Agenda mCLASS®:Reading 3D™ Basics Text Reading and Comprehension (TRC)

Agenda mCLASS®:Reading 3D™ Basics Text Reading and Comprehension (TRC)
Progress Monitoring Web Reports Book Management Support and Wrap-Up

Overview The mCLASS®:Reading 3D™ application is a balanced approach to reading assessment, combining the scientific validity of DIBELS with the diagnostic depth of reading records to equitably assess all aspects of literacy development.

mCLASS®:Reading 3D™ System
Handheld Web Reports The mCLASS:Reading 3D system was created to be a practical tool for teachers, saving educators’ time and providing data so as to meet the needs of all students through instructional change. The mCLASS solution consists of two components, the handheld and the reports viewed on the Web.

Partners Wireless Generation’s mCLASS:Reading 3D assessment was developed in partnership with the authors of the Dynamic Indicators of Basic Early Literacy Skills™ (DIBELS), Montgomery County Public Schools, and STEP™ Literacy Assessment. The session eases participants into administering all measures of the mCLASS:Reading 3D assessment, with a clear understanding of the scoring and administration rules for each measure. Participants also explore finding and reading data on mCLASS:Reading 3D Web reports.

+ Fundamentals The mCLASS®:Reading 3D™ assessment consists of
eight literacy measures. ISF LNF PSF NWF ORF & RTF WUF Seven DIBELS measures + TRC One measure of reading fluency The Text Reading and Comprehension (TRC) was developed in partnership with Montgomery County Public Schools in Maryland, one of the nation's leading and highest-performing school districts. Committed to raising the bar and closing the achievement gap, MCPS has used the Text Reading and Comprehension measure for the past eight years to evaluate pre-reading skills as well as text reading and comprehension, providing teachers with valuable diagnostic information to identify students’ strengths and weaknesses for targeted instruction. The TRC reading fluency measure provides additional diagnostic information, complementing the DIBELS assessment. TRC can be used with students at all skill levels, including those who have met the benchmark goals. This assessment serves two purposes. DIBELS: To identify students who are struggling to develop literacy skills at a steady pace and to pinpoint student weaknesses. TRC: To monitor progress of students performing at or above their grade level. A balanced approach to reading assessment

mCLASS®:Reading 3D™ & the Big Ideas
Phonemic Awareness Alphabetic Principle Accuracy and Fluency Comprehension Vocabulary DIBELS TRC The TRC measure is designed to be administered to each student. Benchmark (BM) assessments are administered three times a year. Progress Monitoring (PM) assessments are administered according to DIBELS Support Category and student need. (Check with your district for local guidelines.) Combined, the eight measures of the mCLASS:Reading 3D assessment evaluate all of the Big Ideas in Beginning Reading. Assesses all students until each one reaches his or her individual Instructional Level, allowing both high- and low-performing students to move beyond the grade-level pace to challenge and encourage literary development. Struggling students can have a “non-Frustrational” reading experience while the assessor employs intervening instruction. mCLASS:Reading 3D

Home Screen Date and Time Start
 Update the date and time as necessary.  Tap Begin to open the Class List. Demonstrate using the simulator or PdaReach and the Demo Class.

Class List Choose a class. Available Measures Student List
The Class List holds information for both Benchmark and Progress Monitoring.  Class List: Select a specific class.  Student: Select a specific student.  Measure Indicator: Green circles represent measures to be assessed according to the selected student’s grade and time of year. Select Either D for DIBELS or RL for Reading Level to navigate to the student list to select a specific measure to assess.

Measure Status Class List
Measure yet to be administered. TRC measure is complete. Assessment has been paused. mCLASS®:DIBELS® measures are complete. Measure buttons may have status indicators.  Solid Color Circle or Number: Indicates the measure is complete.  Pause: Assessment was started but paused, and is currently incomplete. ORF in DIBELS can be paused only if three passages are selected. Each measure is only 60 seconds, so not being able to pause is typically not a problem. TRC can be paused anytime prior to finding the student’s instructional reading level.  No Indicator or an Empty Circle: The measures have yet to be administered.

Sorting You can sort by Last Name, DIBELS® Instructional Recommendation, or Reading Level. Sort Class List by name, DIBELS Support Category or Reading Level.

DIBELS® Measure Selection
From the Student Menu, choose to administer DIBELS measures or TRC. The Student Menu guides you to the next required measure to Complete the Benchmark Assessment and the Screening.  If you select Conduct a screening, a list of measures appears. Click Start to begin the assessment.

TRC Measure Selection From the Student Menu, scroll down to administer TRC, which determines the student’s instructional reading level. The Student Menu guides you to the next required measure for completing the Benchmark assessment and the Screening.  If you select TRC screening, a list of measures appears. Click Start to begin the assessment.

Student Menu: Benchmark
Benchmark Assessment Progress Monitoring Diagnostic Interview (in development) Learning Activities  Once all required measures for the Benchmark assessment (or Screening) are complete, the Student Menu displays a summary of results.  Select the graph icon to conduct Progress Monitoring.  Coming Soon: Diagnostic Interviews, represented by the magnifying glass, is in development.  Tap the ACT tab to access instructional learning activities based on sub-skills.

Cumulative Results Screen
All mCLASS:DIBELS and TRC scores appear on the Student Menu. The handheld stores results in its memory and displays the results on the Student Menu.

Text Reading & Comprehension (TRC)
Identifies instructional reading levels and records error patterns Depending on the level assessed, TRC consists of a combination of: Print Concepts and Reading Behaviors Reading Record Accuracy and Fluency Retelling Oral Comprehension Written Comprehension The chart in the Assessment Materials booklet in the mCLASS:Reading 3D kit outlines which components are necessary at each level. The scores of other DIBELS measures do not affect the Reading Level recommended to the child the first time TRC is administered. As a default setting, if the child has no previous assessments, the application recommends the grade level expectation for that student according to his or her grade and the time of year. Once data is in the mCLASS system, the recommendation is based on the most recent completed TRC.

