prorated in any of the DIBELS® Next measures.
FSF 23 23

24. FSF Scoring Rules 1 of 2 Correct Sounds
Select the first sound or group of sounds that matches the student’s response.
Screenshot of FSF screen
showing correct scoring options
for stated phonemes TK
PARAPHRASE:
Score a response correct when the student provides any of the correct responses listed.
Tap the mark that corresponds to the child’s response.
Give students credit for producing the initial sound or sounds, even if they go on to segment all the sounds in the word or repeat the word.
FSF 24 24

25. FSF Scoring Rules 2 of 2 Incorrect Sounds Tap the incorrect box.
PARAPHRASE:
Score a response incorrect when the student provides anything other than one of the correct responses listed.
For example, if the word is “laughed” and the student says /d/, mark the item incorrect.
FSF 25 25

26. Speech and Articulation
Count these common articulation errors correct if part of the student’s normal speech pattern:
The phoneme /j/ for /dr/ as in “drop”
The phoneme /ch/ for /tr/ as in “trash”
PARAPHRASE:
A common articulation error for students is to say /j/ for the /dr/ blend (example: drop) or /ch/ for the /tr/ blend (example: trip).
Don’t penalize a student who typically makes these substitutions in everyday speech if s/he produces the sounds this way on the assessment.
Example: If the word stated is “trash,” and the student responds with /ch/, the assessor selects /tr/ and the student receives 1 point.
FSF 26 26

27. FSF Reminders
As Needed:
If a student appears to have forgotten the directions (e.g., provides rhyming words or claps syllables), say, “Remember to tell me the first sound you hear in the word.” Immediately say the next word.
One Time:
If a student says a letter name, say, “Remember to tell me the first sound in the word, not the letter name.” Immediately say the next word.
PARAPHRASE:
Introduce the reminders for FSF.
The as-needed reminder is allowed because of the young age of Kindergarten students. A minute is a long time!
FSF 27 27

28. FSF Quick Reference Correct Incorrect Initial phoneme No response
Initial consonant and vowel
Letter name (prompt with one-time reminder)
Initial consonant blend
Ending sound(s)
Initial consonant blend and vowel
3 second or longer hesitation
/ch/ substituted for /tr/ /j/ substituted for /dr/
Whole word repeated
PARAPHRASE:
RE: Letter Names - If the word is “street” and the student says the letter name “ess” for S, it is incorrect.
Prompt once with reminder, “Remember to tell me the first sound in the word, not the letter name.” Immediately say the next word.
FSF 28 28

29. Resulting Changes to Administration
DIBELS® Next: PSF
Assessment Upgrades
Resulting Changes to Administration
New directions and stratification of items
No longer assessed in Grade 1 after BOY
PARAPHRASE:
PSF determines students’ fluency in segmenting a spoken word into its basic sound segments, or phonemes.
A phoneme is the smallest part of spoken language that makes a difference in the meaning of words (e.g., the word “if” has two phonemes, /i/ /f/).
What’s New for PSF in DIBELS® Next?
Directions
Stratification of items
No longer administered MOY or EOY of Grade 1

30. PSF: Phoneme Segmentation Fluency
Measures the ability to segment two- to four-phoneme words into individual phonemes b o t
The word “bought” comprises three phonemes.
PARAPHRASE:
PSF determines students’ fluency in segmenting a spoken word into its basic sound segments, or phonemes.
A phoneme is the smallest part of spoken language that makes a difference in the meaning of words (e.g., the word “if” has two phonemes, /i/ /f/).
PSF 30 30

31. PSF Scoring Rules 1 of 6 sack Student says: /s/ Student says:
Underline correct sounds, whether in isolation, blended, or as a whole word.
sack
Student says:
/s/
Student says:
/s/ /a/ /k/
/s/
/a/
/k/
/s/
/a/
/k/
PARAPHRASE:
The assessor gives the word, “sack.”
/S/ is a correct sound segment, or phoneme.
Tap or draw a line through the phoneme marking box to mark a correct individual sound segment, or phoneme.
Each sound segmented by itself is the goal in PSF.
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3 / 3
PSF 31 31

