PROGRESS MONITORING

USING DIBELS NEXT

DORFDaze

KNOW: •How to use DIBELS NEXT to progress monitor•Administration and scoring directions for DORF and Daze

UNDERSTAND: DO: • Benefits of using a progress monitoring

tool • What DORF and Daze measure• Appropriate uses of DIBELS Next in

decision making

• Administer DORF and Daze proficiently• Interpret scores and growth rates for

instructional decision making• Interpret data based on where the

student’s skills are relative to their past performance

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Overview of SessionImportance of Using Progress Monitoring

DIBELS Next Progress Monitoring Measures in Reading Oral Reading Fluency - DORF Maze Fluency – Daze

General Procedures for Data-Based Decision Making Goal setting and rate of progress Decision-making framework

Brevard’s Assessments

•FAIR – Universal Screener• Make instructional changes to improve core

instruction• To identify students who may need additional

instructional support

•FAIR, PSI, PASI, DRA- Diagnostics• Help identify areas to target

•DIBELS Next – Progress Monitoring• Progress Monitor at-risk students while they receive

additional, targeted instruction

PART 1:IMPORTANCE OF USING PROGRESS MONITORING

Progress Monitoring ToolsProgress Monitoring Tools

Brief & Easy

Sensitive to growth

FrequentEquivalent forms

Connections to Common Core• Common Core defines the “what students are expected to

know” of Tier 1 at each grade level.

• Use Universal Screeners and Diagnostic Tools to find specifically where students are struggling (or accelerating) in the context of Common Core.

• Use Progress Monitoring Tools and data to determine how students are responding to instruction and intervention.

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Two Main Approaches to Progress Monitoring

• Using General Outcome Measures of Achievement• Robust indicators of overall reading proficiency

• Oral reading fluency• Maze

• Using Skills-Based Measures of Achievement

Progress MonitoringMain Uses:

• Determine students' progress toward important and meaningful goals

• Make timely decisions about changes to instruction so that students will meet those goals

• Aid in instructional planning.

Aimline

Trendline = 0.95 words/week

PART 2:DIBELS* NEXT –PROGRESS MONITORING MEASURES IN READING

*Dynamic Indicators of Basic Early Literacy Skills

Why DORF and Daze? • Multidimensional

• Students must integrate many reading skills in order to perform well on the tasks.

• Scores and slopes on the oral reading and maze tasks correlate well with multiple global measures of reading competence.

• Sensitive to rate of progress

• Can be used to make instructional decisions.

Using the Right ToolUsing the Right Tool

The progress monitoring tool should match the skills being taught.

DIBELS® Assess the Basic Early Literacy Skills

DORF AND Daze• DIBELS Oral Reading Fluency (DORF)

• Administered individually• Measures

• Advanced phonics and word attack skills• Accurate and fluent reading of connected text• Reading comprehension.

• DIBELS Daze – (DIBELS version of MAZE)• Administered to whole or small group• Measures the reasoning processes that constitute comprehension• Measures students ability to construct meaning from text using

• Word recognition skills• Background information• Syntax knowledge• Reasoning Skills

General Guidelines for Administration and Scoring

• Measures are standardized• Direction need to be presented verbatim• Measures are timed• Timing needs to be accurate

General Guidelines: Children• Children are not penalized for differences in performance

due to articulation, dialect, or different first language.• All measures have discontinue rules for children who have

difficulty.• Make a note for any consistent pattern in performance that

may affect a child’s acquisition of reading skills.• DIBELS approved accommodations may be used for

children for whom a standardized administration may not proved an accurate estimate of skills.

DORF

Administration and Scoring of DIBELS Oral Reading

Fluency (DORF)

Basic Early Literacy Skill

Advanced Phonics and Word Attack Skills; Accurate and Fluent Reading of Connected Text; Reading Comprehension

Administration

Time

1 minute, plus 1 minute maximum for Retell

Administration

Schedule

Middle of first grade through end of sixth grade

Score Median number of words correct per minute, median number of errors per minute, and median number of correct words in the Retell

Wait Rule On DORF, 3 seconds; on Retell, 1st hesitation 3 seconds

Discontinue

Rule

If no words are read correctly in the first line, say, “Stop.”, record score of 0, and do not administer Retell.

If fewer than 10 words are read correctly on passage #1 during benchmark assessment, do not administer Retell or passages 2 & 3.

If fewer that 40 words are read correctly on any passage, use professional judgment whether to administer the Retell.

DIBELS Oral Reading Fluency (DORF)

Overview of Materials

Assessors Materials:• 1 scoring Booklet per student

• Different booklets for each grade

Student Materials:• What the student looks at to complete the task

• One copy can be used repeatedly for students

DIBELS® Oral Reading Fluency (DORF)

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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.

