1. Wake County Public School System
Overview for
Wake County Public School System
K-3 Teachers
Introduce yourself and any co-trainers to your staff.

2. ?
Why
What
When
How
Let’s begin with a brief explanation of why we are moving to mCLASS Reading 3D assessemsnts.

3. An Educational Framework
Wake County Public School System
Wake County Public Schools have been engaged in the Responsiveness to Instruction framework for all students to make sure that we are providing the right instruction to all students. We expect that 80% of our students’ needs will be met in Tier I or Core Instruction. This is the classroom instruction that is based on the English Language Arts Common Core State Standards and all students should have access to this instruction. Wake County began universal screening in reading for all elementary students five years ago to help us identify students who might need extra support in addition to Tier I. The universal screening measures provided data to teachers for all students. The students who were not making the expected progress in their reading journey were identified through the universal screening process and this data helped us to identify targeted areas of intervention for those students. We then had the ability to progress monitor students which allowed us to determine the effectiveness of our interventions and guide instructional decisions for individual and groups of students. Over the course of our 5 years of RtI Implementation of our schools were using DIBELS probes, the AIMSweb data system, or the mClass system.
Our goal is to meet the needs of 80% or more of our students through core instruction.
Discuss importance of Tier I
Universal Screening Data
All students
Common Core
Excellence Education Act

4. 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.

5. SECTION 1.(e) G.S. 115C-174.11(a) reads as rewritten:
"(a) Assessment Instruments for Kindergarten, First, Second, and Third Grades. – The State Board of Education shall develop, adopt, and provide to the local school administrative units developmentally appropriate individualized assessment instruments consistent with the Basic Education Program and Part 1A of Article 8 of this Chapter for kindergarten, first, second, and third grades. Local school administrative units shall use these assessment instruments provided to them by the State Board for kindergarten, first, second, and third grade students to assess progress, diagnose difficulties, and to inform instruction and remediation needs. Local school administrative units shall not use standardized tests for summative assessment of kindergarten, first, and second grade students except as required as a condition of receiving federal grants.
The Act also included the identification of an individualized assessment system that would be used by all schools in NC. This is mCLASS Reading 3D.

6. mCLASS Reading 3D DIBELS Next Early Literacy Diagnostic (ELD) FSF PSF
NWF
DORF
Daze
Early Literacy Diagnostic
(ELD)
Text Reading & Comprehension
(TRC)
Word Recognition
(WR)
So, what is mCLASS Reading 3D? There are two components to the assessment – DIBELS Next and Early Literacy Diagnostic probes. The DIBELS Next probes are the universal screening measures that we will now be using and you will notice the similarities with AIMSweb. The two components of the Early Literacy Diagnostic are the TRC – Text Reading and Comprehension (what you knew as running records and retelling) and Word Recognition.
There is also an alignment to the ELA Common Core State Standards.
Please see the Reading 3D and Common Core State Standards handout (slide 30 in teacher manual)

7. What is familiar? AIMSweb DIBELS Next Letter Naming Fluency
First Sound Fluency
Phoneme Segmentation Fluency
Nonsense Word Fluency
R-CBM
DORF
Maze
Daze (3rd grade only)
This allows us to compare the current universal screening measures of AIMSweb with the DIBELS Next measures. As you can see, the assessments measure many of the same literacy constructs but have different names. A probe that is new to you is the First Sound Fluency assessment which is a kindergarten measure that will replace the Letter/ Sound assessment.
*I HAVE A CONCERN ABOUT WR AND FSF replacing the literacy measures that WCPSS that are more COMPREHENSIVE!
Running Record and Retelling
High Frequency Word List
Text Reading Comprehension
(TRC)
Word Recognition (WR)

8. ?
Why
What
When
How
Now let’s take a closer look at these assessments.

9. Let’s Take a Look at the Materials
Teacher will receive:
DIBELS Next Kit – will come in blue boxes specific to grade levels
Harcourt Rigby – 68 books for TRC – benchmark use only
Wireless Generation plastic kit that includes a spiral bound Written Comprehension, Word Recognition List, Book labels for TRC books
The mCLASS Leaders will help guide teachers in setting up their kits.

10. 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.

11. 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.

12. Small Group Advisor
Another component of the Now What tools is the Small Group Advisor. This tool will group students based on their performance on one of the probes. This information can help teachers and Tier II interventionists identify small strategy groups that they can support.