TRC Big Idea in Beginning Reading: Accuracy and Fluency,
Comprehension, and Vocabulary Administered: Kindergarten through Grade 3 Goals: Kindergarten EOY = B Grade 1 EOY = I Grade 2 EOY = L Grade 3 EOY = P  Administered: Kindergarten through Grade 3  Goal: Varies for each grade level and assessment period. Depending on the level assessed, TRC consists of a combination of: Reading Record Accuracy and Fluency Oral Comprehension Written Comprehension  The Assessment Materials booklet and Benchmark books are needed for this measure. Use the chart included in the Assessment Materials booklet to see which components are necessary at each level. The scores of DIBELS Measures do not effect the level recommendation given to the child the first time TRC is administered. As a default setting, if the child has no previous assessments the application recommends the grade level expectation for that student according to their grade and the time of year. Once data is in the mCLASS system, the recommendation is based on the most recent completed TRC. Materials: Grade-level-specific TRC Benchmark books

Assessment Goals by Level System
Beginning of Year Middle of Year End of Year Reading Recovery: N/A Guided Reading: N/A Wright Group: N/A DRA: N/A Reading Recovery: N/A Guided Reading: N/A Wright Group: N/A DRA: N/A Reading Recovery: Level 2 Guided Reading: Level B Wright Group: Level C DRA: Level 3 Kindergarten Reading Recovery: Level 3 Guided Reading: Level B Wright Group: Level C DRA: Level 3 Reading Recovery: Level 8 Guided Reading: Level E Wright Group: Level E DRA: Level 8 Reading Recovery: Level 16 Guided Reading: Level I Wright Group: Level J DRA: Level 16 Grade 1 Reading Recovery: Level 15-17 Guided Reading: Level I Wright Group: Level J DRA: Level 16 Reading Recovery: Level 20 Guided Reading: Level K Wright Group: Level M DRA: Level 24 Early Intervention: Level 24 Guided Reading: Level L Wright Group: Level N DRA: Level 28 Grade 2 Refer to the Leveling Guide included in the Assessment Materials of the mCLASS: Reading 3D kit. These are the goals for each grade level and assessment period. Guided Reading is the default leveling system for mCLASS:Reading 3D STEP. Level systems can be changed in the Book Management section of the mCLASS Home Web site, described later in the training session. Other level systems include Guided Reading (GR), Wright Group (WG), and DRA (Developmental Reading Assessment). Early Intervention: Level 28 Guided Reading: Level N Wright Group: Level O DRA: Level 30 Early Intervention: Level 30 Guided Reading: Level O Wright Group: Level P DRA: Level 34 Early Intervention: Level 38 Guided Reading: Level P Wright Group: Level Q DRA: Level 38 Grade 3

Criteria for Instructional Level
Frustrational Accuracy = 89% or less or Oral Comprehension = 3/5 or less Written Comprehension = 1/3 or less Instructional Accuracy = 90–94% and Oral Comprehension = 4/5 or more Written Comprehension = 2/3 or more All students should be reading at his or her own Instructional Level. So if the student is Frustrational, he or she needs to score higher on a lower-level book to reach Instructional; if this student is Independent, he or she needs to score lower on a higher-level book to reach Instructional. Frustrational: A level beyond which the student does not seem to be able to progress. Move down a level to find the student’s instructional level. Instructional: You have found the level at which the student is not only performing well, but being challenged. Independent: The student is performing well. Move up a level to find the Instructional Level that challenges his or her reading abilities. This is the level used for seatwork and home reading. The mCLASS:Reading 3D Program prompts you to continue to administer reading records until the Instructional Level is found. If a student reads two consecutive levels and achieves a proficiency of Independent on the lower and a rating of Frustrational on the higher, the student is assigned the Independent level. The mCLASS:Reading 3D program rounds down accuracy scores to whole numbers (e.g., 94.6% becomes 94%). Independent Accuracy = 95% or more and Oral Comprehension = 4/5 or more Written Comprehension = 2/3 or more

TRC Risk Levels There are four risk levels for the TRC measure that correlate with the DIBELS Instructional Support Category. Students are sorted by TRC Proficiency Level on the Class Summary. In kindergarten there is no established goal for TRC. Sort Class Summary by DIBLES scores instead of by TRC scores to get a more accurate reading of class performance.  Students accuracy scores are reported as Frustrational, Instructional, or Independent. Oral, Retell, and Written Comprehension scores are reported as Proficient or Not Proficient.  Assessment scores are reported as Independent or Frustrational for the Print Concepts and Reading Behavior portion of TRC.

Comprehension Tasks Tasks Benchmark STEP (English and Spanish)
Oral Comprehension All Levels Written Comprehension Levels M-P If using the Benchmark STEP, complete the Oral Comprehension-questions task at all levels. Complete the Written Comprehension task if the student is between levels M and P. If a student is assessed with Levels M-P, complete the Written Comprehension task. The question and answer page is part of the mCLASS:Reading 3D kit.

Assesses knowledge of basic concepts of print
TRC Print Concepts Assesses knowledge of basic concepts of print Print Concepts includes assessing basic concepts of print using Mary’s Lamb.

TRC Print Concepts Goal: 13 out of 16 Cover is front of book
Print contains message Directionality: beginning, left to right, return sweep, one-to-one match First and last part of sentence Meaning of a question mark and a period Matching uppercase and lowercase letters Frames one to two letters, one to two words, first and last letter, capital letter Print Concepts and Reading Behaviors are indications of foundational reading skills. There are 16 items assessed in Print Concepts. The handheld prompts you to move onto Reading Behaviors if the student is Independent on Print Concepts. On Print Concepts, students who score 12 or fewer are Frustrational (FRU) and are not prompted to assess Reading Behaviors. Students who score 13 or more are considered Independent (IND) and are ready to move on to Reading Behaviors. The only instructional reading levels available for Print Concepts and Reading Behaviors are Independent (IND) and Frustrational (FRU).

