Transcript 3 - Oregon Reading First Center

Oregon Reading First
DIBELS Refresher
Phonemic Segmentation Fluency,
Nonsense Word Fluency,
and
Oral Reading Fluency
Fall 2009
1
© 2010 by the Oregon Reading First Center
Center on Teaching and Learning
Revisiting Oregon Reading
First Project Level Goals
(2009-2010)
Kindergarten
• Increase student
automaticity in whole
word reading (by the
end of kindergarten,
students will read VC
and CVC words as
whole units)
First Grade
• Provide targeted
instruction, based on
student need, to all
strategic and intensive
students
2
Assessing Each Big Idea with DIBELS
Big Idea
DIBELS Measure
Phonological Awareness
Initial Sounds Fluency (ISF)
Phonemic Segmentation Fluency
(PSF)
Alphabetic Principle
Nonsense Word Fluency (NWF)
Fluency and Accuracy
Oral Reading Fluency (ORF)
Vocabulary
Word Use Fluency
Comprehension
Oral Retell Fluency
3
Who administers your
benchmarking probes?
•
•
•
•
•
Coach
District Team
Building Team
Classroom Teacher
Instructional Assistants
4
PSF: Taking A Closer Look
5
Phonemic Segmentation Fluency
(PSF):
• What important skill does it assess? Phonological
Awareness
– The ability to hear and manipulate sounds in words at the
phrase level
• What is the appropriate time and grade?
– Mid-year kindergarten through first grade
• What is the goal?
– How well? 35 phonemes or more
– By when? End of kindergarten
6
How Do We Administer and Score the PSF Measure?
Materials:
1. Examiner copy of word list with phoneme scoring
columns. Student has no materials when assessing
phonological awareness.
2. Stopwatch
3. Pencil
Preparing the Student:
1. Good testing conditions (e.g., lighting, quiet,
comfortable)
2. Provide model in standardized manner and follow
correction procedures as necessary
7
PSF: Maximizing Administration
Time
• Stopwatch:
– Present the first word and start the stopwatch and time for 1 minute.
• Scoring:
– Underline each different, correct sound segment produced. (See specific
scoring rules and examples.)
– Put a slash (/) through sounds produced incorrectly.
• Maintaining momentum:
– As soon as the student is finished saying the sounds, present the next
word.
– Allow the student 3 seconds for each sound segment.
• Discontinue:
– If a student has not given any correct sound segments in the first 5
words, discontinue the task and record a score of zero (0).
• Ending testing:
– At the end of 1 minute, stop timing and calculate the number of correct
phonemes per minute.
8
Scoring Rules for PSF
Correct Segmentation:
 A correct sound segment is any different, correct
part of the word. For example, the sound /t/ is a
correct segment of "trick", as are /tr/ and /tri/
Examiner says "trick," student says "t...r...i...k"
Examiner says "cat," student says
"k...a...t"
CORRECT
STUDENT
SCORING
SEGMENTS
SAYS:
PROCEDURE:
WORD:
trick
“ t...r...i...k ”
/t/ /r/ /i/ /k/
4/4
cat
“ k...a...t ”
/k/ /a/ /t/
3/3
9
Elongating Sounds
Correct Segmentation:
 No need for an audible pause between the
sounds to receive credit.
 If you can hear each individual sound when the
student runs them together, score each sound as
correct.
 Use your professional judgment based on the
response and your knowledge of your program. If still
not sure, do not give credit.
WORD:
rest
STUDENT
SAYS:
SCORING
PROCEDURE:
“rrrreeeessssttt”
/r/ /e/ /s/ /t/
CORRECT
SEGMENTS
4/4
10
Errors in Segmenting: No Segmentation
No Segmentation:
 If student repeats the entire word, no credit is
given for any correct parts.
 Circle the word to indicate no segmented response
was given.
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
CORRECT
SEGMENTS
trick
“trick”
/t/ /r/ /i/ /k/
0/4
cat
“cat”
/k/ /a/ /t/
0/3
11
Errors in Segmenting: Incomplete Segmentation
Incomplete segmentation:
 Student is given partial credit for each sound
segment produced correctly, even if student has not
segmented at the phoneme level.
 The underline indicates the size of the sound
segment.
 For example:
...
