1. Assessing Reading with Reading 3D
Implementing a State-wide Assessment to Show Reading Growth
Note to Presenter:
This presentation can be given in a variety of different ways:
whole group setting to all K-3 teachers
K & 1 teachers, 2nd grade teachers, 3rd grade teachers
If several of your teachers attended the Summer DIBELS sessions, they can assist with training (excellent leadership opportunity!)

2. Writing Word Work Independent Reading Supported Reading
Balanced Literacy
In CMS, we want to ensure that every day, every child has an opportunity to write, read independently, work with words, and read with support. In order to plan purposeful and appropriate instruction, we must know where students are in terms of their abilities. There are multiple formal and informal ways to gain information about students’ knowledge. Teachers are encouraged to use multiple measures to learn about their students.
The state adopted Reading 3D as a formal measure for assessing students’ literacy skills as part of the Excellence in Public Schools act which passed in the Fall of Per that law, all K-3 students will be assessed with Reading 3D three times a year.
Data gleaned from the Reading 3D assessment will help teachers know students’ reading levels, students’ fluency, many students’ ability to write about reading, and some aspects of their phonemic awareness and phonics strengths and needs.

3. What is Reading 3D? + DIBELS Next (updated version of DIBELS)
Composite Score +
Early Reading Diagnostic Measures
Instructional Reading Level
So what is Reading 3D?
Reading 3D is the DIBELS Next assessment, which is the updated version of DIBELS or the Dynamic Indicators of Basic Early Literacy Skills plus Early Reading Diagnostic Measures which includes Text Reading Comprehension.
The DIBELS Next component provides a composite score on students Basic Early Literacy Skills and the Early Reading Diagnostic Measures provide the student’s instructional reading level.

4. Early Literacy Diagnostic Measures
DIBELS Next Measures
Letter Naming Fluency (LNF)
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency (NWF)
DIBELS® Oral Reading Fluency (DORF)
DIBELS® Maze (DAZE)
The Basic Early Literacy Skills are skills that have been identified as essential for a child to 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.
The Basic Early Literacy Skills are:
-Phonemic Awareness (the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words)
-Phonics (the system of letter-sound relationships that is the foundation for decoding words)
-Accurate and Fluent Reading of Connected Text (The ability to read a text accurately and quickly with automaticity)
-Reading Comprehension (The cognitive process involving the intentional interaction between the reader and text to convey meaning)
Vocabulary and Language Skills (the ability to understand and use words to acquire and convey meaning)
These skills are predictive of reading acquisition and subsequent reading achievement.
Let’s look at how the Reading 3D Measures address these skills:
Phonemic Awareness is assessed through First Sound Fluency and Phoneme Segementation Flunecy
-Phonics is assessed through Nonsense Word Fluency,DIBELS® Oral Reading Fluency, and Word Recognition
Accurate and Fluent Reading are assessed through DIBELS® Oral Reading Fluency, Text Reading and Comprehension, and Word Recognition
Reading Comprehension is measured through DIBELS® Oral Reading Fluency, DIBELS® Maze, Text Reading Comprehension
Vocabulary and Language Skills are assessed with Text Reading Comprehension
Early Literacy Diagnostic Measures
Text Reading Comprehension (TRC)
Word Recognition (WR)

5. CMS Reading 3D Benchmark Windows
Beginning of Year (BOY): Sept. 9-Oct. 11
Middle of Year (MOY): Dec. 2-20
End of Year (EOY): April 23-May 9
The CMS Reading 3D Benchmark Windows are
Beginning of Year (BOY): Sept. 9-Oct. 11
Middle of Year (MOY): Dec End of Year (EOY): April 23-May 9
This timing will allow for you to build your classroom community, get students acclimated to your school and/or classroom, and establish expectations and procedures. A nice starting place is the First 20 Days shared by Fountas and Pinnell in their book Guiding Readers and Writers. If your school does not have this text, Austin Independent School District has an overview available at
In between benchmarks, students are expected to be progress monitored to inform instruction.
Students are progress monitored based on their assessment performance.
If a student’s score is…
RED = a minimum of every 10 school days
YELLOW = a minimum of every 20 school days
GREEN = a minimum of once a grading period
BLUE = a minimum of once a grading period
Students with unique needs may need more frequent assessment at the teacher’s discretion, particularly for RtI or EC requirements.
When determining a progress monitoring schedule, bear in mind that students must receive adequate time and instruction between assessments for optimal learning.
The district has provided some Progress Monitoring kits for your school to use for implementation.