TRC Reading Behaviors Goal: 5 of 6 Indicates title
1:1 word match as teacher reads Left to right direction of written word Return sweep at end of line Language pattern maintenance Use of pictures to support text These six reading behaviors are assessed using the text The Sock is on the Floor. On Reading Behaviors, students who score 4 or fewer are considered Frustrational (FRU), students who score 5 or 6 are Independent (IND). Students who are Independent on Reading Behaviors then attempt a Level C book. The concept of maintaining a language pattern refers to the child using repetition for the last few pages he or she reads. They may miss the word that changes on each page and still get credit. Students are not penalized for inaccuracy, this measure focuses on reading behaviors. Also, the student may point inaccurately during 1:1 matching but still get credit for maintaining the language pattern. The only Reading Levels available for Print Concepts and Reading Behaviors are Independent (IND) and Frustrational (FRU).

Assesses knowledge of basic support behaviors for literacy development
TRC Reading Behaviors Assesses knowledge of basic support behaviors for literacy development Concepts of Print includes assessing skills of both Print Concepts and Reading Behaviors.

TRC Print Concepts: Demo
Marking Correct Incorrect Observe Directions to the assessor Page numbers Use of index cards Acceptable student responses Use the simulator or PdaReach to demonstrate scoring the measure. Have participants watch the first time you demonstrate. Point out how assessed concepts appear in bold at the top of the screen.

Page Numbering Text page numbers skip due to picture placement.
Especially in the lower-level books, page numbers are often not sequential because pictures are included.

Settings Tap Level list to select book Level. Tap Book list
The handheld recommends a level based on the student’s past performance, although you may select a level and book you would like to use for assessment.  Change the level by choosing from the Level list.  Change the book by choosing from the Book list. Assessors may bypass the recommendations and select higher or lower level text for the student, but generally do so only if data are missing. At the beginning of the year, and for students new to the system, the default level is the goal for the appropriate grade and assessment period. In STEP, there are two books at each level. Both are fiction.

TRC Results Screen Proceed to Level B.
After administering all of TRC, you can add:  Notes and Motivation information in both Print Concepts or Reading Behaviors.  Tap RB to move on to Reading Behaviors.  Tap Delete to invalidate the assessment and readminister.  Tap Lvl. to continue to a reading record. Record a Note and student Motivation. Tap Delete to invalidate probe.

TRC Quick Reference Correct = Tap Correct Incorrect = Tap Incorrect
If the student is Independent in Print Concepts using Mary’s Lamb, the handheld prompts assessment of Reading Behaviors with The Sock is on the Floor. To change an item scored incorrectly, tap Previous and score item again 5–second hesitation: After five seconds, ask next question Review scoring and flow of the TRC books that measure Print Concepts and Reading Behaviors. Instruct participants to refer to the Text Reading and Comprehension section of the mCLASS:Reading 3D User Guide’s Administration and Scoring chapter.

TRC Practice Instructions
Select Aard, Richard_K. Tap TRC Print Concepts. Act out your role. Assessor: Read Mary’s Lamb, noting where to cover text and which types of questions to ask the student. Follow the Directions and Assessor script. Student: Follow the Student script. Review the directions for the practice activity. Using the Practice TRC Practice Script provided next, pair up with a partner and complete the practice. The assessor may cut a window in a large piece of tag board, allowing the student to isolate the correct answer. Have the participants work in pairs to practice the TRC measure on the handheld. One participant will use the handheld to score while his or her partner responds according to Student instructions. The assessor should not see the Student Response Pattern.

TRC Practice Page Directions Assessor Student Score Cover
Pass the book to the child, holding it vertically by the outside edge, spine toward the child. “Show me the front of the book.” Point to the front of the book Correct Score: 1/16 2 Turn to page 2. “I’ll read this book. You help me. Show me where to start reading. Where do I begin to read?” Point to the picture Incorrect Score: 1/16 2 Read the text on page 2 to the student. Point to each word as you read. 1. “Show me where to start on the next page.” 2. “Which way do I go?” 3. “Where do I go next?” 1. Point to first word 2. Drag finger from right to left 3. Point to second line of text 1. Correct 2. Incorrect 3. Correct Score: 3/16 3–4 Read page 3 and 4 to the student. Point to each word as you read. “I’m going to read this page and point to each word. I’m going to read it again. You point to the words when I read.” Point to each word Correct Score: 4/16 Tap Begin on the mCLASS:Reading 3D Home screen. Select a student from any grade level K–3 in the Demo class. From the measure list on the Student Menu, select TRC. Tap Start to begin TRC. Select Print Concepts from the list and follow the script to administer and score.

TRC Practice Page Directions Assessor Student Score 5
Read page 5 and point to each word. “Let’s try the next page. I’ll read it first then you can help. I’m going to read it again. You point to the words as I read.” Point to each word Correct Score: 5/16 6 Turn to page 6. Correct if the student points to the letter, word, or line of the text. “Show me the first part of the sentence.” “Show me the last part of the sentence.” Point. to “It.” Point to play. Correct Score: 6/16 Correct Score: 7/16 6 Read page 6 again. “I’ll read this page and you help by pointing to the words when I read.” Point to the words Correct Score: 8/16 7 Read page 7. “I’ll read this page and you help by pointing to the words when I read.” Point to only the first word Incorrect Score: 8/16

TRC Practice Page Directions Assessor Student Score 6
Go back to page 6. “Let’s read this page again. Can you show me a capital letter?” Point to y Incorrect Score: 8/16 6 “Let’s read this page again. How many words do you see?” Cover up all the words except, “It made the children.” Say four. Correct Score: 9/16 6 Cover up all the words except, “laugh and play.” “How many words do you see?” Say three. Correct Score: 10/16 6 Isolate the word “laugh” using two fingers or index cards. The next two items together will count as one point. “Now, we are going to look at the word “laugh.” Can you point to the first letter in the word “laugh”? Can you point to the last letter in the word “laugh”? Point to l. Correct Richard would have had to score 13 or more on Print Concepts to move on to Reading Behaviors. If you tap through six correct items, you begin the leveling component of TRC. Instructions state that TRC consists of 2 or 3 activities used to find a student’s instructional reading level, which is the highest level on which the student is able to read a text with: Accuracy score of 90% or higher Oral Comprehension (if applicable) score of 4 or higher The handheld prompts you to continue to higher or lower levels of books until the student’s highest instructional reading level has been reached. Correct Score: 11/16 Point to h. 6 “How many letters do you see in “laugh”?” Incorrect Score: 11/16 Say three.

