1. DORF Benchmark 3 Passages (median #s used for score) 1 minute + 1 minute for Retell 0 words read correctly in the 1 st line – STOP (do not administer Retell) Fewer than 10 words are read correctly on passage #1, do NOT administer Retell or passages #2 and #3 Fewer than 40 words read correctly – you decide whether to do Retell or not – then complete passages #2 and #3 Hesitation Rules: 3 seconds Prompts: –Keep Going -- As many times as needed –Can you tell me anything more about the story? ONCE (during Retell) 1 st, 2 nd, 3 rd DORF Tutorial Video (4 videos – 26.91 min.) PM 1 passage – 1 min.

2. TRC Written or Oral questions first? PM – @100-150 words K-1 @150-200 words 1-3 Probe not another benchmark Things not allowed

3. Lynn’s Haiku http://tinyurl.com/SCSLiteracy

4. Scoring Rules: PSF 1 point for each different, correct sound produced in 1 minute Underline each correct sound segment (blended sounds or partial segmentation should be underlined exactly as the student said the sounds – 1 point per underline) Reminders: “Say the sounds in the word.” – then give the next word – ONLY ONCE “Remember to say all the sounds in the word.” – then give the next word – ONLY ONCE **Schwa sounds /u/ added to consonants are NOT counted as errors. K PSF tutorial PSF tutorial Video (2 videos – 21.02 min)

5. Scoring Rules: NWF CLS: credit for 1 CLS for each correct letter sound read in isolation or read as part of a make-believe word WWR: credit for 1 WWR for each word read correctly WITHOUT first being sounded out. Reminders: “ Go this way.” (if child does not read from left to right) ONLY ONCE “Say the sounds, not the letter names.” (if child says letter names) ONLY ONCE “Just read the word.” (if child reads the word first, then says the letters sounds) ONLY ONCE “Try to read the words as whole words.” (if child says all of the letter sounds correctly in the first row, but does not attempt to blend or recode) ONLY ONCE “Keep going.” & point if they loose place – As often as needed **Schwa sounds /u/ added to consonants are NOT counted as errors. K & 1 st NWF TutorialNWF Tutorial - practice (1 video – 2.18 min) NWF - explanation (13.67 min)

6. Frequently Asked Questions from our last sessions: "Do we count all articulation errors correct, for a speech student? (example: the student says /d/ for /g/ every time...etc)" If the student pronounces the sounds in everyday speech the same way they say them in the assessment they are correct. *What does the "3D" actually mean in Reading 3D? DIBELS give you a score that tells you how the student's basic skills are developing. The comprehension element with DORF Retell and DAZE is weak. The TRC is an assessment of a student's comprehension skills. Both put together give you a true picture, a 3D picture, of a student's reading ability *Can the directions be read in Spanish?" Yes, you can give the directions in Spanish

7. *If you PM a child on TRC and the child is instructional on the book, do you go to the next level the next time you do a TRC or do you stay on that level until the child scores independent? You try the next level up, or if you think the child has made tremendous growth, go up 2 levels. It's easier to go down. You'll know if a student is at a frustrational level and can click the FRUSTRATION button and stop the assessment at that higher level. On the DORF retell, do you count all the words in the sentence that make sense to the story? Yes -- as long as it makes sense and is discussing specific items from the story.

8. NWF: When a child says for example: "dag" for "deg". Do you draw one line under the whole word because they read it as a whole word and then click over the "e" to show they got that phoneme incorrect? Or if they say the word incorrectly, do you click under each letter and then mark the phoneme they missed as incorrect? You draw a line under the whole line (to indicate they read it as a whole unit, and then mark the phoneme they missed as incorrect. “d a g” NWF: Do you count any acceptable version of that phoneme? For example: "fiv" and they say "five"- how do we count that? Do they have to say the vowel as a short one since that is the pattern listed? Because the vowel is a closed syllable it's a short sound. The long /i/ in fiv would be incorrect. “f i v”

9. Livebinder http://www.livebinders.com/play/play/850102

10. Classroom Summaries Ways to Rank students Checking days since PM Item Level Advisor