6. The Benchmark Assessment Calendar highlights what measures are assessed in each grade at each Benchmark period.

7. Tools and Resources mclasshome.com
Amplify.net
Scott Miller (Amplify Rep)
Amplify Customer Care
Phone: (800) , option 3
mclasshome.com/assessment
Mclasshome.com offers a wealth of resources for teachers, facilitators, principals, and district personnel. In order to access information, resources, and reports, you will need a username and password. This is the same username and password you will use on your iPad.
When you log on to mclasshome.com you will be able to access all of your student data.
You will also be able to get technical support and view tutorials to support you as you implement the Reading 3D assessments.
Please visit ncpublicschools.org/k-3literacy and amplify.net for tutorials, frequently asked questions, and updates from the state
Scott Miller is our regional rep. If you need additional materials or quotes, he is your contact. He can be contacted at
Amplify Customer Care can assist with passwords and technical questions.
If you have specific iPad questions that are not related to the Reading 3D assessment, please contact the CMS Technology Department.
In order to gain quick access to the Reading 3D assessment on your iPad, visit mclasshome.com/assessment. (See the next slide for how)

8. iPad App for Assessment
Open Safari on your iPad and go to mclasshome.com/assessment
Follow the directions on the grey box that appears: Tap the “Send to” button to “Add to Homescreen.”
Allows quick access to the assessments and data and the ability to “sync” without a cord.
To “sync”, hit the “sync” button on the bottom of the screen.
Each teacher will have their own username and password.
If not, they may use:
Demo usernames:
demoultra07
demoultra08
demoultra09
Demo password: 1234

9. Where would you like to start?
Let’s Practice with DIBELS® Next
Where would you like to start?
Click on the “Where would you like to start?” link and share the slides that are appropriate for your school from the Amplify presentation. There is information available for each DIBELS® Next Measure. You only need to visit the links that your teachers need information on or practice with. Please meet the needs of your teachers. This is a link that is available for teachers as a refresher when/as needed.
Please have your teachers practice each of the appropriate measures, as needed.

10. Text Reading Comprehension Components
-Print Concepts
-Reading Behaviors
-Reading Records
TRC measures the following:
-Print Concepts
-Reading Behaviors
-Reading Records
Print Concepts: There are 16 measures for Print Concepts which include front and back of book, directionality, 1:1 match, and others. The goal for students is to master 13 or more of these measures to be considered independent.
Reading Behaviors: Knowledge of basic support behaviors for literacy development. There are 6 measures for Reading Behaviors which include title, return sweep, using picture support, and others.
Reading Records: Use leveled texts to determine a students instructional reading level. Leveled readers promote fluency, reduce frustration, facilitate comprehension, and integrate isolated skills.

11. Text Reading Comprehension
Let’s watch an assessment
Click on the link to have access to a demonstration and explanations on how to mark students’ reading.
Click on the demonstration tab (top right-hand corner) to watch an assessor complete the TRC portion of Reading 3D while listening to a reader.
Return to the home screen by clicking on the Home tab (top right)
When you return to the Home screen, click on each tab on the left-hand side to hear and see how to mark students’ reading.

12. Please visit the Humanities Page on the CMS Intranet.
Reading Level
Cutpoints
Please visit the Humanities Page on the CMS Intranet.
Click on the Literacy tab and then click on the Elementary Literacy Curriculum tab to access this document (link at the top of the page)
The CMS Humanities Department has created a support document based on Reading 3D cutpoints, the Continuum of Literacy Learning, and the Curricular Plans for Reading and Writing Workshop to guide short-term and long-term planning.
This document is available on the intranet.