TRC Check for Understanding
True or False Listen to the statement. Label two sticky notes. Mark one T for true. Mark one F for false. Show the sticky note that reflects your answer choice.

A student must be Frustrational in Print Concepts and Reading Behaviors to continue assessment at Reading Level B or beyond. False (Answer: Independent) 2. To access the PC and RB sections of TRC you need the books Mary’s Lamb and The Sock is on the Floor. True 3. There are 16 items assessed in PC and 16 items in RB. False (Answer: 16/6, all essential supporting skills) 4. A white circle in the Reading Level area of the Benchmark assessment column indicates that TRC has not been administered. 5. A student would have to score 13 out of 16 items correct in the Print Concepts to move on to the Reading Behaviors items.  (2x) False (Answer: Independent)  (2x) True  (2x) False (Answer: 16/6, all essential reading support skills)

TRC: Points to Remember
The mCLASS:Reading 3D Level System chart shows the letter or number that correlates to district needs, matching reading books to assessment levels. When the student is Independent in Print Concepts, administer Reading Behaviors. Although some TRC books are not timed, prompt student with the next question after a 5-second hesitation. A student’s instructional reading level is the highest level on which the student is able to read a text with 90% Accuracy or higher, and Oral Comprehension of 4 or higher.  The mCLASS:Reading 3D Level System Chart can be used by all assessors.  The handheld guides you through the necessary steps.  Always keep the assessment moving, especially if the student hesitates for 5 seconds.  Instructional Reading Levels are clearly defined.  Record a note that you think might be important to remember. _____________________________________________

TRC Reflection Which student in your current or previous classes would you assess tomorrow, if possible? Who is your Jake? _____________________________________________________ Guess his or her TRC Instructional Level. _____________________________________________________ List three things you would do after finding this student’s Instructional Level. ___________________________________ This is an important activity for fostering flexible and fluid grouping, which contributes to successful intervention. Remember, STEM for intervention needs of students. Suggest change of staff, time, environment, or mode of delivery. Ask participants to visualize one of their students, such as “Jake.”

TRC Reading Records Identifies the student’s instructional reading level and error patterns Levels B and higher entail assessing the student using a reading record on the handheld.

Why Leveled Readers Promotes fluency by tying practice to ability level. Gives students feelings of control over text and, therefore, they are less frustrated. Provides practice using Independent reading strategies. Fosters reading for meaning, with only a few new words to decode. Defines an Independent Level (95% accuracy or above; 5 hard words out of 100) and an Instructional Level (90% accuracy or above; 10 hard words out of 100). Integrates isolated comprehension skills into connected text.

Jake’s Plan Let’s say Jake scores Frustrational at Level N and Instructional at Level M. Which book level would you use for Teacher Table? Which book level would you send him to the library to check out for Home Readers? Which levels would you guide him away from, except to look at the pictures or read with a buddy? Level M Level J, L, or K — not too low, not too high. Many at-risk students in every grade check out only “drawing” or nonfiction Science and History books with lots of pictures. Sometimes these books are at levels equivalent to Grade 6 or beyond. These same students will check out chapter books with no pictures because they know they put it in their backpack or desk to never be seen again. They won’t go near the Easy Fiction.

TRC Reading Record Settings
Tap Level list to select book level. Tap Book list to select a book. The handheld recommends a level based on the student’s past performance, although you may select a level and book you would like to use for assessment. If the student has never been assessed with mCLASS:Reading 3D, the handheld suggests a level based on the students’ grade and time of year. Let’s work with Robert now.  Change the level by choosing from the Level list.  Choose a book from the Book list, tap to select a book. Assessors may bypass the recommendations and select higher or lower level text for the student, but generally do so only if data are missing. At the beginning of the year, and for students new to the system, the default level is the goal for the appropriate grade and assessment period.

Starting a TRC Reading Record
Mr. Say prompts the assessor. The mCLASS:Reading 3D program walks assessors and students through a short introduction to the text prior to beginning a reading record. Ask your Administrator/Reading Coach for school-specific guidelines regarding timed assessments. For books at Reading Recovery (RR) Level 7/Guided Reading (GR) Level E and higher, the measure should be timed and the fluency calculated in words correct per minute (WCPM).  Follow the Mr. Say prompts to introduce the story, and the assessment, to the student.  Select Start Timed Administration or Start Untimed Administration. If there is an interruption, tap Pause, then resume administration later or invalidate and begin again to capture the accurate time. For books at Level 7/E and higher, select Start Timed Administration.  The black dots on the handheld’s screen represent line breaks in the student’s version of the text. These dots indicate line breaks in the student text.

TRC Demo Timing Features Starting Pausing Marking Correct answers
Substitutions Omissions Insertions Tolds Self-corrections Observe Recording behavior notes Recording repetitions Use the emulator or PdaReach to demonstrate how to score the measure. Have participants watch the first time you demonstrate the items in the bulleted list. Emphasize error patterns and how they are coded. After Level I, only a portion — about 150 to 200 words — of the text appears on the handheld. Research shows that after 150—200 words, students generally make the same mistakes.

Recording Behavior Freehand Space If the student says:
“Every Sat-, Saturday.” Tap the word Saturday. In the freehand space, write exactly what the student said, “Sat-,”or the behavior he or she exhibited.  If the student says, “Every Sat-, Saturday,” note that behavior. Tap the word, and it becomes bold and is selected in black. It is also displayed in the freehand space.  In freehand space, write the behavior and/or the word exactly as the student said it. None of this yields an error unless it is categorized as such on the Error Coding Toolbar.  To erase the contents of the freehand space tap Clear (Clr).

