1. READING 3D
Reading 3D is an assessment sponsored by NC DPI, as part of a state-wide effort to ensure students are reading by the end of 3rd grade.

2. inform and change instruction to meet the child’s needs
Reading 3D
teacher tool
assessment
inform and change instruction to meet the child’s needs
on-going
It is both a measurement and assessment tool designed to provide data that document students’ growth as they acquire literacy skills.
3D is the total package in that you know exactly what a child needs.
The data is assimilated for everyone : teacher – principal – central office.
The Reading 3D assessment serves 3 purposes:
Identify students who struggle to develop proficient literacy skills
Identify struggling students’ areas of need.
Monitor the progress of all students.

3. Students are assessed 3 times per year
BOY = Beginning of Year
MOY = Middle of Year
EOY = End of Year
The ability to view data collected over the academic year allows educators to identify student needs and monitor the effects of instruction provided to each student. Reading 3D provides “just-in-time” data that truly impact what is taught to whom, even beyond the current year.

4. Two Assessment Results:
1. DIBELS = Dynamic Indicators of Basic Early Literacy Skills
2. TRC = Text Reading Comprehension
Thermometer is a visual representation of what these two assessments do…a quick check of skills. DIBELS- Dynamic Indicators of Basic Early Literacy Skills and TRC-Text Reading and Comprehension.
Read 3-D balances the assessment of foundational skills with Text, Reading and Comprehension(TRC) diagnostics, giving a complete picture of a student’s reading development. It is a reading record on a palm available from Wireless Generation. The assessment involves a child reading a passage from a leveled reader to combine quick indications of early skills development with deep observations of students’ interactions with authentic texts. Teachers record observations and are able to quickly understand how students find meaning in text, and then assign reading levels and monitor progress to support comprehension at every level.

5. DIBELS
Test 4 skills:
1. Phonemic awareness hearing and using sounds in spoken words
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade.
FSF (First Sound Fluency) and PSF (Phoneme Segmentation Fluency) assess Phonemic Awareness. For example “What sound does milk start with? Point to the picture that makes the /m/ sound.
The ability to break words into single sounds is a crucial preliminary step toward recoding.
If the students identifies the initial sound, can he or she discriminate between the sounds within the word? This is what PSF measures. For example the teacher says “cat.” The students should say c-a-t. The students are given one minute to segment as many words as they can.

6. 2. Phonics/Alphabetic Principle
knowing the sounds of the letters and sounding out written words
NWF (Nonsense Word Fluency) assesses Alphabetic Principle or Phonics.
NWF uses the consonant–vowel-consonant (CVC) and vowel-consonant (VC) words and their connection to phonemes, or individual sounds. To accurately assess the student’s knowledge of sounds, we use “nonsense” words the student cannot identify by sight alone.
If real words were used in this measure, you would never know if the student recognized the word from previous experience or used their sound – symbol knowledge to “sound out” the word. This assessment is a true measure of a child’s ability to read and blend sounds fluently.
Teachers are not teaching nonsense words.
The words are always short vowel words with 2-3 letters.
The goal is to blend the sounds together and use the part you know to read . (ex. Caterpillar)
WR (Word Recognition) also measures Phonics/Alphabetic Principle.
Students read high-frequency words in isolation. Students will be given three lists of high frequency words to read. Each list contains 24 words.
Some high-frequency words on the WR list are decodable. Others the students must learn by sight.
DORF ( Dibels Oral Reading Fluency) assesses Accuracy and Fluency. The ability to accurately and fluently read grade level connected text. The score a student receives equals the number of words read per minute.
DORF provides connected text the student reads for 60 seconds, during which time the teacher (assessor) marks the errors.
DORF assesses words correct per minute, so this fluency relates equally to speed and accuracy. Click on apple for a brief phonics video