32. PSF Scoring Rules 2 of 6 sack Student says: /z/ /a/ /k/ Student says:
Underline then tap incorrect sounds.
sack
Student says:
/z/ /a/ /k/
Student says:
/s/ /o/ /k/
/s/
/a/
/k/
/s/
/a/
/k/
PARAPHRASE:
In this example, the assessor gives the word, “sack.” The student responds with /z/ /a/ /k/.
The /z/ sound is incorrect.
Tap or underline the phoneme in the marking box, then tap the sound segment located above the box to highlight it in red.
The underline is important; it indicates that the student attempted to say that phoneme, whether correct or incorrect.
DIRECTIONS:
In pairs, ask participants to describe to each other the process by which they would score the student’s response: “/s/ /o/ /k/”.
Confirm participants first underline any sounds attempted, and then tap any incorrect phonemes.
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2 / 3
PSF 32 32

33. PSF Scoring Rules 3 of 6 sack Student says: /sa/ /k/ Student says:
Underline blended or repeated sounds.
sack
Student says:
/sa/ /k/
Student says:
/s/ /s/ /ak/
/s/
/a/
/k/
/s/
/a/
/k/
PARAPHRASE:
Blended sounds: Example 1 (“sack” segmented as /sa/ /k/)
The student said /sa/ and blended the "s" and "a" sounds together.
To mark a blended sound segment, draw a line from left to right through the boxes of any correctly blended sound segments.
Repeated sounds: Example 2 (“sack” segmented as /s/ /s/ /ak/)
The student said the /s/ sound twice, so there are two underlines below the /s/.
To mark a repeated sound segment, draw as many lines as times said under the repeated segment.
In this example, there are 3 possible sound segments. The student receives credit for two sounds.
The student will not receive more points for a word than the maximum number of phonemes in the word.
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PSF 33 33

34. PSF Scoring Rules 4 of 6 sack Student says: /s/ /k/ Student says:
Leave blank any omitted sounds.
sack
Student says:
/s/ /k/
Student says:
/s/ hmm…
/s/
/a/
/k/
/s/
/a/
/k/
PARAPHRASE:
In this example, the assessor gives the word, “sack.”
Omission: Example 1 (“sack” segmented /s/ /k/)
In saying /s/ /k/, the student omitted the middle sound.
Only the sounds said are marked with an underline; the middle sound does not receive a mark.
There are three segmented sounds in this word; the student will only receive credit for saying two of the three sounds correct on this item.
Hesitation: Example 2 (“sack” segmented /s/ …)
In saying /s/ …, the student’s hesitation in the word begins with the second sound.
Only the first sound is marked and the remaining sounds in the word are left unmarked.
Hesitations during PSF are indicated in the same way as omissions: do not underline and do not tap a hesitated sound. After 3 seconds of hesitation, provide the next word.
There are three segmented sounds in this word; the student will only receive credit for saying one of the three sounds correct on this item.
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1 / 3
PSF 34 34

35. PSF Scoring Rules 5 of 6 got Student says: /gl/ /o/ /t/ Student says:
Mark added sounds incorrect if connected to a phoneme; ignore added sounds if said in isolation.
got
Student says:
/gl/ /o/ /t/
Student says:
/g/ /l/ /o/ /t/
/g/
/o/
/t/
/g/
/o/
/t/
PARAPHRASE:
In this example, the assessor gives the word, “got.”
Remember, a student receives credit as long as each segment is a correct, different part of the word.
Additional connected sounds: Example 1 (“got” segmented as /gl/ /o/ /t/)
If a student blends an incorrect sound to a correct sound, that sound is marked incorrect.
The /g/ is marked incorrect because it was blended with the added sound /l/.
Additional separated sounds: Example 2 (“got” segmented as /g/ /l/ /o/ /t/)
Added sounds are disregarded in scoring if they are separated from the other sounds in the word.
The /l/ is ignored because all sounds were segmented in isolation.
The student will not receive more points for a word than the maximum number of phonemes in the word.
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3 / 3
PSF 35 35