13. Criteria for Instructional Level
Frustrational
Accuracy ≤ 89% or
Written Comp. = 1/3
Oral Comp. ≤ 3/5
Instructional
Accuracy 90 – 94%
and
Written Comp. ≥ 2/3
Oral Comp. ≥ 4/5
Independent
Accuracy ≥ 95%
The goal of TRC is to determine a student’s instructional level. In order to determine a student’s instructional level a Reading Record and follow-up Comprehension task are required.
The mCLASS®:Reading 3D™ program prompts assessors to continue to administer the Benchmark assessment until the Instructional Level is found.
Instructional: The student not only performs well, but feels challenged.
Frustrational: The student seems unable to progress.
Independent: The student performs well. This is the level used for seatwork and home reading.
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.
TRC identifies the student’s instructional reading level.
TRC 13 13

14. Jake’s Plan
Let’s say Jake scores Frustrational at Level N and Instructional at Level M.
Which book level would you use for small-group instruction?
Which book level would you suggest he check out of the library for reading at home?
Which levels would you guide him away from when reading independently?
Propose the following scenario to participants. Allow them to work in pairs or small groups to discuss their answers. You are welcome to invite individuals to share out their thoughts.
ANSWERS:
1. Level M
2. Level J, K, or L
3. Levels M and higher
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15. Settings Tap Level list to select book level. Tap Book list to
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.
For students with TRC data, the device recommends a level based on the student’s past performance.
Assessors may bypass the system recommendations.
Change the level by choosing from the Level list.
Tap a book from the book list to select it.
Tap Book list to
select book title.
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16. Record Errors Self Correction (SC) Substitution (sub) Insertion (^)
Omission (omit)
Told (told)
The Error Coding Toolbar allows the assessor to record the specific type of miscue.
Use this data to inform instruction for the student.
REMINDER: These are the same errors assessors will record that the participants heard and saw via the previous link on slide 11. Just in case, here is the link again:
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17. TRC Reading Record Quick Reference
Correct
Incorrect
Student reads correct words
Insertions
Student correctly sounds out words
Substitutions
Student repeats words
Omissions
Student self-corrects
Words read in the wrong order
Five-second hesitations
Proper nouns (the first instance only)
Review the TRC Reading Record scoring rules.
TRC 17 17

18. Reading Record Results Screen
Tap Accuracy
rate to review
probe.
Tap Delete to
invalidate probe.
Tap Motiv. or Note to record additional information.
Here is the Reading Record Results Screen where teachers can view details and add additional information about the student’s performance.
To review assessment details, tap the student’s Accuracy rate.
To invalidate assessment results, tap Delete.
Tap Motiv. and/or Note to record additional information.
Buttons highlighted in blue indicate further assessment is required.
Comprehension
tasks required
TRC 18 18

19. TRC Retell (Benchmark Levels E and lower)
Retelling is required for all Benchmark levels E and below.
Access the Retelling follow-up task from the TRC Results screen.
For levels D through E, ask the Oral Comprehension questions after the student completes the retelling.
The student may not keep the book for reference in Retell, but is allowed to reference the book for Oral and Written Comprehension.
You may prompt students with the following questions (if needed):
What happened at the beginning?
What happened next?
How did the story end?
What new information did you learn from the text?
The device lists sample responses.
For fiction titles, score one point each for detail retold from the beginning, middle, and end of the story.
For nonfiction titles, score one point each for three facts retold from the text.
Proficient is 2/3 and higher.
Tap Done to record the score.
Tap Retell to access
questions.
TRC 19 19