13. Item-Level Advisor
The final tool in the Now What? Suite is the Item-Level Advisor. This tool analyzes an individual student’s probe and identifies observations about the students errors, if possible. If it makes observations, it will provide some suggested activities. The activities are hotlinks that the teacher can access all of the information needed to complete the activity and/or intervention with a student.

14. mCLASS Reports
mCLASS provides a variety of reports that can be used to make instructional decisions, monitor student progress and growth, and compare classrooms and subgroups to others in Wake County.

15. ?
Why
What
When
How
What is assessed and why?

16. 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.

17. 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.

18. Sensitive to Growth and Change
mCLASS®:Reading 3D™
Assessment
Measurement
Tool
Reliable
Easy
Repeatable
Sensitive to Growth and Change
mCLASS®:Reading 3D™ is a measurement tool designed to provide data that documents the growth of students as they acquire literacy skills.
Reliable: Established goals have been determined by over three decades of research.
Easy: Assessment is broken into short, 60-second measures that have teacher- and student-friendly directions and minimal student materials.
Repeatable: Rules and materials are standardized, established and consistent throughout the measures. Standardization of scoring lends inter-rater reliability and confidence that the assessment can be given with the same accuracy anywhere, anytime.
Sensitive to Growth and Change: The ability to look at data collected over the entire academic year allows educators to identify student needs and to monitor the effects of the instruction provided to each student. mCLASS®:Reading 3D™ provides “just-in-time” data that can truly impact what is taught to whom beyond the current year.

19. ?
Why
What
When
How
When do we administer these assessments?

20. Benchmark Assessment Calendar
FSF
LNF
PSF
NWF
DORF
DAZE WR
TRC
K (BOY)
K (MOY)
K (EOY)
1 (BOY)
1 (MOY)
1 (EOY)
2 (BOY)
2 (MOY)
2 (EOY)
3 (BOY)
3 (MOY)
3 (EOY)
Teachers will assess all students during the Beginning of the Year, Middle of the Year, and End of the Year benchmarking windows. Wake County will provide the dates for those benchmarking windows. This chart helps you to see the probes that will be administered at your grade level during each period.
Does this need to be said? Word Recognition (WR) is intended for students with TRC instructional reading levels A/1 to E/8. this corresponds to approximately Grade 2 BOY.

21. ?
Why
What
When
How
How will we complete these assessments?

22. mCLASS®:Reading 3D™ System
The mCLASS® solution consists of two components: the mobile device (our iPad) and Web reports.
The system streamlines assessment processes by
Tracking time
Performing fluency calculations
Applying scoring rules
Individual assessments run smoothly, without scrambling for stopwatches, clipboards, or manuals.
The system provides data immediately.
View results directly following completion of a measure.
See a snapshot of student progress.
Use information to affect instruction the same day.
Tap, record, and sync student responses to a secure Web-based server for instant analysis.
Mobile Device
Web Reports

23. Benchmark Summary Screen
Tap to begin assessment.
The device will let you know which assessments need to be administered (DIBELS measures and Test of Early Literacy Diagnostics)
This screen indicates what assessments have been administered, and if so, the student’s score.
This screen is organized in columns by benchmark periods BOY, MOY, and EOY.
An already-taken assessment displays the recorded result. If the measure has cut points, the appropriate Support category color (red/yellow/green) appears. For LNF, there is only a gray box for the recorded score.
Point out BOY scores on this slide.
Note the Pause sign at MOY; DORF is the only measure that can be paused between passages.
If there is an assessment that is ready to be taken, the screen-and-hand icon displays. Tapping on the icon brings the user to start the respective assessment.
Point out MOY screen-and-hand icon.
For an assessment that won't be available, "N/A" will show for assessments that are not available for the respective TOY.
Point out n/a next to BOY DORF for Grade 1.
For an assessment that isn't yet available to be taken, no icon or text displays in the area. It remains as whitespace.
Point out MOY DORF Retell and Accuracy – neither displays until all three passages are complete for a TOY.
For an assessment that was not taken in a lapsed TOY but was available, no icon or text will display in the area. It will remain as whitespace.
Note that no color appears for MOY Composite Score because administration at MOY assessments are still in progress.
Mondo users also see a row for the Oral Language (OL) measure under Early Literacy Diagnostic.