Examiner says “trick,” student says “tr...ick”
Examiner says “cat,” student says “c...at”
STUDENT
SCORING
CORRECT
WORD:
SAYS:
PROCEDURE:
SEGMENTS
trick
“ tr... ik”
/t/ /r/ /i/ /k/
2/4
cat
“ c … at”
/k/ /a/ /t/
2/3
12
Errors in Segmenting: Overlapping Sounds
Overlapping:
Student receives credit for each different, correct
sound segment of the word.
Underline the different sound segments produced
For example:
Examiner says “trick,” student says “tri...ick”
Examiner says “cat,” student says “c...cat”
CORRECT
SEGMENTS
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
“ tri ... ick ”
/t/ /r/ /i/ /k/
2/4
cat
“ c … cat”
/k/ /a/ /t/
1/3
13
Errors in Segmenting: Omission of Sounds
Omission:
 Student does not receive credit for sound segments
not produced. If student provides the initial sound only,
be sure to wait 3 seconds for elaboration.
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
cat
“t...ik”
“c” (3 seconds)
/t/ /r/ /i/ /k/
/k/ /a/ /t/
CORRECT
SEGMENTS
2/4
1/3
14
Errors in Segmenting: Mispronunciation of Sounds
Mispronunciation:
 Student does not receive credit for sound segments
that are mispronounced.
 Put a slash (/) through the incorrect sounds.
 For example, there is no /ks/ sound in the word
"trick."
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
cat
“t...r...i... ks”
“b…a...t”
/t/ /r/ /i/ /k/
/k/ /a/ /t/
CORRECT
SEGMENTS
3/4
2/3
15
Student Characteristics
Pronunciation & Dialect:
 Student is not penalized for imperfect
pronunciation due to dialect or articulation.
 For example, if the student says /r/ /e/ /th/ /t/
for "rest" because of articulation difficulties,
give full credit. Use professional judgment and
prior knowledge of the student’s speech pattern
to assess skill performance.
16
Student Characteristics
Schwa Sounds:
 Schwa sounds (/u/) added to consonants are not
counted as errors.
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
cat
“tu...ru...i...ku”
“ku...a...tu”
/t/ /r/ /i/ /k/
/k/ /a/ /t/
CORRECT
SEGMENTS
4/4
3/3
17
NWF: Taking A Closer Look
18
Nonsense Word Fluency (NWF):
 What important skill does NWF assess?
Alphabetic Principle: The ability to associate sounds with letters
and use these sounds to read words.
 What is the appropriate time and grade?
Middle of the year in kindergarten and throughout first grade.
 What is our goal?
Second Grade:
How well? 50 correct letter-sounds (CLS) or more and 15 words
read as whole units (WRWU)
By when? Beginning of second grade
First Grade:
How well? 50 correct letter-sounds (CLS) or more and 15 words
read as whole units (WRWU)
By when? Middle of first grade
19
How Do We Administer and Score
the NWF Measure?
•
•
Materials:
1. Examiner probe
2. Student pages (practice page “sim
lut” and test page)
3. Stopwatch
4. Pencil
Preparing the student:
–
–
Good testing conditions (e.g., lighting,
quiet, comfortable)
Provide the model in standardized
manner and follow correction
procedures as necessary
20
How Do We Administer and Score
the NWF Measure?
Say these specific directions to the child:
“Look at this word (point to the first word on the practice
probe). It’s a make-believe word. Watch me read the word:
(point to the letter “s”) /s/, (point to the letter “i”) /i/, (point to
the letter “m”) /m/ “sim” (run your finger fast through the
whole word). I can say the sounds of the letters, /s/ /i/ /m/
(point to each letter), or I can read the whole word “sim” (run
your finger fast through the whole word).
“Your turn to read a make-believe word. Read this word the
best you can (point to the word “lut”). Make sure you say any
sounds you know.”
21
How Do We Administer and Score
the NWF Measure?
CORRECT RESPONSE:
If the child responds “lut” or
with some or all of the
sounds, say
INCORRECT OR NO RESPONSE:
If the child does not respond within 3 seconds or responds
incorrectly, say
That’s right. The
sounds are /l/ /u/ /t/ or
“lut.”