20. TRC Written Comprehension (Benchmark Levels F and higher)
Written Comprehension is required for Benchmark books levels F and above.
The mCLASS®:Reading 3D™ kit contains the student materials for this measure.
The teacher listens to words read aloud.
After the Reading Record is complete, prompt the student to read the rest of the text silently and to complete the written comprehension questions.
Students are allowed to refer to their books while completing the written comprehension task.
A student in Kindergarten or Grade 1 BOY who reaches this level but has trouble writing dictates answers to the assessor.
Ask the Oral Comprehension questions after the student completes the written comprehension task.
Tap Written Comp to access the rubric.
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21. Classroom Management to Support TRC Written Comprehension
Teacher assesses Student A with Reading Record
Student A finishes the text, if directed, and independently
completes Written Comprehension
Teacher assesses Student A with Oral Comprehension
Student A engages in Core Activities
10:00 am
10:10 am
10:20 am
10:30 am
This slide illustrates a potential management structure for TRC administration with the written comprehension follow-up task.
Two students’ TRC assessments (reading record, written comprehension, oral comprehension) are completed in 20 minutes each.
The teacher spends a total of 30 minutes assessing the two students.
The blue line represents the teacher’s movement between the two students.
Student B engages in Core Activities
Teacher assesses Student B with Reading Record
Student B finishes the text, if directed, and independently
completes Written Comprehension
Teacher assesses Student B
with Oral Comprehension
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22. Written Comprehension Scoring Rubric
Score
Level
What it means
What it requires No
Understanding
The response demonstrates
no understanding of the text.
Completely incorrect, irrelevant to the question, or missing 1
Minimal
The response demonstrates a minimal understanding of the text.
Minimally addresses the demands of the questions
Uses minimal information to show understanding of the text in relation to the question 2
General
The response demonstrates a general understanding of the text.
Partially addresses the demands of the question
Uses text-relevant information to show understanding 3
Complex
The response demonstrates an understanding of the complexities of the text.
Addresses the demands of the question
Effectively uses text-relevant information to clarify or extend understanding
Written Comprehension questions are scored using a four-point rubric (0–3 points).
Proficient is 2/3 and 3/3.
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23. Scoring Written Comprehension
Tap the
corresponding
number.
In order to record a student’s Written Comprehension Score, tap the corresponding number and tap Done to record the score.
Tap the
arrow to view
rubric criteria.
TRC 23 23

24. Practice Scoring TRC Written Comprehension
Harry the Tow Truck, Level J
1. What problem does Harry need to solve to help the car drivers get home?
2. Describe the events at the end of the story that solved Harry’s problem. A
Student Sample
He needs to get the orange van onto it’s wheels and get the van out of the way.
Harry has to get ther fast and get the gob[job] done fast so the drivers can get home. Harry’s problem was Harry tought he can’t pulled the red truck pass the big tree. B
Student Sample
He had to hurry getting the orange truck on the road.
He got a strong rope and tied it to the truck and move the truck on the road. C
Student Sample
Harry and Bod had to solve the probrem of the orig [orange] mooveing truk.
What solved Bob’s and Harry’s probrem was the strog rope that Bob tied aroend the van and then the van came back on it’s willis [wheels]. D
Student Sample
He can go faster or tell them to go the other way.
He was happy because that job was not hard at all.
Optional ACTIVITY:
Time: 10 minutes
Grouping: Pairs
Purpose: Practice scoring a Written Comprehension response using the scoring rubric
Materials: Participant Copy
Directions:
Participants pair up with a partner in proximity.
Allow participants 5 minutes to read, discuss, and score these student samples of Written Comprehension.
Direct participants to the previous slide titled Written Comprehension Scoring Rubric in their presentation copy.
Bring participants back to review and share opinions on scoring.
Answers:
Sample A = 3 [Discuss: answers fully address the question and use text-relevant information to clarify and extend understanding.
Sample B = 2 [Discuss: answers partially address the questions and use text-relevant information.]
Sample C = 2 [Discuss: while the answer to question 1 is not robust, the answer to question 2 partially addresses the request for description and uses text-relevant information to show understanding]
answer 1 demonstrates a general understanding of the problem facing the orange moving truck. Answer 2: partially addresses the request for description.]
Sample D = 0 [Discuss: both answers are either irrelevant, incorrect, and/or missing information]
* All grammar and spelling in these samples are true to students’ original responses.
TRC 24 24

25. TRC Oral Comprehension (Benchmark Levels D and higher)
Oral Comprehension is required for Benchmark levels D and higher and all Progress Monitoring Texts.
Access the Oral Comprehension follow-up task from the TRC Results screen.
The student may look back at the book to answer the questions.
Tap Oral Comp to access
questions (Benchmark) or rubric (Progress Monitoring).
TRC 25 25