36. PSF Scoring Rules 6 of 6 sheep Student says: /sheep/ Student says:
Underline the whole word if a student repeats the word without providing any sound segments.
sheep
Student says:
/sheep/
Student says:
/steep/
/sh/
/ea/
/p/
/sh/
/ea/
/p/
PARAPHRASE:
In this example, the assessor gives the word, “sheep.”
The student repeated the word. The word is underlined in its entirety.
If a student repeats a word and says a sound incorrectly (as in the above example, “steep” instead of “sheep”), it is still helpful for instruction to tap any incorrect phonemes.
NOTE:
This is a good place to point out which consonant blends must be said together and are considered a single phoneme.
Digraphs: th, sh, ch, wh, ng, ph
The next slide reviews phonemes which may be unfamiliar to participants.
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PSF 36 36

37. Resulting Changes to Administration
DIBELS® Next: NWF
Assessment Upgrades
Resulting Changes to Administration
New font, directions, stratification of items
none
Additional score: Whole Words Read (WWR)
As before, credit given for sounds read (Correct Letter Sounds – CLS)
Scored automatically when entire word is underlined on first attempt
WWR indicates incremental steps in reading skills moving towards reading connected text
PARAPHRASE:
NWF uses make-believe (nonsense) words to determine if students understand the Alphabetic Principle and Basic Phonics.
NWF uses CVC (consonant-vowel-consonant) and VC (vowel-consonant) non-words.
The goal is for students to read nonsense words as whole words rather than segmenting them.
What’s New for NWF in DIBELS® Next?
Directions and sample items
Font (early reader)
Stratification of items
Scoring
Reminders

38. NWF: Nonsense Word Fluency
Measures the ability to identify and blend letter sounds NWF assesses two related skills:
The ability to identify and say the most common sound associated with each letter.
/d/ /a/ /t/
The ability to blend sounds together into words.
“dat”
PARAPHRASE:
Nonsense words are used in this measure so that a student’s familiarity with sight words will not influence his/her ability to identify common letter sounds individually or blended into made-up words.
NWF 38 38

39. NWF Benchmark Goals Grade
Minimum Number of Correct Letter Sounds (CLS)
Minimum Number of Whole Words Read (WWR)
Kindergarten
MOY: 17
EOY: 28
n/a
Grade 1
BOY: 27
MOY: 43
EOY: 58
BOY: 1
MOY: 8
EOY: 13
Grade 2
BOY: 54
BOY: 13
PARAPHRASE:
These are minimum scores for meeting benchmark.
If a student has met or exceeded the cut point for his/her grade and time of year, the odds are in favor of that student reaching later reading outcomes--provided the student receives research-based core classroom instruction.
The DIBELS® authors selected all of the benchmark goals based on the level students need to score in order to meet subsequent benchmark goals (and ultimately, future important reading outcomes). However, their research for the benchmark goals does not indicate the reason there are sometimes drops in some scores from EOY to BOY but not for other scores. The goals selected are the scores that indicate 80-90% of students will meet the next benchmark goal.
NWF 39 39

40. After the NWF Assessment
CLS score
Cut point
PARAPHRASE:
The Score screen summarizes the student’s performance on NWF-CLS and NWF-WWR.
The student’s scores are listed above the score level bars. The position of the runner reflects the distance from the benchmark goal.
Numbers below the bar indicate the cut points dividing Score Levels.
This image is from a Kindergarten Results screen; the bar is gray because Kindergarten doesn’t have a WWR goal; the bars on a Grade 1 or Grade 2 student’s screen will show both cut points and red/yellow/green.
WWR score (Kindergarten)
NWF 40 40