Recording Errors Error Coding Toolbar Substitution (sub) Insertion (^)
Omission (omit) Told (told) The Error Coding Toolbar allows the assessor to record the specific type of error to better show a pattern. This information can help direct intervention plans for at-risk students.

Substitution If the student says:
“People may say it’s cool and raining...” Tap the word “cold.” Tap Sub. In the freehand space, write “cool.” If the student misreads or substitutes a word, tap the word and then Sub on the Error Coding Toolbar. Note exactly what the student said in the freehand space. The word appears in red with a strikethrough.

Insertion If the student says:
“Green Truck went all the way down to Red Truck and the red rope.” Tap the word after the insertion, “rope.” Tap (^) for Insertion. In the freehand space, write “red.” If the student inserts a word, tap the word after the insertion, then tap Insertion (^) on the Error Coding Toolbar. A red caret appears before the selected word. Note exactly what the student said in the freehand space.

Omission If the student says:
“Sally saw one of her friends by the merry-go-round.” Tap the omitted word, “little.” Tap Omit. If the student omits a word, tap the word, then tap Omit on the Error Coding Toolbar. The word appears in red and is circled.

Told If the student says: “Some chile peppers are o- or-.”
Wait 5 seconds for a response. Say “Orange.” Tap the word you tell the student, “orange.” Tap Told. If the student struggles with a word in the book, wait 5 seconds, then tell the student the word. Tap the word and tap Told on the Error Coding Toolbar to count it as an error. The word appears red in parentheses.

Self-Correction If the student says:
“Some chile peppers taste hot. They mike, I mean, make your mouth…” Tap the word “make.” Tap Sub. In the freehand space, write “mike.” Tap SC. If the student corrects a misread word, tap the word, then tap SC. The word shows in green and is no longer counted as an error. Previous notations remain, such as a strikethrough, circle, or parentheses.

Repetition After the last repeated word, drag the stylus from right to left above the words that were repeated. A blue arrow appears. Each time the student repeats that same text, repeat the action. Repetitions may be documented a maximum of nine times. To erase repetitions, tap the X or the Repetition Value at the end of the arrow. If a student repeats a block of text, place the stylus after the last word repeated and drag it from right to left above the words. A blue repetition arrow appears. Do this each time the student repeats text. To erase, tap the X or the Repetition Value that appears at the end of the repetition arrow.

TRC Reading Record Practice #1
Assessment Period: Beg. of Yr. Student: Aastly_2, Robert Level: G Story: Saturday Shopping Assessor's Directions: Read instructions from handheld and score as student reads. Key: A bold word indicates an error. These include mispronounced words, words in the wrong order, and omitted words. An ellipsis (…) indicates a 3-second hesitation. An asterisk ( * ) indicates an omission. Every Saturday, Ruffy and I go shopping with my mom. Ruffy sits in the back and puts his nose on the window. When my mom stopped he barked. Ruffy likes to keep moving. Ruffy has to sit outside the store. “Be good. Ruffy.” I tell him. “We won’t take long.” He stays by the door. He is very good. * his face says he would like to go with me. I follow my mom inside the store. My mom buys apples and … She is in line to pay. She is in line to pay. Then she says, “Do you want ice cream?” “Yeah!” I yell. I run to the back of the store. I looked at all the … Then I hear loud voices. “Hey, what’s going on?” Who let him in here?” Now I see Ruffy. He is running at full speed. He slips to a stop and sits in front of me. His face says, “I’m a good dog. I found you!” Ruffy and I leave the store very fast. I think we are * in big trouble. The store manager comes outside. She is with my mom “Oh, no!” I think. * the manager smiles and gives Ruffy a treat. She thinks Ruffy is a good dog too.

TRC Results Screen Accuracy, Error, Self-Correction, and Fluency rates appear with graphical representations of these scores and categorized error patterns Optional MSV Analysis Required Follow-Up Comprehension Activities To edit markings or open the Review Mode, tap the blue accuracy rate. The time will not continue if the reading record selected was a timed administration.

TRC Oral Comprehension
Record the student’s Oral Comprehension scores directly from the TRC Results screen.  For Oral Comprehension questions, the student may look back at the text of the book when answering. Oral Comprehension is required for all levels. Tap here to access Oral Comprehension questions.

TRC Written Comprehension
Tap Written Comp. Students are allowed to refer to their books during this task. Should a kindergarten student reach this part of the measure, he or she may dictate the answers to the assessor. Student materials needed for this measure are included in the mCLASS:Reading 3D kit.

Written Comp. Scoring Rubric
3 2 Response demonstrates an understanding of the complexities of the text and: Addresses the demands of the question. Effectively uses text-relevant information to clarify or extend understanding. Response demonstrates a general understanding of the text and: Partially addresses the demands of the question. Uses text-relevant information to show understanding. 1 Response demonstrates a minimal understanding of the text and: Minimally addresses the demands of the questions. Uses minimal information to show understanding of the text in relation to the question. Response demonstrates no understanding of the text and: The response is completely incorrect, irrelevant to the question, or missing. Written Comprehension questions are scored using a four-point rubric (0‒3 points). A kindergartener dictates his or her response to the assessor, who writes down exactly what the student says and may not prompt the student for more information. Written Comprehension is available and required at Levels 10/F and higher.

MSV (Miscue) Analysis In an MSV Analysis, record strategies the student used when encountering unfamiliar words to explore what the student was doing. Tap MSV on the Results screen to analyze the student’s errors. MSV, or miscue analysis, is an optional task available for all books in TRC. Refer to your notations in the freehand space and the error patterns recorded on the Error Coding Toolbar.