Watch me: (point to the letter ‘l’) /l/, (point to the letter
‘u’) /u/, (point to the letter ‘t’), /t/. Altogether the
sounds are /l/ /u/ /t/ (point to each letter) or “lut”
(run you finger fast through the whole word).
Remember, you can say the sounds or you
can say the whole word. Let’s try again.
Read this word the best you can (point to the word
“lut”).
22
What would you do?
•
A.
B.
C.
D.
A student gets the first try incorrect and you
administer the error correction. The student
makes another mistake on the second try.
What do you do next?
Help the student sound it out.
Move onto the next part of the directions.
Ask them to try it again.
Repeat the error correction.
23
How Do We Administer and Score
the NWF Measure?
Student Copy
kik
woj
sig
faj
yis
kaj
fek
av
zin
zez
lan
nul
zem
og
nom
yuf
pos
vok
viv
feg
bub
dij
sij
vus
tos
wuv
nij
pik
nok
mot
nif
vec
al
boj
nen
suv
yig
dit
tum
joj
yaj
zof
um
vim
vel
tig
mak sog
wot
sav
Place the student copy of the
probe in front of the child.
Here are some more makebelieve words (point to the
student probe). Start here (point to
the first word) and go across the
page (point across the page).
When I say “begin,” read the
words the best you can. Point
to each letter and tell me the
sound or read the whole
word. Read the words the
best you can. Put your finger
on the first word. Ready,
begin.
24
NWF: Maximizing Administration
Time
•
Stopwatch:
– Start watch after you say, “Ready, begin” and time for 1 minute.
•
Scoring:
– Underline each correct letter sound produced (see specific scoring rules
and examples).
– Slash each incorrect letter sound produced.
•
Maintaining momentum:
– Allow the student 3 seconds for each letter sound. After 3 seconds, provide
the sound to keep the student moving.
•
Discontinue:
– If a student does not get any correct in the first row, discontinue the task
and record a score of zero (0).
•
Ending testing:
– At the end of 1 minute, put a bracket after the last letter-sound/word
produced and calculate the total letter-sounds correct in one minute.
25
Scoring Rules for NWF
Correct Letter Sounds A correct letter
sound is scored as the most common
sound in English.
–
For example, all the vowels are scored
for the short sound and the most
common sound for the letter “c” is /k/.
See pronunciation guide for remaining
letter sounds.
Marking the form Underline exactly the way
the student completes task.
–
For example, if the student goes soundby-sound, underline each letter
individually. If the student reads the
target as a whole word, underline the
entire word.
26
Scoring Rules for NWF:
Marking the Teleform
• Encourage testers while administering to remember the level of
information we’re trying to obtain from the NWF measure.
– If we can categorize the strategies students are using to read the
words on NWF into one of the four categories (sound-by-sound,
recoded, partial blends, or whole word reading) we can then take
that information into consideration while grouping students and
planning instruction.
• The directions on the Teleform are as follows:
• Because we use the dashes and slashes from the scoring to
determine the strategy used to read the words, they are very
important; please don’t allow this type of scoring to occur:
No information is provided about
the strategies used by the student
to read these words!
27
Scoring Rules for NWF
1. Discontinue Rule. If the
student does not get any
sounds correct in words 15, discontinue the task and
record a score of 0.
28
Scoring Rules for NWF
2. Correct letter sounds. Underline the individual
letters for letter sounds produced correctly in
isolation and score 1 point for each letter sound
produced correctly. For example, if the stimulus
word is “tob” and the student says /t/ /o/ /b/, the
individual letters would be underlined with a
score of three.
Example:
Correct Letter Sounds
Word
Student Says
Scoring
Procedure
Correct Letter
Sounds
Words Read
Correct
tob
“t...o...b”
tob
3 /3
0/1
dos
“d...o...s”
dos
3 /3
0/1
29
Scoring Rules for NWF
3. Correct words. Use a single underline under
multiple letters for correct letter sounds
blended together and give credit for each letter
sound correspondence produced correctly. For
example, if the stimulus word is “tob” and the
student says “tob”, one underline would be
used with a score of 3.
Example:
Correct Words
Word
Student Says
Scoring
Procedure
Correct Letter
Sounds
Words Read
Correct
tob
“tob”
tob
3 /3
1/1
dos
“d...os”
dos
3 /3
0/1
30
Scoring Rules for NWF
4.