7. 3. Accurate and Fluent Reading
reading stories and other materials easily and quickly with few mistakes
But do I understand what I am reading?
I sound so fluent!
DORF ( Dibels Oral Reading Fluency) assesses Accuracy and Fluency. The ability to accurately and fluently read grade level connected text. The score a student receives equals the number of words read per minute.
DORF provides connected text the student reads for 60 seconds, during which time the teacher (assessor) marks the errors.
DORF assesses words correct per minute, so this fluency relates equally to speed and accuracy.
TRC (Text Reading and Comprehension) This is an assessment to measure your child’s reading level.
Students must complete a follow-up comprehension task to generate a Reading Level. WR (Word Recognition) also measures Alphabetic Principle.
Students read high-frequency words in isolation. Students will be given three lists of high frequency words to read. Each list contains 24 words.
Some high-frequency words on the WR list are decodable. Others the students must learn by sight.

8. 4. Reading Comprehension
understanding what is read
Teachers administer the TRC to collect a variety of reading and comprehension information. Does the child understand what the text is all about?
Students must complete a follow-up comprehension task to generate a Reading Level.

9. TRC
Depending on your child’s grade level the following skills are assessed in a TRC assessment:
1. Knowledge of Print
Front of book
Directionality
Uses picture support
Point to the title
2. Reading Record
Text Reading and Comprehension (TRC) is an individually administered assessment that uses leveled readers from a book set to determine a student’s instructional reading level — the reading level at which he or she not only performs well, but is challenged.

10. 3. Retell
4. Written Comprehension
5. Oral Comprehension

11. What if my child is at risk of performing below grade-level?
Your child’s teacher will progress monitor him/her every 2-4 weeks to determine changes needed in instruction
After a benchmark or progress monitoring teachers will have specific interventions to use with your child in his/her area of weakness
The assessment can be used for both determining benchmarks and for progress monitoring.
After your child is given the assessment the Read 3D will place your child to show your child’s level of achievement. When you get the parent report you will see where your child is ranked (progress report).
Most support: It is just right because the child will receive intense instruction. The teacher will instruct the child and the child will be assessed at the end of 2 weeks until child is no longer deficit for that particular skill
Some support: 3-4 weeks
Goal: at grading periods

12. What if my child is on grade-level?
Your child’s teacher will progress monitor him/her once per grading period to ensure continued progression
So in whatever areas your child is deficit they will receive more intense instruction.
Helps the teacher move your child because we want all children to be established.
Red: The Composite Score indicates the student scored below the cut point for risk and likely needs intensive support. Students whose book level is well below grade level are classified as Far Below Proficient. These students require intensive intervention, and Progress Monitoring is recommended at least once every two weeks to determine whether they are responding to this intervention.
Yellow: The Composite Score indicates the student scored between the benchmark goal and the cut point for risk, and likely needs strategic support.  Students whose book level is below grade level are classified as Below Proficient. Targeted intervention is highly recommended, and student growth should be checked at least once every two to four weeks with Progress Monitoring.
Green: The Composite Score indicates the student scored at or above the benchmark goal and likely needs core support.  Students whose book level is on grade level are classified as Proficient. No intervention is necessary, though it is recommended that Progress Monitoring be conducted at least once during the semester to ensure student development is on track.

13. mClass Literacy Progress Report
Running Man
If you have a generic copy please offer to parents…this one is a tad blurry (the child is mine so I was able to use it )
A series of charts are provided from the assessments to provide data for grouping and to aid in instructional decision making.
You should receive after each assessment period

14. mClass Literacy Progress Report page 2
Check this out!!!! Activities for parents and Children…
The home connection piece enables parents to:
be aware of the school’s assessment schedule
quickly reference the latest benchmark scores with graphical depictions.
understand assessment measures with clear, understandable terms, and to
understand specific details about a child’s strengths and weaknesses.

15. If you have any questions or concerns about your child’s Reading 3D progress please contact his/her teacher
If you have any questions pertaining to your child’s progress, always ask his/her teacher. They are waiting to hear from you.

16. A Village
We have to work together in order for our children to grow and succeed so that they may become college and career ready.
We are the village; parents, teachers and the community. If you are ever in need of answers to questions you have about your children’s/child’s success ask their teachers. We are all here in this village to work together so that our children may become successful.