41. Two NWF Scores: CLS and WWR
Correct Letter Sounds (CLS) and Whole Words Read (WWR)
CLS is the number of sounds the student reads correctly.
WWR is the number of nonsense words read correctly once as whole words without being sounded out first.
Word on Probe
Sample Response
CLS
WWR
d a f
/d/ /a/ /f/ 3
/da/ /f/ or /d/ /af/
“daf” 1
/d/ /a/ /f/ “daf”
“dafs”
“daf” “daf”
PARAPHRASE:
The student receives credit for 1 CLS for each correct letter sound read in isolation or read as part of a nonsense word.
If a student reads a sound correctly or self-corrects, the student will receive credit for that sound in the CLS score.
The student receives credit for 1 WWR for each nonsense word read correctly without first being sounded out.
Sample response 4 (/d/ /a/ /f/ “daf”) does not receive WWR credit because it was first read sound-by-sound, not as a word. WWR credit is only given if the word is read on the first attempt.
Sample response 5 (“dafs”) does not receive WWR credit because the added sound means the word is not read correctly.
Sample response 6 (“daf” “daf”) does not receive WWR credit because the word was read more than once.
If a student self-corrects and reads a whole word correctly, WWR is not given; the word must be read correctly the first time.
NWF 41 41

42. WWR Button
Tap the green WWR button to mark the word correct and advance to the next word.
PARAPHRASE:
The WWR button is ideal for assessing fast, proficient readers of nonsense words who read the whole word correctly on the first attempt.
With one tap, the word is underlined, scored as correct, and the next word immediately appears.
When any sounds are scored with individual underlines, the WWR button turns gray and becomes inactive.
If errors are made while reading the whole word, assessors must underline and tap the individual incorrect sounds or activate the slash.
Assessors can indicate WWR using this button or by underlining the whole word; the scoring is identical.
NWF 42 42

43. Resulting Changes to Administration
DIBELS® Next: DORF
Assessment Upgrades
Resulting Changes to Administration
New font, directions, and passages
none
Additional scores: Accuracy and Retell
Retell Fluency is administered after each passage is read aloud
Accuracy percentage is calculated automatically
Three passages and retell
required at each administration
(reduces variability of results)
PARAPHRASE:
Reading comprehension represents the ultimate goal of instruction in the other basic early literacy skills.
Reading with fluency and accuracy is inextricably linked with comprehension.
Oral reading fluency is the link between decoding and reading comprehension.

44. DORF: DIBELS® Oral Reading Fluency
There are two components to DORF:
Part 1:
Oral Reading
Part 2:
Passage Retell
The student is presented with an unfamiliar grade-level passage and asked to read aloud for one minute. The student is then asked to retell what s/he just read.
PARAPHRASE:
DIBELS® Next combines the DIBELS® 6th Edition measures ORF and RTF into a measure called DORF.
Retell Fluency (RTF) is a required component of DIBELS® Next.
Comprehension is equally important as fluency in determining whether a student meets Benchmark goals.
The Oral Reading component of DORF assesses the student’s ability to read connected text fluently and with accuracy.
The student reads a passage aloud for 1 minute.
The assessor marks errors (e.g., omissions, substitutions, hesitations for more than three seconds).
For each benchmark, there are three passages. Each passage is read for one minute.
For progress monitoring, there is only one passage.
The Retell component of DORF assesses the student’s comprehension.
If the student reads fewer than 40 words correctly, use professional judgment as to whether to administer retell.
The student is asked to retell everything s/he can about the story.
The assessor indicates the number of words in the retell that are related to the text.
The retell is a comprehension check; it identifies whether the student read for meaning.
The student must complete the retell without looking at the text.
The assessor completes a Quality of Response rubric based on the student’s retell.
DORF 44 44

45. DORF Student Materials
Beginning of Year Benchmark
Grade 2
Passage One
PARAPHRASE:
The student materials for DORF are in the grade-level, color-coded booklets from the mCLASS®:Reading 3D™ kit.
DIRECTIONS:
If participants have their kits, encourage them to locate the DORF student materials for benchmark and progress monitoring.
DORF 45 45

