Overview for
Wake County Public School
System
K-3 Teachers
?
Why
What
When
How
An Educational
Framework
Wake County Public School System
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.
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.
DIBELS
Next
FSF
PSF
NWF
DORF
mCL
ASS
Read
Daze
ing
3D
Early
Literacy
Diagnos
Text
Word
tic
Reading & Recognitio
(ELD)n
Comprehe
nsion
(TRC)
(WR)
What is familiar?
AIMSweb
DIBELS Next
Letter Naming Fluency
Letter Naming Fluency
First Sound Fluency
Phoneme Segmentation Fluency
Phoneme Segmentation Fluency
Nonsense Word Fluency
Nonsense Word Fluency
R-CBM
DORF
Maze
Daze (3rd grade only)
Running Record and Retelling
Text Reading Comprehension
(TRC)
High Frequency Word List
Word Recognition (WR)
?
Why
What
When
How
Let’s Take a Look at the
Materials
mCLASS®:Reading 3D™
Helps Teachers
• Inform instruction to meet
individual needs.
• Create reading groups.
• Make effective decisions to
meet learning objectives.
• Monitor student progress.
Home Connect Letters
Small Group Advisor
Item-Level Advisor
mCLASS Reports
14
?
Why
What
When
How
Basic Early Literacy
Skills
Phonemic Awareness
Phonics
Accurate and Fluent Reading of Connected Text
Reading Comprehension
Vocabulary and Language Skills
Basic Early Literacy Skills
Phonemic
Awareness
First Sound
Fluency (FSF)
Phoneme
Segmentation
Fluency (PSF)
Phonics
Nonsense Word
Fluency (NWF)
DIBELS Oral
Reading Fluency
(DORF)
Word
Recognition
(WR)
Accurate
and Fluent
Reading
Comprehension
DIBELS Oral
Reading Fluency
(DORF)
DIBELS Oral
Reading Fluency
Retell (DORF)
Text Reading
and
Comprehension
(TRC)
DIBELS Maze
(Daze)
Word
Recognition
(WR)
Text Reading and
Comprehension
(TRC)
Vocabulary
&
Language
Skills
Text Reading
and
Comprehension
(TRC)
mCLASS®:Reading 3D™
Measurement
Tool
Assessment
Reliable
Easy
Repeatable
Sensitive to Growth and Change
?
Why
What
When
How
Benchmark Assessment
Calendar
FSF
LNF
PSF
NWF DORF DAZE
WR
K
(BOY)
K (MOY)
K
(EOY)
1 (BOY)
1 (MOY)
1 (EOY)
2 (BOY)
2 (MOY)
2 (EOY)
3 (BOY)
3 (MOY)
3 (EOY)
TRC
?
Why
What
When
How
mCLASS®:Reading 3D™
System
Mobile Device
Web Reports
Benchmark Summary
Screen
Tap to begin
assessment.
DIBELS® Composite
Score
Composite
Score
How DIBELS® Composite Score
Is Calculated
The mobile device calculates the score automatically.
FSF Score
+
DORF Words Correct +
LNF Score
+
Retell Score (x 2)
PSF Score
+
DORF Accuracy Percent Value
+
NWF CLS Score
=
DIBELS® Composite Score
Kindergarten, MOY
=
DIBELS® Composite Score
Grade 2, MOY
www.dibels.com/next/downloads/DIBELSNextBenchmarkGoals.pdf
Benchmark Goals
Status
At or Above
At or Above
Benchmark
Benchmark
Below
Below
Benchmark
Benchmark
Well Below
Benchmark
Odds of Achieving
Odds of Achieving
Subsequent
Subsequent
Benchmark Goals
Benchmark Goals
Next Steps
80% – 90% Student is likely to make
adequate progress with
80% - 90%
effective core instruction.
40% - 60%
Student is likely to need
strategic support to make
adequate progress.
10% – 20%
Student is likely to need
intensive support to make
adequate progress.
DIBELS data are only valuable if we use the
information to change outcomes.
TRC Proficiency Level
Reading
Level
TRC Benchmark Goals
Grades
BOY Reading MOY Reading EOY Reading
Level Goal(s) Level Goal(s) Level Goal(s)
Kindergarten
RB to B
C
D
Grade 1
D
G to H
J to K
Grade 2
J to K
L
M to N
Grade 3
M to N
O
P to Q
Make it Real
• 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)
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
mCLASS®:Reading 3D™
System
mCLASS Chat
Wireless Generation: North
Carolina