Partially correct words. If a word is partially correct, underline the
corresponding letters for letter sounds produced correctly. Put a slash ( )
through the letter if the corresponding letter sound is incorrect. For
example, if the word is “tob” and the student says “toab” (with a long o), the
letters “t” and “b” would be underlined, and the letter “o” would be slashed
giving a score of 2.
Example:
Partially Correct Words
Word
Student Says
Scoring
Procedure
Correct Letter
Sounds
Words Read
Correct
tob
“toab” (long o)
tob
2 /3
0/1
dos
“dot”
dos
2 /3
0/1
31
Scoring Rules for NWF
5. Repeated sounds Letter sounds pronounced twice while
sounding out the word are given credit only once.
For example, if stimulus word is "sim" and the student
says
/s/ /i/ /im/, the letter "i" is underlined once and the
student receives 1 point for the phoneme "i" even
though the letter "i" was pronounced correctly twice (a
total of 3 for the entire word).
Example:
Repeated Sounds
Word
Student Says
Scoring
Procedure
Correct
Letter
Sounds
Words Read
Correct
tob
“t…o…ob”
tob
3 /3
0/1
dos
“d…o…s…dos”
dos
3 /3
1/1
32
Scoring Rules for NWF
6.
3-second rule - sound by sound If student hesitates for 3 seconds
on a letter, score the letter sound incorrect, provide the correct
letter sound, point to the next letter, and say, "What sound?"
– This prompt may be repeated. For example, if the stimulus word
is "tob" and the student says /t/ (3 seconds), prompt by saying,
"/o/ (point to b) What sound?"
Example:
3-second rule-sound by sound
Word
Student
Says
Prompt
Scoring
Procedure
Correct Letter
Sounds
tob
“t” (3 sec)
/o/ (point to b)
What sound?
tob
1 /3
dos et
“d…o” (3 sec)
/s/ (point to e)
What sound?
doset
2 /5
33
Scoring Rules for NWF
7. 3-second rule - word by word If student hesitates for
3 seconds on a word, score the word incorrect,
provide the correct word, point to the next word,
and say, "What word?"
This prompt may be repeated. For example, if the
stimulus words are "tob dos et" and the student
says, "tob" (3 seconds), prompt by saying "dos
(point to et) What word?"
Example:
3-secong rule-word by word
Words
Student Says
Prompt
Scoring Procedure
tob dos et
“tob” (3 sec)
“dos (point to et)
What word?”
tob dos et
tuf kej ik
“tuf” (3 sec)
“kej (point to ik)
What word?”
t u f k ej i k
34
Scoring Rules for NWF
8. Sound order – sound by sound. Letter sounds
produced in isolation but out of order are scored as
correct. For example, if stimulus word is “tob” and the
student points to and says, /b/ /o/ /t/, all letters would
be underlined, with a score of 3. The purpose of this
rule is to give students credit as they are beginning to
learn individual letter sound correspondences.
Example:
Sound Order-Sound by Sound
Word
Student Says
Scoring Procedure
Correct Letter
Sounds
tob
“b…o…t” (point
correctly)
tob
3 /3
dos
“o…d…s” (point
correctly)
dos
3 /3
35
Scoring Rules for NWF
9. Sound order – word by word. Blended letter sounds must
be correct and in the correct place (beginning, middle,
end) to receive credit. For example, if stimulus word is
“tob” and the student says, “bot”, only the “o” would be
correct and in the correct place, for a score of 1.
Example:
Sound Order-Word by Word
Word
Student Says
Scoring
Procedure
Correct Letter
Sounds
Words Read
Correct
tob
“bot”
tob
1 /3
0/1
ik
“ki”
ik
0 /2
0 /1
36
Scoring Rules for NWF
10. Insertions. Insertions are not scored as incorrect. For example, if
the stimulus word is “sim” and the student says “stim”, the letters
“s,” “i,” and “m” would be underlined and full credit would given for
the word with no penalty for the insertion of /t/.
Example:
Insertions
Word
Student Says
Scoring
Procedure
Correct Letter
Sounds
Words Read
Correct
tob
“stob”
tob
3 /3
0/1
dos
“dots”
dos
3 /3
0/1
37
Scoring Rules for NWF
11. Dialect and articulation. The student is not penalized for
imperfect pronunciation due to dialect, articulation, or second
language inferences. This is a professional judgment and should be
based on the student’s responses and any prior knowledge of their
speech patterns.