46. DORF End of Year Benchmark Goals
Grade
Minimum Number of Words Read Correctly
Percent Accuracy in Oral Reading
Minimum Number of Words Used in Retell
Retell Quality of Response 1 47
90%
at least 15
n/a 2 87
97% 27
2 - 4 3
100 30
3 - 4 4
115
98% 33 5
130
99% 36 6
120 32
PARAPHRASE:
These are the minimum scores for meeting benchmark.
If a student has met or exceeded the cutpoint for his/her grade and time of year, the odds are in favor of that student reaching later reading outcomes—provided the student receives research-based core classroom instruction.
Retell is approximately 25% of Words Correct Per Minute (WCPM) goal.
Retell Quality of Response (QoR) isn’t calculated in the composite score; use the QoR score to identify appropriate comprehension instruction.
BOY and MOY cutpoints are as follows:
Grade 1 MOY: 23 WCPM
Grade 2 BOY: 52 WCPM; Grade 2 MOY: 72 WCPM
Grade 3 BOY: 70 WCPM; Grade 3 MOY: 86 WCPM
Grade 4 EOY: 115 WCPM
Grade 5 EOY: 130 WCPM
Grade 6 EOY: 120 WCPM
NOTE:
Q: Why are 6th grade goals lower than 5th grade goals?
A: According to Dynamic Measurement Group, creator of DIBELS®, between fifth and sixth grade, the difficulty level of the materials increases at a faster rate than student performance, so benchmark goals are lower in sixth grade than in fifth.
DORF 46 46

47. DORF Part 1: Oral Reading Common Scoring Rules
Self-Correction
Tap the word again to re-score the response.
Schwa Sounds, Articulation, or Dialect
Mark correct.
Hesitation Rule
After 3 seconds, say the word and mark it incorrect.
Discontinue Rule
If student misses all words in 1st row of 1st passage, the device prompts assessor to discontinue.
If student reads fewer than 10 words correct in 1st passage, do not administer retell or passages 2 and 3.
DIRECTIONS:
Introduce the DORF common scoring rules.
Additional information about DORF:
Do not mark additions/insertions.
Mark incorrect words that are sounded out but not read as a whole word.
If the student makes a mistake with the same word multiple times, each instance is marked incorrect.
If a student misses an entire row, the whole row should be marked incorrect using the X at the far left of the screen.
Users of the offline web application see a green box with a small "sc" symbol to indicate self-corrections.
If a word was tapped in error, tap the word a third time to clear the “sc” symbol.
DORF 47 47

48. DORF Oral Reading Scoring Rules, page 1 of 3
Word Order:
Mispronounced Words:
Text: My dog has fleas.
Student reads: My flea has a dog.
Scoring: flea and dog are incorrect.
Text: I live in town.
Student reads: I live [long i] in town.
Scoring: live is incorrect.
Proper Nouns:
Text: I visited Dubai.
Student reads: I visited Dubay.
Scoring: Dubai is correct.
PARAPHRASE:
Word Order:
Score incorrect words read correctly, but in the wrong order.
Mispronounced Words:
Score incorrect mispronounced words if mispronounced within the context of the sentence.
Proper Nouns:
If a student reads a proper noun with any reasonable phonetic pronunciation, score it as correct.
DORF 48 48

49. DORF Oral Reading Scoring Rules, page 2 of 3
Numerals:
Abbreviations:
Text: My dad is 36.
Student reads: My dad is three six.
Scoring: 36 is incorrect.
Text: Mr. Duck is here.
Student reads: M. R. Duck is here.
Scoring: Mr. is incorrect.
Exception:
Text: May I watch TV?
Student reads: May I watch television?
Scoring: TV is correct.
PARAPHRASE:
Numerals and Abbreviations:
Score numerals and abbreviations incorrect if spelled out or read number by number.
Exception: If the abbreviation is read in the way that you would normally pronounce it in conversation (e.g., TV), score it correct.
DORF 49 49

50. DORF Oral Reading Scoring Rules, page 3 of 3
Words not read exactly
as written:
Two words read as a contraction:
Text: The girl had ice cream.
Student reads: Some girls had ice cream.
Scoring: The and girl are incorrect.
Text: It is time to go home.
Student reads: It’s time to go home.
Scoring: It and is are incorrect.
Contraction read as two words:
Text: It’s time to go home.
Student reads: It is time to go home.
Scoring: It’s is incorrect.
PARAPHRASE:
Inexact Reading:
If the student does not read a word exactly as written, score it incorrect.
Contractions:
If two separate words are read as a contraction, score both words incorrect.
If a contraction is read as two words, score it incorrect.
DORF 50 50