26. TRC Oral Comprehension
Benchmark
Tap Correct or Incorrect
to record answers to
questions provided.
Progress Monitoring
Tap the arrow to access
suggested questions.
Use the text‑specific questions on the device for Benchmark texts.
Proficiency is 4/5 and higher.
Use the Oral Comprehension rubric for Progress Monitoring texts.
Text-specific questions do not appear on the handheld for Progress Monitoring books.
To record an overall comprehension score, rate the students’ responses in each of the four areas: Literal, Inference, Critical, and Creative.
The Oral Comprehension Rubric uses a scale of 1‒4; Proficiency is 3/4 and higher.
Score answers.
TRC 26 26

27. Reading Record (MSV) Analysis
Helps teachers better understand students’ instructional needs.
Based on Marie Clay’s running records.
Identifies the reader’s sources of information.
Meaning, Structure, and/or Visual represent the way information is processed.
Recording MSV is critical to understanding the specific needs of students. It is IMPORTANT for teachers to record the miscue analysis to plan instruction and interventions. Analyze texts read at the Instructional level (90-94% accuracy). Analyze all errors.
To record the analysis of the miscue:
Tap MSV from the results screen to access MSV analysis.
A miscue is when a student says something other than the exact word on the page. Analyzing a reader’s miscues offers a window into his/her mind.
The MSV analysis categories are based on Marie Clay’s graphic records of a student’s oral reading, called running records. These categories help identify student error patterns based on meaning, syntax/structure, and visual cues.
More examples are available in An Observation Survey by Marie Clay (1993).
TRC 27 27

28. MSV Analysis Meaning Does the word the student used make sense?
Did the student preserve meaning?
Syntax/Structure
Does the word the student used sound right?
Did the student preserve language structure?
Visual
Does the word the student used match the print?
Did the student preserve the visual appearance of the word?
Points to remember when coding miscues:
Categorize students’ miscues by referring to the notations in the freehand space and the error patterns recorded on the Error Coding Toolbar.
The device provides guidance at the bottom of the screen.
The letter assigned to the miscue should reflect the strategy the assessor observed the student use during the assessment.
A miscue can be recorded in more than one category.
NOTE TO TRAINER:
Use this opportunity to discuss MSV coding with participants to take the discussion deeper.
Meaning: If a student substitutes a word in text and that substituted word makes sense, then the child is using meaning to read. If the student substitutes a word in text and that substituted word does not make sense then the child is not using meaning.
Does a student preserve meaning when she substitutes “roving” for “roaring”? (No. Ask participants to explain why this doesn’t preserve the meaning of the sentence.)
Syntax/Structure: If the substituted word does not sound right in text then the student is not using conventional English language. If the substituted word sounds correct as we use in our English language then the substitution is correct.
Does a student preserve language structure/syntax when she substitutes “roving” for “roaring”? (Yes. Ask participants to explain the ways in which the error preserves sentence structure/syntax.)
Visual: If a student substitutes a word in text and that substituted word has a visual connection and a graphic-phonemic connection then that student is using visual when reading. If a student substitutes a word in text and that substituted word is not visually connected then the student is not using visual to read.
Does a student preserve the visual when she substitutes “roving” for “roaring”? (Yes. Ask participants to identify the parts of the word which preserved the visual appearance of the word.)
TRC 28 28

29. Which strategies did this student use to substitute while reading?
MSV Practice
Which strategies did this student use to substitute while reading?
We live in a home at the lake.
house
We walked to a store.
the
Our family had a ran cat.
pet
I got a new pair of shoes.
have
Billy and the girl playing ball until dark.
played
We are going to ride he bus to he beach.
the the M S V M S V M S V M S V
Optional ACTIVITY:
Time: 10 minutes
Grouping: Individual
Purpose: Practice scoring student errors with MSV
Materials: Participant Copy
Directions:
Participants work independently to analyze the sentences and circle the strategy/strategies the student used while reading.
Point out that the word on top (in orange) is the substituted word; the word below (in brown) is the original word from the text.
Allow participants 5 minutes to read and score these examples of substitution.
Bring participants back to review and share opinions on analysis.
Answers:
M, S, and V are all preserved when the student substituted “home” for “house.” Visually, both words are connected by the first two letters.
M and S are both preserved when the student substituted “a” for “the.” It makes sense and sounds correct, but there isn’t a visual connection.
No strategies are used when the student substituted “ran” for “pet.”
Only S is preserved when the student substituted “got” for “have.” The meaning of the sentence has changed and there isn’t a visual connection.
V and M are preserved when the student substituted “playing” for “played.” The structure is no longer correct.
V is the only strategy used when the student twice substituted “he” for “the.” The sentence no longer makes sense or is structurally correct. M S V M S V
TRC 29 29