MSV (Miscue) Analysis Meaning Syntax/Structure Visual
Was the student trying to use meaning? Was the student able to predict? Does the word make sense in the passage even though it was not the target word? Syntax/Structure Was the student trying to use language structure? Is the error the correct part of speech? Visual Was the student trying to use visual clues? Was the student’s first try a guess from visual clues? These analysis categories are based on Marie Clay’s graphic records of a child’s oral reading, called running records. These categories help us to look for patterns of student errors based on meaning, structure (syntax), and visual cues. More examples are available in An Observation Survey by Marie Clay (Heineman, 1993). The MSV is not as simple as it may appear. There are many differences of opinion in regards to MSV; of course, just use your professional judgment. An error can be recorded in more than one category. The error should reflect the skill the student is using to decode the text.

MSV (Miscue) Analysis To perform a miscue analysis scroll through the marked text by tapping the left and right arrows. For self-corrected words, analyze both the original and corrected error. Errors and self-corrections are recorded separately to help target instruction. For self-corrected words, analyze both the original error and the correction.

TRC Results With MSV The MSV bar graph shows the relative number for each strategy type. Yellow bars indicate self-corrections. The MSV bar graph appears on the Results screen only if the optional MSV analysis is completed. When coding errors and self-corrections, the handheld tracks the strategy the student uses to attack unfamiliar words.  The bar graph adjusts to show the number of each type of cue that the student used when reading the text. Red bars indicate errors.

TRC Quick Reference Correct (no action) Incorrect
Student reads correct words Student correctly sounds out words Student repeats words Incorrect (tap the word, categorize error, and write in freehand space) Insertions Substitutions Words read in the wrong order 5-second hesitations Proper nouns (in the first instance only) Instruct participants to refer to the Text Reading and Comprehension section of the mCLASS:Reading 3D User Guide’s Administration and Scoring chapter.

TRC Quick Reference Repetition: Drag the stylus from right to left above words that are repeated. The timer continues and no error is recorded. 5-Second Hesitation: If the student struggles for 5 seconds with a word, tell the student the word, and categorize the word as a Told. Proper Nouns: Tap a proper noun as an error only once, regardless of how many times the proper noun appears in the book or how many times the student says the word incorrectly. Self-Correction: If the student self-corrects, tap the error in the text and then tap SC.

TRC Practice #2 Assessment Period: Beg. of Yr. Student: Aastley_2, Robert Level: I Story: Comedy Garage Assessor's Directions: Read instructions from handheld and score as student reads. Key: A bold word indicates an error. These include mispronounced words, words in the wrong order, and omitted words. An ellipsis (…) indicates a 3-second hesitation. An asterisk ( * ) indicates an omission. “I’m bored.” said Zina. “I’m bored, *.” said Linda. “I’m bored three!” said Max. “You’re funny,” said Linda to Max. “You’re * funny yourself.” Max replied. “We’re all funny.” said Zina. “Why don’t we put on a …. show? We can have it in the garage!” Max, Linda and Zina planned the show. They brought a stage and hung * a big sheet. Then they brought in * chairs. Bet something had to be done with Mittens, the cat! They put her upstairs to keep her out of trouble. Lots of people came to the show. Big kids and little kids came. Even some parents came. “Welcome to the Comedy Garage.” Zina said. To start off, here are Max and Linda!” “Hello, ladies and gen..” Max said. “Lettuce make you laugh!” “Lettuce make you laugh!” He holds up a piece of lettuce. Everyone laughed. Now it was Linda’s turn. “Say, Max.” she said. “Do you know why ducks fly south in the winter?” “No, I don’t.” said Max. “Why?” “Because it’s too far to walk!” Linda shouted. Everyone laughed even more. Directions for pair practice: Use the book Comedy Garage (Level I). Score 5 out of 5 correct on Oral Comprehension. Record the MSV Analysis.

TRC Audio Practice Tap the following: Your Demo Class and Beg. of Yr.
Student Aaron_1, Lee Measure TRC Level K and the book Pig on 35th Street Since this is a Level K book, the assessment may be timed or untimed. Practice with the audio file and score on the emulator or by using PdaReach to display the Results screen. Choose Demo Class and Beg. of Yr. Tap Aaron_1, Lee. Select TRC from the Student Menu. Tap Start. Select Level K from the RR and EI list. Select Pig on 35th Street. Score along with the audio clip  (2x) The audio clip plays.

TRC Audio Practice Scoring
Have participants open the Review Mode by tapping Probe on the Results screen and discuss their scoring. Repeat the audio practice if necessary, so that everyone has nearly the same score. The screen shot on this slide is from the mCLASS Home Web site, the results on the handheld are presented in a different format.

To record a behavior without marking the word as incorrect, tap the word and write the behavior in the freehand space. Yes To record a Substitution, Insertion, Omission, or Told, tap the word, then tap the error code on the coding toolbar. Write the word given in the freehand space. To record a repetition, drag the stylus from after the last word to the beginning of the first word repeated as often as the student repeats the word or phase. Yes To move a student to the next higher level, he or she must have received a score of 85% or higher accuracy on the reading record and a score of 4/5 or higher on Oral Comprehension. No; 95% To move a student to the next lower level, he or she must receive a score of 75% or lower on the reading record, or 3/5 or below on the Oral Comprehension. No; 89% Have participants write their answers as a simple yes or no.  (10x) Discuss the questions and answers.

A-ha! TRC Reflection 1. What questions do you have?
Write your A-ha moment on a sticky note, then attach it to the chart. 3. What would you do if Jake’s assessment data showed: A TRC Accuracy rate of 86% Consistently repeated phrases  Does anyone have a question?  What moments of realization did you have?  Share your strategies for addressing each of these points.

Progress Monitoring (PM)
Skill-specific, frequent, ongoing assessment of at-risk students

PM Class List Support Categories are color coded. Sorting Options
Some PM features on the handheld include: Portable data Assessment schedule management  PM Class List: Color-codes students according to their Support Categories and Reading Level.  Red dots mean Intensive support is needed. After 14 days, an empty circle appears in the Progress Monitoring column, indicating the student should be assessed. Yellow dots mean Strategic support is needed. After 30 days, an empty circle appears in the Progress Monitoring column, indicating the student should be assessed. A Green dot means the student met the goal for that particular skill. Gray dots mean that the measure has not been completed.  Sort By feature helps organize the list of students by name or priority. Sorting Options

Support Recommendations
Dot/Box Color Support Rec. Monitoring Frequency • Red Intensive Weekly or bi-weekly • Yellow Strategic Every 3 to 4 weeks • Green/Blue Benchmark Not necessary • No Color Not completed Not applicable As seen on the Class List, the Support Category for each student is color coded. The dots next to each student’s name corresponds to the suggested level of instructional support and the frequency at which that student should be monitored. Each Support Category correlates to progress monitoring frequency.