51. DORF Part 2: Passage Retell Common Scoring Rules
Hesitation Rule
With a first hesitation of 3 seconds, tap 3 Sec. Pause.
The device prompts you to say:
“Can you tell me anything more about the story?”
A prompt may only be used once.
Discontinue Rule
After the second hesitation of 5 seconds, tap 5 Sec. Pause.
DIRECTIONS:
Introduce the DORF Passage Retell common scoring rules.
More information about hesitations:
If the student does not say a word within 3 seconds, tap the 3 Sec. Pause button.
Mr. Say prompts the user with "Can you tell me anything more about the story?"
The 3 Sec. Pause button changes to the 5 Sec. Pause button.
The response timer changes from three to five dots.
Tapping the 5 Sec. Pause button brings you to the Retell Quality of Response screen.
DORF 51 51

52. DORF Passage Retell Quick Reference
Correct
Incorrect
Stating accurate details
Exclamations or “Hmm…” or “Umm…”
Contractions
Songs and recitations
Minor repetitions
Rote repetition of words or phrases
Minor irrelevancies
Stories or irrelevancies
Minor inaccuracies
Stating retell details multiple times
DIRECTIONS
Introduce the DORF Passage Retell measure-specific scoring rules.
DORF 52 52

53. DORF Trainer Demo Part 2: Passage Retell
Timing Features
Starting timer
Response timer
Warning screen
Marking
Words used in retell (left to right )
Observe
Correcting word count (right to left )
Running points total
DIRECTIONS:
Return to simulator or projected device to demonstrate the Retell Passage component of DORF.
Demonstrate the items listed on the slide.
Participants score along with the trainer if they choose.
NOTE:
If a student reads fewer than 40 words correct in the passage, use professional judgment as to whether to administer retell.
Beginning from any rectangle, draw a line from left to right () to mark the words used in the retell.
One rectangle equals one word.
Tapping on a rectangle also increments the count by one word.
Beginning from any rectangle, draw a line from right to left () to correct the word count.
Stop counting words when student hesitates or when the student’s retelling is not relevant.
The response timer changes from three to five seconds after the first hesitation.
If you tap the three second pause and then the five second pause, the measure will discontinue.
The user can increase or decrease the number of words after the minute has elapsed.
Once you tap Done, the result is captured and the device moves to the Quality of Response screen. No further edits are possible.
DORF 53 53

54. DORF Part 2: Passage Retell Common Scoring Rules
Hesitation Rule
With a first hesitation of 3 seconds, tap 3 Sec. Pause.
The device prompts you to say:
“Can you tell me anything more about the story?”
A prompt may only be used once.
Discontinue Rule
After the second hesitation of 5 seconds, tap 5 Sec. Pause.
DIRECTIONS:
Introduce the DORF Passage Retell common scoring rules.
More information about hesitations:
If the student does not say a word within 3 seconds, tap the 3 Sec. Pause button.
Mr. Say prompts the user with "Can you tell me anything more about the story?"
The 3 Sec. Pause button changes to the 5 Sec. Pause button.
The response timer changes from three to five dots.
Tapping the 5 Sec. Pause button brings you to the Retell Quality of Response screen.
DORF 54 54

55. DORF Passage Retell Quick Reference
Correct
Incorrect
Stating accurate details
Exclamations or “Hmm…” or “Umm…”
Contractions
Songs and recitations
Minor repetitions
Rote repetition of words or phrases
Minor irrelevancies
Stories or irrelevancies
Minor inaccuracies
Stating retell details multiple times
DIRECTIONS
Introduce the DORF Passage Retell measure-specific scoring rules.
DORF 55 55