For example, a student may regularly substitute /th/ for /s/. If the
stimulus word is “sim” and the student says “thim,” the letter “s”
would be underlined and credit for a correct-letter
sound correspondence would be given.
Example:
Dialect and Articulation
Word
Student Says
Scoring Procedure
Correct Letter
Sounds
Words Read
Correct
sim
“thim” (articulation
error)
sim
3 /3
1/1
rit
“wit” (articulation
error)
rit
3 /3
1/1
38
Scoring Rules for NWF
12. Self correct. If a student makes an
error and corrects him/herself within 3
seconds, write “SC” above the letter
sound or word and count it as correct.
13. Skips row. If a student skips an entire
row, draw a line through the row and
do not count the row in scoring.
39
Additional Reminders for
NWF
•
Remember that there should be only a 3 second pause
provided for each sound/word that the student is attempting to
read. This means that every student, even if they got no letter
sounds correct, should have attempted the first 5 words on
the measure.
•
Be sure to underline all sounds that have been read. If
sounds are not underlined, they will be scored as
incorrect:
–
w o d
= 2 CLS, 0 WRC
40
Additional Reminders for
NWF
•
Also, be sure that slashes and underlines are appropriately
represented. If, for example, a student reads the word sound
by sound on the first attempt and gets a sound incorrect, but
recodes and gets the entire word correct, the scoring should
(According to Roland, the slash on the ‘u’ means
be:
SC
that the final sound was incorrect for ‘u’. If the
scorer wants to signal that the student self–
t u m
corrected the error when recoding, then the ‘sc’
must be included above the slash and underlined
word)
•
Be sure testers are clear on the distinction between Correct
Letter Sounds and Words Read Correct.
–
f
e
k
It is NOT possible for a student to get 2 CLS (f, k) and 1
WRC!
41
Remember NWF Logic
1. Slash over-rides an underline.
•
wan
2 cls 0 wrc
2. SC over-rides a slash.
•
sc
wan
3 cls 1 wrc
3. Score the last sounds/words said.
42
Lets Practice NWF
43
Lets Practice NWF
13
13
10
d
sc
5
44
ORF: Taking A Closer Look
45
Oral Reading Fluency
(ORF):
• What important skill does it assess?
– Fluency and accuracy with connected text: The effortless,
automatic ability to read words in connected text leads to
understanding.
• What is the appropriate time and
grade?
– Middle of first grade through third grade
• What is the goal:
– To be fluent at the skill by end of first
grade.
• How well? 40 correct words or more
• By when? End of first grade
– What about second grade?
• How well? 90 correct words or more
– What about third grade?
• How well? 110 correct words or more
46
How Do We Administer and Score the ORF Measure?
 Materials:
1) Examiner probe
2) Student passages
3) Stopwatch
4) Pencil
 Preparing the student:
Good testing conditions
(e.g., lighting, quiet,
comfortable)
Say these specific directions to the child: “Please read this
(point) out loud. If you get stuck, I will tell you the word so
you can keep reading. When I say "stop," I may ask you to
tell me about what you read, so do your best reading. Start
here (point to the first word of the passage). Begin.”
47
ORF: Maximizing
Administration Time
•
Stopwatch:
– Start watch after student says the first word and time for 1 minute.
•
Scoring:
– Slash each word produced incorrectly.
•
Maintaining momentum:
– Allow student 3 seconds for each word. After 3 seconds, say the word to
keep the student moving.
•
Discontinue:
– If student does not get any correct in the first row, discontinue the task and
record a score of zero (0).
– If student scores less than 10 on the first passage, do not administer the
other two passages.
•
Ending testing:
– At the end of 1 minute, put a bracket after the last word produced and
calculate the number of correct words in one minute.
48
How Do We Administer and Score the ORF Measure?
 Say these specific directions to the
child:
 “Please read this (point) out loud.
If you get stuck, I will tell you the
word so you can keep reading.
When I say "stop," I may ask you
to tell me about what you read,
so do your best reading. Start
here (point to the first word of the
passage). Begin.”
