Overview For Parents Introduce yourself and any co-trainers to your staff.

Excellent Public Schools Act § 115C-83.1A. State goal. The goal of the State is to ensure that every student read at or above grade level by the end of third grade and continue to progress in reading proficiency so that he or she can read, comprehend, integrate, and apply complex texts needed for secondary education and career success. In August 2012, the NC Legislature passed the Excellent Public Schools Act with the goal that every student would be reading at or above grade level by the end of 3rd grade.

mCLASS®:Reading 3D™ Helps Teachers Inform instruction to meet individual needs. Create reading groups. Make effective decisions to meet learning objectives. Monitor student progress. Teachers who use mCLASS®:Reading 3D™ base their instructional decisions on current student performance data rather than relying only on grade-level skills lists or local scope and sequence.

Basic Early Literacy Skills Phonemic Awareness Phonics Accurate and Fluent Reading of Connected Text Reading Comprehension Vocabulary and Language Skills PHONEMIC AWARENESS The ability to hear and use sounds in spoken words Narrower term than Phonological Awareness, which refers to identifying and manipulating larger parts of spoken language Auditory skill (the student can do it with his or her eyes closed) Fundamental to mapping speech sounds to print No print is necessary PHONICS The system of letter–sound relationships that is the foundation for decoding words DIBELS® Next distinguishes between Basic Phonics and Advanced Phonics and has a different measure for each (NWF and DORF, respectively). Phonics is an umbrella term for: Alphabetic Principle: Frequently referred to as sound-symbol correspondence; that printed letters correspond to sounds Basic Phonics: Knowing the most common sounds of consonants and vowels and sounding out simple, phonetically regular VC and CVC words. Advanced Phonics: An extension of basic phonics, including skills such as reading combinations of letters (digraphs, blends, vowel teams, trigraphs, etc.), understanding the way the position of the letter(s) in a syllable or word affects the sound, and knowledge of prefixes and suffixes. Word Attack Skills: The approach to pronouncing and knowing the meaning of a word through the application of phonics, the use of context, and knowledge of morphology. ACCURATE AND FLUENT READING OF CONNECTED TEXT Influences the student’s ability to comprehend text Student confidence grows as they recognize words and recall them quickly READING COMPREHENSION The reason for reading The cognitive process involving the intentional interaction between reader and text to convey meaning Taught through explicit instruction of strategies If readers read the words but do not understand what those words mean, they do not really read. When students don’t struggle to “recall” words, they focus on the meaning and details of what they read. VOCABULARY The ability to understand and use words to acquire and convey meaning Development of vocabulary is the process of discerning meaning from spoken language and/or print. Vocabulary is the use of words we know to communicate effectively, whether by listening, speaking, or reading. Reminder--Vocabulary is the ability to understand and use words to acquire and convey meaning. TRC assesses Vocabulary, in that students must understand the words in the text in order to acquire meaning from it. Phonemic awareness, phonics, accurate and fluent reading of connected test, reading comprehension, vocabulary and language skills. These are the Basic Early Literacy Skills, or the essential skills that every child must master to become a proficient reader, identified in a 2000 report by the National Reading Panel and the 1998 publication by the National Research Council Preventing Reading Difficulties in Young Children. These skills are predictive of reading acquisition and subsequent reading achievement. The acquisition of these skills improves outcomes of children in schools. We’ll define each skill and then match each measure to a corresponding literacy skill.

Basic Early Literacy Skills Vocabulary & Language Skills Phonemic Awareness Phonics Accurate and Fluent Reading Comprehension First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) DIBELS Oral Reading Fluency (DORF) Text Reading and Comprehension (TRC) Word Recognition (WR) Nonsense Word Fluency (NWF) DIBELS Oral Reading Fluency (DORF) Word Recognition (WR) DIBELS Oral Reading Fluency Retell (DORF) DIBELS Maze (Daze) Text Reading and Comprehension (TRC) Text Reading and Comprehension (TRC) This allows us to see how the mCLASS Reading 3D assessment system aligns with these big ideas.

Benchmark Goals 80% - 90% 40% - 60% 10% – 20% 80% – 90% At or Above Status Odds of Achieving Subsequent Benchmark Goals Next Steps At or Above Benchmark 80% - 90% Student is likely to make adequate progress with effective core instruction. Below 40% - 60% Student is likely to need strategic support to make adequate progress. Well Below Benchmark 10% – 20% Student is likely to need intensive support to make adequate progress. Odds of Achieving Subsequent Benchmark Goals At or Above Benchmark 80% – 90% Below Benchmark The color-coded Benchmark goals represent odds and likelihood. If a student achieves a Benchmark goal, the odds are in favor of that student achieving later reading outcomes. A Benchmark goal is: An empirically derived, criterion-referenced target score The lowest level of performance on a measure that predicts reaching the next goal Comprised of three parts: a Basic Early Literacy Skill, a level of performance, and a point in time Based on longitudinal research examining how a score on a measure at a point in time predicts later reading outcomes Use Benchmark goals: To predict which students are likely to need more support. To establish meaningful targets for intervention and instruction that will change the future for students. As a framework for evaluating systems goals and outcomes as well as individual goals and outcomes. DIBELS data are valuable because we use the information to instruct students in their area of need.

TRC Benchmark Goals RB to B C D G to H J to K L M to N O P to Q Grades BOY Reading Level Goal(s) MOY Reading EOY Reading Kindergarten RB to B C D Grade 1 G to H J to K Grade 2 L M to N Grade 3 O P to Q Here are the benchmark goals for this year. Share the leveling correlation handout and let participants discuss how the expectations have increased. What implications does that have for instruction?

TRC Components Decoding: The student is asked to preview a text and then read the words independently . The teacher codes any errors to help make instructional decisions. Comprehension: Retell: The student rereads text independently again and then is asked to retell about what happened in the book without the text. Oral Comprehension: The student is given back the book and asked questions about the text. Writing (beginning at F): The student is given a recording sheet and reads the question about the text and has to give a written response that is marked according to a rubric.

Home Connect Letters Using the Now What? Tools, teachers can generate Home Connect Letters for each student after the benchmarking period. These letters provide parents with information about their student’s progress as well as some recommendations for things they can do to work with their child at home. The letters are available in both English and Spanish. Steve Moore at Fuquay shared that his teachers use this in parent conferences to help parents see their student’s strengths and needs.

Q & A Any general questions we are happy to answer right now. Specific questions can be directed to any teacher at the station you would like more information about! Introduce yourself and any co-trainers to your staff.