Administration Directions• Place the booklet on the

clipboard positioned so that the student cannot see what you record.

• Follow these directions exactly each time with each student. Say the words in bold italic type verbatim.

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Directions

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During the Testing

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1. Do not read the title to the student. If the student chooses to read the title, do not start the stopwatch until he or she reads the first word of the passage. If the student asks you to tell him or her a word in the title or struggles with a word in the title for 3 seconds, say the word. Do not correct any errors the student makes while reading the title.

2. Start the stopwatch after the student says the first word of the passage. If the student is silent or struggles for 3 seconds with the first word of the passage, mark the word as incorrect, say the word, and start the stopwatch.

During the Testing cont’d.3. Follow along in the scoring booklet.

4. Leave blank any words read correctly. Put a slash ( / ) through errors (including skipped words).

5. On passages that are two pages long, if the student reaches the end of the page (designated by triangles in the scoring booklet) before the minute is up, turn the page and continue on the next page.

6. At the end of 1 minute, place a bracket ( ] ) in the text after the last word provided by the student.

7. Say Stop and remove the passage. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained..

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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 ErrorsPut 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).

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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DORF Summary

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Start timer after student reads the first word.

Correct

(leave blank)

Incorrect

(slash)

Incorrect

(leave blank)

• Reads correct word; pronounces correctly in context

• Pronounces word incorrectly due to articulation delay/dialect/different first language

• Reads incorrect word

• Reads correct word out of order

• Omits word

• Hesitates 3 seconds

• Reads numerals or abbreviations NOT as the word would be pronounced in speaking, (e.g., “M.R.” for Mr.)

• Repeats word

• Adds word

Self-correct: Write “SC” above word and count as correct.

Skipped line: Draw a line through entire line and count those words as errors.

Wait Rule: Say the word, mark as incorrect (slash), and, if necessary, point to the next word and say, What word?

Discontinue Rule: No correct words read in the first line.

Let’s try marking up

the text.

Final Score: Accuracy

Calculating Accuracy

Correct _____________________________________________ X 100Correct + Incorrect

27 __________________ X 100=93% 27+2

DORF Review

How do I mark a word as incorrect?

When do I start the timer?

What do I do if a student hesitates for 3 seconds?

What do I do if a student self-corrects?

• What do I do if a student adds a word?

Let’s Practice!!!!!!!

Student Performance Interpretations

Daze

Administration and Scoring of Daze

What is Daze?• Daze is the standardized, DIBELS version of maze procedures for measuring reading comprehension.

• The purpose of a maze procedure is to measure the reasoning processes that constitute comprehension.

• Daze assesses the student’s ability to construct meaning from text using • word recognition skills, • background information and prior knowledge, • familiarity with linguistic properties such as syntax and morphology, • and cause and effect reasoning skills.

• Recommended Progress Monitoring – Once per month

Basic Early Literacy Skill

Reading Comprehension

Administration

Time

3 minutes

Administration

Schedule

Beginning of third grade through end of sixth grade

Score Number of correct words in 3 minutes minus half the number of incorrect answers.

DIBELS Daze

Overview of Materials

Assessors Materials:• 1 scoring Booklet per student

• Different booklets for each grade

Student Materials:• What the student looks at to complete the task

• Daze is the only one that students will write on

• Answer keys are included

Daze Administration Steps

• Assessor asks students to read a passage and circle the word that makes the most sense in the story.

• Group or individually administered measure.• Score: Number of correct responses, adjusted for

guessing.

Materials

• Student booklet for each student • Stopwatch• Pen or pencil for each student• Administration Directions and Scoring Key

Administration Directions

1. Make sure each student has a pencil. Before handing out the worksheet, tell the students I’m going to give you a worksheet. When you get your worksheet, please write your name at the top and put your pencil down.

2. Hand out the Daze worksheet. Make sure each student has the appropriate worksheet. If the worksheets are in a booklet, make sure each student’s booklet is open to the correct worksheet.

3. When all of the students are ready say You are going to read a story with some missing words. For each missing word there will be a box with three words. Circle the word that makes the most sense in the story. Look at Practice 1.

Administration Directions, cont’d

4. Say Listen. After playing in the dirt, Sam went (pause) home, summer, was (pause) to wash her hands. You should circle the word ‘home’ because ‘home’ makes the most sense in the story. Listen. After playing in the dirt, Sam went home to wash her hands.

5. Say Now it is your turn. Read Practice 2 silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. When you are done, put your pencil down.

Administration Directions, cont’d

6. Allow up to 30 seconds for students to complete the example and put their pencils down. If necessary, after 30 seconds say Put your pencil down.