49
Scoring Rules for ORF:
1. Correctly Read Words are pronounced correctly. A word
must be pronounced correctly given the context of the
sentence.

Example: The word “read” must be pronounced /reed/
when presented in the context of the following sentence:

Ben will read the story.
WRC = 5
not as:

“Ben will red the story.”
WRC = 4
2. Self-Corrected Words are counted as correct. Words
misread initially but corrected within 3 seconds are
counted as correct.

Example:

Dad likes to watch sports.
WRC = 5

read as:

“Dad likes to watch spin...(3 seconds)…sports.”
WRC = 5
50
Scoring Rules for ORF
3. Repeated Words are counted as correct.
Words said over again correctly are ignored.
 Example:
 I have a goldfish.
WRC = 4
 read as:
 “I have a ...have a goldfish.”
WRC = 4
4. Dialectic variations in pronunciation that are
explainable by local language norms are not
errors.
 Example:
 We took the short cut.
WRC = 5

read as:
 “We took the shot cut.” WRC = 5
51
Scoring Rules for ORF
5. Inserted Words are ignored. When students
add extra words, they are not counted as
correct words nor as reading errors.
 Example:
 I ate too much.
WRC = 4

read as:
 “I ate way too much.”
WRC = 4
6. Mispronounced or Substituted Words are
counted as incorrect.
 Example:
 She lives in a pretty house.
WRC = 6

read as:
 “She lives in a pretty home.”
WRC = 5
52
Scoring Rules for ORF
7. Omitted/Skipped Words are counted as
errors.
 Example:
 Mario climbed the old oak tree.
WRC = 6 read as:
 “Mario climbed the tree.” WRC = 4
53
Scoring Rules for ORF
7. Omitted/Skipped Words (continued)
Words that are omitted if a student skips an
entire line of the passage are also counted
as errors.
The Block Party
We had a big party on my street last weekend. We didn’t
12
have to dress up or bring presents. There was food, music, and 24
games.The party was so big it took up almost the whole street.
37
There were signs across] the ends of the street to stop the cars 50
from driving on the street. It was safe to play in the street
63
because there were no cars. The party was called a block party. 75
Total Words:
41
Errors: 14
Words Read Correct: 27
54
Scoring Rules for ORF
 Words must be read in accordance
with the context of the passage
8. Hyphenated Words count as two words
if both parts can stand alone as
individual words. Hyphenated words
count as one word if either part cannot
stand alone as an individual word.
9. Numerals and Dates must be read
correctly in the context of the
sentence.
10. Abbreviations must be read as
pronounced in normal conversation.
For example, “TV” could be read as
"teevee" or "television," but “Mr.” must 55
be read as "mister."
Tips for Scoring
• Student must read exactly what is on the page.
• Self-corrections and insertions are ignored and not counted as
errors.
• Simply slash errors until you feel comfortable writing in the error
types.
• Score what you hear!
– Practice with at least 7 students before using the scores to
make programming decisions.
• Look over passages you are presenting to ensure pacing is
efficient.
• Use the middle score of the three passages read to assess the
student’s skill.
– Have student read all three passages in one sitting
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Teleform Scoring Reminders
• Be sure to begin scoring on the front of the doublesided scoring sheet. This side will have the name of
the measure, scoring directions, and identifying
information (e.g., student’s name, school, grade, and
teacher).
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Teleform Scoring Reminders
• If during NWF administration the student reads all 50
words on the front side of the scoring sheet, please
turn the sheet over to continue administration.
– This side will only have the student’s name and ID
number as identifying information.
Julia
Simon
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Teleform Scoring Reminders
• Please use forms with
students for whom they
were created. Forms
were created using
information farmed from
the DIBELS database
and should have the
following information on
them: school, grade,
student’s name,
teacher’s name, and ID
number.
Julia A.
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Teleform Scoring Reminders
• If you have a student for whom there is no form with
this information printed, please use one of the blank
forms that have been provided.
• On this blank form in the upper right hand corner
please write clearly the following information:
–
–
–
–
School
Grade
Student’s name
Teacher’s name
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Teleform Scoring Reminders
• We recommend going through the list included in
your benchmark materials that lists all of the students
for whom forms have been provided and creating
forms for those whose names are not on the list
before DIBELS testing begins.