56. Interim Results Screen
PARAPHRASE:
An interim results screen appears after completion of benchmark passages one and two.
Accuracy is shown as a percentage.
Fluency scores are recorded in Words Correct Per Minute (WCPM).
Interim results show after completing passages 1 and 2.
DORF 56 56

57. Use professional judgment.
Retell Optional
PARAPHRASE:
If a student reads fewer than 40 words per minute, use professional judgment about administering Retell.
If assessment is discontinued, a score of 0 will be entered for Passage Retell.
Use professional judgment.
DORF 57 57

58. After the Assessment Median Score 58 PARAPHRASE:
The final score screen appears after completion of the third passage.
Scroll down to see the table at the bottom of the screen that lists the student’s performance on all three passages.
Blue triangles indicate the student’s median scores for fluency and retell.
Median scores do not have to come from the same passage.
The class and student summaries display the median scores only.
Accuracy is calculated by dividing the median fluency score (C) by the median fluency score plus median number of incorrect words (I). Then multiplying by 100.
Accuracy = [C / (C + I)] * 100
The score level bars at the top of the screen show the student’s scores for fluency, accuracy, and retell.
The student’s scores are listed above the score level bars.
Median scores are reported for fluency and retell.
The position of the runner reflects the distance from the benchmark goal.
Numbers below the bar indicate the cut points dividing score levels.
Median Score
DORF 58 58

59. DORF Audio Practice (BOY)
Confirm BOY as time of year.
Select Sue Aatleson_2.
Select Benchmark.
Choose DORF.
Listen to audio recording.
Score student responses on device.
Record response patterns, motivation, and notes.
ACTIVITY:
Time: 5 minutes
Grouping: Individual
Materials: Mobile device
Purpose: Practice administering and scoring DORF, both Oral Reading Fluency and Passage Retell components.
Directions:
This audio practice is for DORF Grade 2 Benchmark BOY.
Double-click the sound icon to play the following sound files.
DORF_Gr2_BOY_passage1_Picture_Day_audio
DORF_Gr2_BOY_passage2_Going_Camping_audio
DORF_Gr2_BOY_passage3_South_Pole_audio
Participants score along with the audio clips.
If necessary, repeat for additional practice.
NOTE:
If any audio file in this presentation is not playing when you click the speaker image in show mode, follow these steps with each audio file:
Check that the audio file and PowerPoint file are in the same folder on your computer.
Open PowerPoint.
From the File menu or Office menu, select the "Open" command.
Navigate to the folder with your files and select the PowerPoint file.
Display the slide from which the audio file should play.
Select the speaker icon.
From the Insert menu, under “Media Clips” choose “Sound,” then select “Sound from File.”
Locate the folder that contains the audio file, and then double‐click the audio file you want.
A message is displayed. Select “when clicked” so that the audio file plays only when you click the speaker icon.
1st
2nd
3rd
DORF 59 59

60. DORF Audio Practice (BOY) Passage 1 Review
Picture Day
Retell (39 words; Quality of Response = 4)
“Nick — he didn’t really understand about picture day — but his friends took a picture because they loved picture day. Picture day is really nice with them, but he don’t think it’s nice ‘cause he never took a picture before. If he took a picture, he would feel good because you smile and you say, ‘Cheese.’”
DIRECTIONS:
Discuss scoring with participants.
Taken – incorrect; teacher provided word
Did not – correct; self-corrected within 3 seconds
Excited – incorrect; teacher provided word
They – correct; self-corrected within 3 seconds
Form – incorrect; read as “for” and “from” twice
Retell: 39 words
Quality of Response: 4 (3 or more details in a meaningful sequence that captures a main idea)
NOTE:
The last sentence about smiling for picture day isn’t counted in the retell because the student is no longer on topic.
From the DIBELS® Assessment Manual: “Mistakes or inconsistencies in the retell do not count against the student as long as the student is still on topic.”
See pages of the Assessment Manual for additional examples.
DORF 60 60