7. As soon as all students have their pencil down say Listen. On her way home she (pause) chair, sleep, saw (pause) an ice cream truck. You should have circled ‘saw’ because ‘saw’ makes the most sense in the story. Listen, On her way home she saw an ice cream truck.

8. Say When I say “begin” turn the page over and start reading the story silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. Ready, begin.

Administration Directions, cont’d

8. Start your stopwatch after you say, “Begin.”

9. Use reminders as needed.

10. At the end of 3 minutes say Stop. Put your pencil down.

11. Collect all of the Daze worksheets.

Score and Scoring RulesThe students receive 1 point for each correct word.A response is correct if the student circled or otherwise marked

the correct word.Put a slash (/) through any incorrect responses. Incorrect

responses include errors, boxes with more than one answer marked, and items left blank (if they occur before the last item the student attempted within the 3-minute time limit). Items left blank because the student could not get to them before time ran out do not need to be slashed and do not count as incorrect responses.

If there are erasure marks, scratched out words, or any other extraneous markings, but the student’s final response is obvious, score the item based in that response.

Reminders

• If a student starts reading the passage out loud, say, Remember to read the story silently.

• If a student in not working on the task say, Remember to circle the word in each box that makes the most sense in the story.

• If a student asks you to provide a word for them or for help with the task, say, Just do your best.

• These reminders may be given as often as needed.

Example of Final Score on Cover Sheet

1. Correct = 24

2. Incorrect= 1

3. 1 divided by 2= 0.5

4. Subtract 0.5 from 24 to get 23.5

5. Round up to 24

6. Write 24 at the top of the cover sheet and circle it.

Daze Review

• When do you start the timer?

• When do you stop the timer?

• How do you score a correct response?

• How do you score an incorrect response?

• What is the final score?

Daze Summary

Correct Incorrect

(One point for each correctly circled word)•Circle the correct word

Slash = 0 pointsCircles the incorrect wordCircles multiple wordsNo responseResponse is unclear

Start timer after you say “Begin.”

Timing: Continuous for 3 minutesReminders: Remember to circle the word in each box that makes the most sense in the story.Remember to read the story silently.Just do your best.

PART 3:GENERAL PROCEDURES FOR DATA-BASED DECISION MAKING

In General…• Meet and make a decision about maintaining or modifying

instruction if 3 consecutive data points fall below the aimline.

• Change instruction or intensity of instruction if student’s progress is not likely to result in meeting the goal.

• Consider easy explanations for lack of progress before changes are made, such as, student or instructor absence or lack of instructional fidelity.

With Progress Monitoring Data…• How do we know if a student is learning?

• Look at the data points• Where are they on the graph?• Are the data points getting closer to the goal or benchmark?

• Is there a way to measure growth?• Make an aimline toward goal• Look to see where data points are compared to aimline• Calculate Rate of Improvement (RoI)

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Realistic and Ambitious Growth Rates for Oral Reading Fluency

Grade Realistic Ambitious1 2.0 3.02 1.5 2.03 1.0 1.54 0.85 1.15 0.5 0.86 0.3 0.65

Maze Fluency 0.4 0.85

(see L. S. Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993)

Cautions: • A critical variable in this process is teacher judgement.• Teachers and School Teams must use their professional

knowledge and expertise to determine how best to serve their students, including determining the level of support students need to meet ambitious reading and learning outcomes.

Setting Progress Monitoring GoalsUsing In Grade – Level Materials

• Set ambitious but realistic goals.

• A progress monitoring goal must include the score to aim for in the selected material as well as the timeframe for achieving the selected goal.

• When monitoring a student in grade-level materials, use the standard• DIBELS NEXT benchmark goals ( on decision trees) and the

standard timeframe in which those goals should be reached.

Setting Progress Monitoring GoalsUsing Below-Grade Materials

• When monitoring a student in below-grade materials, the following steps are recommended:

• Step 1. Determine the studentʼs current level of performance.• Step 2. Determine the score to aim for based on the end-of-year goal

for the level of materials selected for monitoring.• Step 3: Set the timeframe so that the goal is achieved in half the time

in which it would normally be achieved (e.g., moving the end-of-year benchmark goal to be achieved by the mid-year benchmark date). The intent is to establish a goal that will accelerate progress and support a student to catch up to their peers.

• Step 4: Draw an aimline connecting the current performance to the goal.

When to make a change in instruction and intervention?• Enough data points (6 to 10)?• Less than 100% of expected growth.• Not on track to make benchmark (needed growth).• Not on track to reach individual goal.

Aimline

Trendline = 0.95 words/week

What changes should be made to instruction & intervention?

• Ensure treatment fidelity!!!!!!!!• Increase instructional time (active and engaged)• Decrease group size• Gather additional, diagnostic, information• Change the intervention