• This should help minimize confusion about who has
been tested and who has not….
– Please test each student only once!
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General Scoring
Recommendations
1.
Have teachers fill in the examiner and date
administered boxes in the upper right hand corner
of the page on each form. This allows you to see if
the same scoring errors are consistently being
made by the same person, and to track when
testing occurred.
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General Scoring
Recommendations
2.
Spot-check scoring of between 10% and 20% of forms
in each grade for row totals, total CLS, and total WRC
before data entry.
Grade/Measure
Range of Scoring Errors
Percentage of Probes with Errors
K - NWF
1 - 40
1% - 20%
1 - NWF
1 - 31
1% - 29%
1 - ORF
1 - 10
0% - 25%
3. Once students’ scores have been entered into the DIBELS
data system, we also recommend spot-checking data entry to
make sure the correct scores have been entered for students.
Grade/Measure
Range of Data Entry Errors
Percentage of Probes with Errors
K - NWF
0-6
1% - 22%
1 - NWF
0 - 10
0% - 11%
1 - ORF
0 - 12
0% - 10%
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One Last Reminder…
• Don’t forget to make copies of your
forms before sending them to the
ORFC!
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Spring 2009 DIBELS
Benchmark Data:
Taking A Closer Look
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Interpreting NWF Reports
Percent of total
words read using
sound-by-sound
strategy
Number of words
read using soundby-sound strategy
Students
Total WRWU cells shaded
pink indicate the student
failed to meet the goal of
15 words read as whole
units recommended by
DIBELS researchers and
ORFC
First Grade Student-Level Summary
School: Schulz Elementary
Percent of letter sounds
Teacher: Peanuts
read accurately using
sound-by-sound strategy
Words Read Sound-by-Sound
Words Recoded
Words Read Using Partial
Blends
Whole Words
Overall accuracy
= total CLS /
total letter
sounds
attempted
Total
CLS
Total
WRWU
Overall
Accuracy
N
% of
Total
Words
%
Accuracy
N
% of
Total
Words
%
Accuracy
N
% of
Total
Words
%
Accuracy
N
% of
Total
Words
%
Accuracy
N
N
%
Charlie
12
35%
85%
-
-
-
11
32%
97%
11
32
93%
88
9
92%
Marcie
-
-
-
3
10%
100%
-
-
-
28
90%
86%
77
20
88%
Linus
-
-
-
1
5%
100%
-
-
-
21
95%
83%
52
12
96%
Students above this line are Established on spring NWF
Lucy
-
-
-
-
-
-
-
-
-
24
100%
73%
49
10
73%
Pepper
22
92%
72%
-
-
-
2
8%
83%
-
-
-
49
0
73%
Sally
1
7%
33%
13
93%
78%
-
-
--
--
-
30
6
75%
20%
75%
24
6
86%
Students above this line are Emerging on spring NWF
Violet
-
-
-
8
80
88%
-
-
-
2
Students above this line are at Deficit on Spring NWF
66
WRWU: Words Read as Whole Units
Interpreting ORF Reports
Student
Benchmark Passage 1
Benchmark Passage 2
Benchmark Passage 3
WRC
Errors
% Accuracy
WRC
Errors
% Accuracy
WRC
Errors
% Accuracy
Charlie
116
1
99%
101
3
97%
92
2
98%
Linus
57
3
95%
31
6
84%
58
4
94%
Marcie
47
22
68
39
22
64%
61
18
77%
Peppermint
37
3
93%
37
2
95%
31
3
91%
Lucy
30
3
91%
24
6
80%
22
7
76%
Violet
16
11
59%
18
7
72%
21
7
75%
–Words Read Correct, Errors, and Accuracy percentage are reported for each of the three
passages
–Students’ median WRC score is highlighted (Note: Unlike in the DDS, where it is recommended
you use the median WRC and median errors -even if not from the same passage - to calculate
accuracy, we used the number of errors and WRC from the same passage to represent the
student’s median)
–Color-coding for highlighting represents risk status (0-19 WRC for at risk students is pink, 20-39
for some risk students is yellow, and 40+ for low risk students is green)
67
Questions
• [email protected]
Please do not hesitate to contact us.
http://oregonreadingfirst.uoregon.edu/assess_refresher.html
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