PM Student Menu ` Select a measure. Tap Start to begin.
This should be a guided practice. Invite participants to tap along.  Select a Student from the Class list. We’ll look at Firstone Bailey. Select the PM Tab from the Student Menu. When a skill is “recommended” it means that measure is the Critical Skill. All seven measures are available for all students (RTF is embedded in ORF). There are no LNF forms available for Progress Monitoring because it is not one of the Big Ideas in Beginning Reading  Select any measure and tap Start to begin assessment. If you asses a measure that is covered in a different grade level, you’ll have to have those grade-level materials available. The Act tab provides activities and the ability to record student mastery. Out-of-grade assessments are available for K‒3 students in need of further assessment. The PM Student Menu provides a history of a student’s progress on the selected measure.

PM Student Menu: Graph View
 Tap Graph to see the student’s progress on the selected measure. We’ll look at Richard’s results. Benchmark and Progress Monitoring data points appear on the graph. This is the same graph that is available on the Web under the Student Summary.

TRC PM Selection Select a level to assess.
Select a text assigned at that level.  Select a reading level to assess Firstone Bailey. The handheld recommends a level based on the student’s grade and the time of year.  Choose from the Book list. To read more about adding PM books turn to the Book Management section of this presentation.

Add New Book  To add a title that is not in the mCLASS:Reading 3D system, tap Add New Book. Though the text of the book never appears on the handheld, you have the option to select Timed or Untimed Administration.

Add New Book If Timed is selected, the handheld can be used to generate a fluency score. Tap Pause Timer if the student stops reading in the middle of the Reading Record. Tap Done when you have collected a 120–150 word sample or the student comes to the end of the book.  After you have tapped Done, the TRC User-Entered screen appears on the handheld.

Add New Book Tap in a field to view an on-screen calculator. Once all numbers are entered for total words, the handheld will calculate errors and self-corrections for the Reading Record.  Tap Done to view the TRC Results screen.

Starting a PM Book Books selected from the mCLASS Library will have the text appear on the handheld. Choose to start a Reading Record at the beginning of any page of text. Set the beginning of the text. An accuracy and fluency Reading Record can start at the beginning of any page of the book. Select whether to assess a Timed or Untimed administration.

PM Reading Record Follow along as the student reads.
A Reading Record should be approximately words for a student reading at Level 7 or higher.  Score the text as the student reads.

TRC PM: Results Screen Once the student comes to the end of the text or a good stopping place for the reading record, set the ending by placing the bracket after the last word read.  The TRC PM Results screen looks nearly the same as it did in Benchmark. The difference is the comprehension check. Select Oral Comp to enter a score using the Comprehension Rubric, based on the student’s retelling.

TRC PM Comprehension Rubric
Choose to have the student retell what they just read or ask specific questions about the text. Text-specific questions do not appear on the handheld for Progress Monitoring books. The Oral Comprehension Rubric is on a scale of 1‒4. Record the students Retell in each of the four areas: Literal, Inference, Critical, and Creative.

TRC PM: Comprehension Rubric
 The Comprehension Rubric has guiding questions and a description of each area along the scale. Rate the student in each of the four areas to record an overall comprehension score.  Record notes related to the student’s responses.

Web Reports Data reports provide insight into the strengths and weaknesses of students’ literacy skills. Data are synched directly to our mCLASS Home Web site. Results on mCLASS Home are available immediately for review.

Web Report Features Scores History Graphs of Student Progress Groups
Support Categories Notes Reports are a valuable aspect of the mCLASS:Reading 3D assessment because they: Provide a detailed explanation of scores. List all BM and PM scores in the History. Graph student progress using BM targets. Group students by Support Category. Identify which students need additional support. Display the Probe Detail reports, which include motivation, observations, and behavior notes. Are available in a printer-friendly format.

Immediacy of Web Reports
The right kind and quality of instruction delivered with the right level of intensity and duration to the right children at the right time. — J.K. Torgesen, Author Catch Them Before They Fall Review the quote that opened the session. Web reports are available immediately after syncing to help determine what you should teach to which students right now.

Opening Web Reports Click the Web browser (e.g., Internet Explorer) and type Type your user name and password. View reports.  Web reports are easily accessible from any Internet-connected computer. From the Internet browser of choice, visit Locate the Login area of the screen.  Enter your user name and password, then click Enter. (This is where you type in your mCLASS:Reading 3D user name and password, not your district user name and password.) Remember your password is case sensitive and must be typed lowercase. Click Enter and to go to the mCLASS Home screen.  To view reports, click Enter under My Assessments.

mCLASS® Home It is also possible to:
 Navigate to reports from the Home screen.  Create and update classes and groups.  View your Sync Status, which tells you the last time Wireless Generation received information from your handheld. Verify that the date and time are correct to ensure you are viewing your most current assessment data. Some users have system-level access, which features Administration and Aggregate Reports. Click Enter under My Assessments to access Web Reports.

Class Summary The Class Summary shows results for current Assessment Window. Select a School and Class. The first report under My Assessments is the Class Summary.  Select a school and/or class, depending on your access level.  Click these tabs to view different assessment periods and any progress monitoring. To see previous results view the Student Summary or navigate to DIBELS and view the class.

Class Summary: Key The Key explains the vocabulary used to describe the students’ Support Category and Risk Level. View and hide the Key by clicking Key.

Class Summary: Views  The Class Summary default separates students into Support Categories by book level.  Click the Overall tab under DIBELS to view students by DIBELS Support Category.