30. MSV Analysis of Self-Corrections
Analyze both the original error and the correction.
Note:
Errors and self-corrections are recorded separately to help target instruction.
The student preserved Meaning and Syntax with the substitution of “the” for “a.”
She used Visual to guide the correction.
TRC 30 30

31. TRC Results with MSV
The bar graph shows the frequency of each strategy.
An under- represented strategy indicates the opportunity for instruction.
After analyzing a student’s miscues, the results are available on the MSV bar graph which appears on the Results screen.
The height of the bars on the graph adjust to show the number of times the student used a cueing system (i.e., strategy) when reading the text.
An under-represented strategy indicates the opportunity for instruction.
In the example shown, instruction should focus on visual cues.
TRC 31 31

32. TRC Partner Practice Assessor Select a Grade 3 student.
Choose Benchmark.
Select TRC.
Select Level M and the book titled Trees on Our Planet.
Select Start Timed Administration.
Score student responses on device.
Administer Oral Comprehension.
Record motivation, notes, and MSV analysis.
Student
Read aloud the script.
Optional ACTIVITY:
Time: 10 minutes
Grouping: Pairs
Purpose: Practice administering and scoring TRC Reading Record and MSV analysis
Materials: Mobile device, Practice script in presentation copy
Directions:
Pair up and complete TRC Practice.
One partner acts as the student and the other partner acts as the assessor.
The assessor should look only at the device (not the script).
The student reads from the hard copy script in the training materials.
Student improvises responses to oral comprehension follow-up task.
Keep this slide visible during the practice.
TRC 32 32

33. TRC Partner Practice Script
Key: A bold word indicates a mistake.
An ellipsis (…) indicates a five-second hesitation.
A comma (,) indicates a self‑correction.
An asterisk (*) indicates an omission.
People have been cutting down trees for thousand of years. The wood from trees is very useful. It can be used to build houses. It can be used to make tables and chair and other furniture. Wood can be made into paper, too. But, all around the world, too much, many trees have been cut down. More and more houses have been built. Large cities has been built.
In the past, people decide to turn huge areas of forest into farm land. They cut down millions of trees. They clear the land quickly. But then some heavy rain came, and good soil on top of the ground was washed away. Nothing much would grow there. Today, people realized how important trees are.
Their wide branches help to stop the rain * washing the topsoil away. Their strong roots hold the soil in place, even on … mountains. And forest provide a home for many different kinds of nice animals.
So people are now growing trees to replace * ones that have been cut down. When the young trees are strong … , they are planted where they are need most. But they take a long time to grow tall. We must all help to put trees back on our plant.
DIRECTIONS:
Facilitate discussion and answer questions upon completion.
Participants compare Assessment screens.
Think about the student who was assessed.
Describe his/her reading fluency skills.
What patterns do you see in his/her responses? Sample Answer: Child fails to read, and sometimes changes, word endings.
What instruction do you recommend for this student? Sample Answer: Instruct student to keep reading the word until the last letter so that suffixes are accurate and to monitor comprehension to see if verb tense or plural noun fits the rest of the sentence.
After all errors have been reviewed, instruct participants to tap Done to advance to the results screen.
To open the Review Mode and/or edit the record, tap the blue % or accuracy rate from the Results screen.
The time does not continue if the reading record selected was a timed administration.
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34. Don’t forget to visit mclasshome.com for more
information, resources, tutorials, and support.
Make the most of Reading 3D to indentify the strengths of your students and show great growth this year!