PROGRESS
MONITORING
USING DIBELS NEXT
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 • Administer DORF and Daze proficiently
tool
• Interpret scores and growth rates for
• What DORF and Daze measure
instructional decision making
• Appropriate uses of DIBELS Next in
• Interpret data based on where the
decision making
student’s skills are relative to their past
performance
3
Overview of Session
 Importance 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 Tools
Brief &
Easy
Frequent
Sensitive
to growth
Equivalent
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.
8
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 Monitoring
Main 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 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)
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.
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
21
DIBELS Oral Reading Fluency (DORF)
®
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.
22
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.
23
Directions
24
During the Testing
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.
25
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..
26
Scoring Rules
1. Leave blank any
words the student
reads correctly.
2. Put a slash ( / )
through any errors.
27
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.
28
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.
29
Scoring Rule 2: Slash Errors
Put a slash ( / ) through any errors.
• Errors include words read incorrectly, substitutions, skipped
words, hesitations of more than 3 seconds, words read out of
order, and words that are sounded out but not read as a whole
word.
• If a student reads the same word incorrectly multiple times in the
story, it counts as an error each time.
• Students should read contractions as they are printed on the
page.
• If a student skips a row, draw a line through the entire row and
count the omitted words as errors.
30
Discontinue
Rule
Part
1:
DORF
• If the student does not read any words correctly in the first row of
the first passage, discontinue administering the passage and
record a score of zero (0).
31
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
32
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.
33
DORF
Summary
Start timer after student reads the first word.
Correct
Incorrect
Incorrect
(leave blank)
(slash)
(leave blank)
• Reads correct word;
pronounces correctly in
context
• Pronounces word
incorrectly due to
articulation
delay/dialect/different
first language
• Reads incorrect word
• Repeats word
• Reads correct word out of order
• Adds word
• Omits word
• Hesitates 3 seconds
• Reads numerals or abbreviations NOT as the
word would be pronounced in speaking, (e.g.,
“M.R.” for Mr.)
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 100
Correct + Incorrect
_____________________________________________
27
__________________
27+2
X
100=93%
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
DIBELS Daze
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.
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 Rules
 The 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.
2.
3.
4.
5.
6.
Correct = 24
Incorrect= 1
1 divided by 2= 0.5
Subtract 0.5 from 24 to get 23.5
Round up to 24
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
Start timer after you say “Begin.”
Correct
(One point for each correctly circled word)
•Circle the correct word
Incorrect
Slash = 0 points
Circles the incorrect word
Circles multiple words
No response
Response is unclear

Timing: Continuous for 3 minutes
Reminders: 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)
57
Realistic and Ambitious Growth Rates for
Oral Reading Fluency
Grade
Realistic
1
2.0
2
1.5
3
1.0
4
0.85
5
0.5
6
0.3
Maze Fluency 0.4
Ambitious
3.0
2.0
1.5
1.1
0.8
0.65
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 Goals
Using 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 Goals
Using 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