Review of Assessments and
Reports for DIBELS Next
Benchmark Assessment Calendar
FSF *LNF PSF NWF DORF DAZE
* While LNF 6
Grademeasures an important skill in a student’s development, it does not correlate with any of the five Basic Early Literacy Skills.
mCLASS :DIBELS Next
Mobile Device Web Reports
Benchmark Summary Screen
Tap to begin
Sync A Mobile Device
Every time a user logs out, the device will also sync.
If it’s been longer than 20 minutes since a password was
entered, the user will be prompted to enter the password
in order to sync or log out.
Class List Screen
Time of Class
•A “rotating-arrow” icon at the bottom of the screen is for the participant to
sync. Information on the latest sync also appears here.
BOY Student Benchmark
Tap an icon
at MOY or EOY
LNF: Letter Naming Fluency
Measures the ability to recognize and name letters of the
alphabet fluently and with automaticity
FSF: First Sound Fluency
Measures the ability to isolate the first
sound in a word
Phoneme Segmentation Fluency
Measures the ability to segment
two- to four-phoneme words into
b o t
The word “bought” comprises three
NWF: Nonsense Word Fluency
Measures the ability to identify and blend
NWF assesses two related skills:
The ability to identify and say The ability to blend sounds
the most common sound together into words.
associated with each letter.
/d/ /a/ /t/ “dat”
Oral Reading Fluency
There are two components to DORF:
Part 1: Part 2:
Oral Reading 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.
Assesses the ability to construct meaning from text using:
•Background information and prior knowledge
•Familiarity with syntax and morphology
•Cause-and-effect reasoning skills
Daze is a new measure in DIBELS® Next for grades 3 – 6.
Daze is based on maze procedures for reading comprehension.
After playing in the dirt, Sam went summer to wash
Web Reports Overview
Provide insight into the strengths and weaknesses of
students’ literacy skills
• Type your user name and 2. Enter mCLASS®:Home.
Locate the Log in area of the screen.
Enter your mCLASS® user name and password, then click Enter. After opening
the secure mCLASS®:Home site (www.mCLASShome.com), log in.
User names and passwords are case sensitive.
This is the same user name and password that is stored in the application
on the mobile device.
Administration Home Page
Create and edit classes for staff as needed.
View and edit staff and students.
Create and edit classes.
Home Page Sync
View sync status at every log in.
Verify that the date and time of the last sync are correct to ensure you
are viewing your most current assessment data.
To access Web Reports, click Enter in the box with the DIBELS® Next icon.
Select a Class
If you are a teacher or reading coach with access to multiple groups or
classes, tap the class name to select the class you want to view.
If you are an administrator with access to special programs or multiple
districts, tap the district or school name to select the class you want to view.
Enter Results is for the Daze measure (only for students in grade 3 and
higher). Assessment Periods Legend
All available Enter Daze
If a teacher teaches multiple grades, students are separated by grade.
Information is displayed across five columns: Name, Composite Score at BOY, MOY, and EOY, and
Now What? Tools link to Item-Level Advisor, Small-Group Advisor, and Home Connect (Fall 2011).
Help links to context-sensitive information about the screen the user is viewing.
Percentiles are only calculated if 80% of scores are available in the account.
Likely to need
Time of Year View
NWF scores display in two columns: CLS (Correct Letter Sounds) and WWR (Whole Words Read).
DORF scores display in three columns: Flu. (Fluency Rate), Acc. (Reading Accuracy), and Retell.
DORF Retell results and Retell Quality of Response results are displayed next to each other in the
The Retell result is displayed numerically and color-coded along Benchmark Goals.
The Retell Quality of Response score is displayed by four horizontal bars next to the Retell score.
Time of Year
to view the
Tap column header to sort by Student name, Composite Score, or Measure Result.
The header column’s font color changes to indicate the chosen method of sorting.
In the TOY view on this slide, the sorting method is by Retell results (note the blue “Goal 21” to indicate the selected
Tap DIBELS ® 6 icon
to view student’s
DIBELS ® history.
to view the
Click on a score from the Student Summary to go to the Probe Detail.
Measure and Date
Status and Scores
Measure and Date
Status and Scores
To navigate to a different probe, select a different measure and/or date from the menus .
DORF Probe Detail
display on the
Click to view
Click to view
data for other
The Class Summary displays Progress Monitoring activity within the last six weeks.
The Progress Monitoring column has two sub-columns:
Trend: Progress Monitoring results display along the student’s aim line.
Measure: The abbreviation for the PM measure that has been assessed most recently displays. A triangle in this
column indicates multiple PM measures were assessed.
Tap the triangle to view results from other PM measures (Fall 2011).
Tap a mini aim line to view a PM history graph.
Progress Monitoring History
Natalie’s Composite Score indicates that she is likely to require strategic instructional
support. Her DORF-Fluency score is Red/Well Below Benchmark. Her accuracy
percentage (92%) indicates she is reading the words correctly; she probably needs
additional practice in reading more quickly during the one-minute measure.
Erin’s Composite Score is above the benchmark goal, but her score on DORF accuracy is
Below Benchmark. Additionally, her retell word count is less than 25% of her fluency score
(it’s 10%), which indicates she doesn’t have strong reading comprehension.
Lawrence’s Composite Score is above the benchmark goal, but his score on NWF-WWR
is Well Below Benchmark. He can quickly read the letter sounds that make up a word (as
shown by his Above Benchmark Score in NWF-CLS), but he is not recoding sounds into
whole words. Lawrence is missing an important pre-cursor reading skill that will impact his
future reading success.
Case Study: Emily
At BOY, Emily’s composite score
indicated that she was likely to need
BOY MOY EOY strategic support to reach the MOY
Her DORF-Accuracy score was
At or Above Benchmark, but
her performance on both NWF
and DORF-Fluency indicated
she was likely to need strategic
support in alphabetic principle
and reading fluency in order to
meet the MOY Benchmark
Emily did not receive additional
support between BOY and MOY.
She also was not progress
At MOY, her raw scores improved
slightly, but the gains were not
enough to maintain the Support
31 Levels she had reached at BOY.
At BOY James’s composite score
indicated that he was likely to need
strategic support to reach the MOY goal.
Like Emily, most of James’s
scores were Below Benchmark,
yet he scored At or Above
BOY MOY EOY Benchmark in his DORF-Retell.
His performance on NWF-WWR
indicated he was likely to need
intensive support in alphabetic
principle and blending sounds
together into words in order to
achieve the MOY benchmark
James received targeted instruction in
alphabetic principle and blending
between BOY and MOY. He was
progress monitored in NWF and DORF.
At MOY, his raw score in fluency
increased and was located at the
Green/At or Above Benchmark support
At MOY his scores were within the
Strategic and Core support
James should continue to be
progress monitored as his DORF-
Flu. score is exactly at the score
Web Reports Independent Practice
• Log in to www.mclasshome.com with your
personal username and password.
to log in.
Student Population: Select the students you want
Time: Select the school year and assessment
period you want to analyze
Measure: Select the assessment measure you
want to analyze
Support and Resource Center
(800) 823-1969, option 3
7 a.m. to 7 p.m. EST