61. DIBELS® Next: Daze Key Features
Group-administered measure for grades 3 – 6
Timed for 3 minutes
Students read a passage silently and circle the word (out of three choices) that makes the most sense in the context of the sentence.
The score is the number of correct responses subtracting half of the incorrect responses.
PARAPHRASE:
Daze is a new measure in DIBELS Next.
Daze is based on maze procedures for reading comprehension.
Daze is administered to a group of students at one time using directions on the mobile device. The assessment is taken silently.
Daze scores are both tabulated and entered by hand on the web.
A student’s Daze score contributes to the student’s Benchmark composite score in grades

62. Assesses the ability to construct meaning from text using:
Daze
Assesses the ability to construct meaning from text using:
Word-recognition skills
Background information and prior knowledge
Familiarity with syntax and morphology
Cause-and-effect reasoning skills
home
summer
was
Example:
After playing in the dirt, Sam went to wash her hands.
PARAPHRASE:
Daze is a new measure in DIBELS® Next for grades 3 – 6.
Daze is based on maze procedures for reading comprehension.
The name comes from DIBELS® Maze.
Daze 62 62

63. Daze Student Materials
Beginning of Year
Benchmark
Grade 5
PARAPHRASE:
The grade-level, color-coded booklets from the kit contain the student materials for Daze.
If participants have their kits, encourage them to review the Daze student booklets as well as the Daze teacher books with administration directions and scoring keys.
DAZE student materials are consumable.
The kit contains 10 of the 20 Progress Monitoring forms available for DAZE.
Download additional Benchmark or Progress Monitoring forms from
This is page 1 of 3 in the Grade 5 BOY Benchmark Daze assessment.
A box containing one correct word and two distractor words replaces approximately every 7th word in the passage.
Students silently read and circle the word choice which best replaces the omitted word.
Assessment is timed for three minutes.
Notice the “Keep going” note on the bottom of the page to remind students to complete all three pages in the measure.
Daze 63

64. Daze Administration Protocols
Ensure students have pencils ready and write their names on the booklets before beginning.
Use the Scoring Key to read directions aloud verbatim.
Allow 30 seconds for students to complete two practice items. Then review practice items.
Set timer for 3 minutes.
Start timer after you say, “Begin.”
Score worksheets and enter results at without students present.
PARAPHRASE:
Group directions will be on the Class List screen on the mobile device. (release date TBD)
There will be a timer built into the device. (release date TBD)
Progress Monitoring for Daze is administered in a small group or one on one.
Daze 64

65. Daze Trainer Demo Timing 3-minute timer Observe Practice questions
Marking
Incorrect responses
NOTE TO TRAINER:
Group Directions availability TBD.
DIRECTIONS:
Use a simulator or project your mobile device to demonstrate the items listed on the slide.
Read the directions aloud to participants.
Daze 65

66. Daze As-Needed Reminders
If a student starts reading the passage aloud, 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 him/her, or for general help with the task, say, “Just do your best.”
PARAPHRASE:
Introduce the as-needed reminders for Daze.
Daze 66

67. ✓ Daze Scoring Rules 1 of 2 chocolate get large chocolate get large
Correct Responses
Count correct circled or otherwise marked correct responses.
Circled
Checked
Underlined
chocolate
get
large
chocolate
get
large
chocolate
get
large
PARAPHRASE:
The clearest method for students to mark answers is with a circled response. A check mark or other symbol (asterisk, underline) is also acceptable as long as it’s clear that this is the word the student has selected from the three choices.
If there are erasure marks, scratched out words, or any other extraneous markings, yet the student’s final response is obvious, score the item based on the obvious final response. ✓
Daze 67

68. ✓ ✓ Daze Scoring Rules 2 of 2 chocolate get large group became window
Incorrect Responses
Mark a slash through incorrect or skipped responses.
Item left blank prior to an item attempted
More than one answer marked
Wrong answer ✓
chocolate
get
large
group
became
window
gave
stretched
train
PARAPHRASE:
Mark incorrect any items left blank before the last item the student attempts within the 3-minute time limit (see middle example). It is clear that the student omitted this item because a subsequent item has been marked.
Do not mark any items left blank because the student could not get to them before time ran out. ✓
Daze 68