Viewing Class Data Toggle between mCLASS:Reading 3D and mCLASS:DIBELS.
 Click the DIBELS tab to view previous Class Summary and Probe Detail reports for DIBELS measures.

Class Summary Features
Support Category by Reading Level Target Goals Click a Score to open its Probe Detail report. Click a student to open the Student Summary.  Each student is grouped into one of three DIBELS Support Recommendations (Intensive, Strategic, or Benchmark) based on overall performance and one of four TRC Support Recommendations (Far Below Proficient, Below Proficient, Proficient, and Above Proficient).  You can also readily see the goals for each measure, these are the minimum scores needed to achieve Benchmark on that measure for the selected grade and time of year.  To view a student’s Summary, click his or her name.  Click any score to open its Probe Detail report. The raw score represents the number of items correct in one minute.  The report practically creates groups for you, with students’ Risk Levels prominently displayed. Status/Risk Level

Class Summary with PM Here is an example of a Class Summary with some Progress Monitoring data. The mCLASS:Reading 3D Class Summary shows both Benchmark and Progress Monitoring data on one report. Book levels shown here are based on the Reading Recovery level system. "RB" indicates a student who scored as proficient on the Reading Behaviors assessment, but who read a Level 3 book at the Frustrational level. "PC" indicates a student who scored as proficient on the Print Concepts assessment, but as non-proficient on the Reading Behaviors assessment. "<PC" indicates a student who scored as non-proficient on the Print Concepts assessment. TRC Progress Monitoring: Regular text (e.g., 3) indicates that the student scored Instructional or Independent on a book at the stated level. A check mark () indicates a score of Instructional or Independent on a book level equal to or higher than the student's MOY goal.

Class Summary: Chart View
 View the Class Summary as a histogram or select Show Chart to view the scores in a bar graph. Depending on the grade and time of year, the scores can be displayed for TRC and selected DIBELS measures.

Student Summary Select a student. Benchmark Results Goals
Your current location and the branching that got you there (collectively referred to as Breadcrumb Navigation) appears just under the report title. Click any of the links in the Breadcrumb Navigation to reopen that summary.  View different students within the same class.  The goals for each measure appear below the corresponding grade and time of year. Remember that these goals are considered the minimum scores.  The scores for all Benchmark assessments are available in the Screening tab. If the user has collected scores for more than one assessment period, that longitudinal data would appear here.  Select any of the scores to view its Probe Detail report. Probe Details

TRC Student Details Select a student. View the Report Key.
Assigned Level  The Student Details contains a history of all the books used to assess that particular student. Choose another student by selecting from the Student Name list.  Click Key to view explanations of the symbols used to describe the measure scores. Click Key again to hide these definitions.  The shaded level next to TRC represents the student's current instructional reading level.  A listed history and summary of books read are listed at the bottom of the Student Details. TRC Probe Detail reports are coming soon. Book History

TRC Book Details These features are in development:
TRC Reading Record Details appear when the score is clicked from the Class Summary or Student Details. Choose to view the Reading Record or the Comprehension details. Progress Monitoring Class Summaries should also be available soon.

DIBELS® Class Summary The DIBELS Class Summary will look exactly as it did when you were only using the DIBELS assessment.

Book Management Click Enter. Log in to create your own Book list.
Click Enter for My Book List under the Book Management section. Click Enter.

Unlocked Book List Choose a level system. Click to Add/Remove Books.
From an unlocked Book list you can view mCLASS Library titles on your Progress Monitoring Book list. Books shown on this page already appear on your handheld.  Change the level system as needed. The mCLASS Library supports two level systems: Reading Recovery & Early Intervention and Guided Reading. To avoid confusion, it is recommended that districts/schools select a level system at the beginning of the school year.  Add or remove books from your Book List.

Editing Your Book List Define your search by publisher, reading level, and/or language. Find specific titles. Click a category to sort. Scroll from page to page. Click Add/Remove Books on the Book list.  Enter a title or key word to search the mCLASS library.  Use the menus to sort results or to search a narrower list.  Click on any of the headings to sort the library.  Click the page numbers in the upper right of the list to scroll to the next page. Books shown in grey were added by a district or administrator and cannot be edited. They are part of the School Book List. If a level appears in brackets (e.g., [1]), it is the level assigned by the publisher.

Book List Updated Summary
Click Done. In some cases, schools or districts create a Progress Monitoring Book List for the entire school or district. These books are locked and unavailable for editing as indicated by the lock at the top of the screen. Once the desired books are added or deleted, a summary appears to the right of My PDA Book List. The list uploads to the handheld when you sync. There is not a known limit to the number of books that can be downloaded to the handheld, however, to make it manageable for the user, it is suggested to keep the number of books limited to 30–50 at a time. Check important information about changes to the Book List after syncing.

Online Support If training in a lab, have participants click Enter under Support & Resource Center. The most current mCLASS software is available on the site. It will update your Sync Stations.  In the Support & Resource Center, review the type of information available in Help. Top Questions Get Help With… Contact Us Installation Help Install Software Palm® Hardware Questions At anytime in the future, if participants encounter a problem not addressed in their printed mCLASS:DIBELS User Guide, they should download the most recent version.

Additional Support Wireless Generation is available to answer your questions. Online Support: has extensive help, downloads, user guides, and FAQs Contact us at any time Phone: Call toll free at (800) , option 3 Monday–Friday 7 a.m. to 7 p.m. EST Wireless Generation’s Customer Care team is eager to assist you with any questions you may have.

Enjoy mCLASS®:Reading 3D™!
Evaluations Enjoy mCLASS®:Reading 3D™! Guide participants to the online mCLASS:Reading 3D survey and evaluation form. In the Support & Resource Center, under the Feedback section, choose mCLASS:Reading 3D and fill out the survey. Wireless Generation is dedicated to improving it products and services to help education professionals. Your feedback is valuable to us.

Agenda mCLASS®:Reading 3D™ Basics Text Reading and Comprehension (TRC)

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Agenda mCLASS®:Reading 3D™ Basics Text Reading and Comprehension (TRC)

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