24. DIBELS® Composite Score
On the left on the screen, you will see under the D - DIBELS® Composite Score assigns a color (red/yellow/green) to a student based on the assessment measures.
The colors symbolize: Green: At or Above Benchmark Yellow: Below Benchmark Red: Well Below Benchmark
Benchmark Goals are based on longitudinal research examining how a score on a measure at a point in time predicts later reading outcomes.
A child who achieves Benchmark (in the Green) indicates that the odds are in favor of s/he achieving later reading outcomes if s/he continues to receive core classroom instruction that is research-based.
A child who scores Well Below Benchmark (in the Red) indicates that s/he is unlikely to achieve subsequent reading goals without receiving additional, targeted instructional support. This support is something more or something in addition to the core curriculum, and might entail changes in grouping, time, additional scaffolding and practice, and explicit modeling and instruction.
A child who scores between these two levels (Yellow) has future reading outcomes that are more difficult to predict. Students with scores in this range should receive carefully targeted additional support in the skill areas where they are having difficulty, be progress monitored regularly to ensure that they are making adequate progress, and receive increased or modified support if necessary to achieve subsequent reading goals.
To the right of the DIBELS Composite Score, you will find the TRC Reading Level. F – fiction, NF - nonfiction

25. How DIBELS® Composite Score Is Calculated
The mobile device calculates the score automatically.
FSF Score
LNF Score
PSF Score
NWF CLS Score
= DIBELS® Composite Score
DORF Words Correct +
Retell Score (x 2)
DORF Accuracy Percent Value
= DIBELS® Composite Score
The mobile device automatically calculates the Composite Score for a student. While it is good to know how the score is created, teachers using mCLASS®:DIBELS® do not need to memorize these formulas.
To see how the composite score is calculated for grade levels and times of year not shown here, see the URL provided.
There are cut points for the Composite Score at each grade level and time of year.
NOTE TO TRAINERS:
For calculations at all grades and times of year, refer participants to the handout “Composite Score Worksheets for Grades K – 6”. The pages from the handout are the same as Appendix 6 of the DIBELS Next Assessment Manual.
Kindergarten, MOY
Grade 2, MOY

26. 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 only valuable if we use the information to change outcomes.

27. TRC Proficiency Level Reading Level
Book levels are color coded red, yellow, green and blue to reflect grade level expectations
Red: Far below
Yellow: Below
Green: proficient
Blue: Above Proficient
Mention the ‘n’ and ‘f’ refers to fiction and non-fiction
You will also notice that mCLASS uses the letter leveling system.
Color-coded levels for TRC begin at EOY Kindergarten
* At BOY and MOY Kindergarten, levels display in black

28. 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?

29. The right kind and quality of instruction delivered with the right level of intensity and duration to the right children at the right time.
–Joseph K. Torgesen,
Catch Them Before They Fall (1988)
Make it Real
Joe Torgesen says it well when he states that we must provide targeted instruction for identified needs and that we must do it now!

30. Speedboat vs. Oil Tanker
You do an intervention with a second grader, you’re changing direction on a speedboat, but when you do an intervention with a fifth grader, you’re changing direction on an oil tanker –Catherine E. Snow, professor of education,
Harvard Graduate School of Education
Read slide quote
Catherine Snow points out how much harder it is for students to catch up once they have advanced beyond the primary grades (K–3). The data on this graph has data points that reflect students’ words per minute. You’ll observe that most students are making progress. Now please direct your focus to the trend line of the middle and low 10%. Notice that in Grade 1, students are closer together in range than in later years.
This graph clearly indicates that reading trajectories are established in the early grades. Without intervention, readers on a low trajectory tend to stay on that trajectory or fall further behind. This status quo trajectory can be overcome with intervention that includes learning activities selected for specific students with specific needs.
As Dr. Kaminski says, “Teachers can change outcomes.” Teachers who use good, formative assessment practices to influence their instruction see significant increases in the learning rates of their at-risk students.

31. mCLASS®:Reading 3D™ System
This is what administering the assessment would look like. We know once you begin administering these assessments questions will arise. Here are a few resources to support you…….
There will be times that you will need support. Your mClass Leaders willl

32. mCLASS Chat

33. Wireless Generation: North Carolina
Trainers in North Carolina – share the website:
This site is specific to NC and anyone can access it.