mCLASS®:Reading 3D™

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Agenda
mCLASS®:Reading 3D™ Basics
Text Reading and Comprehension (TRC)
Progress Monitoring
Web Reports
Book Management
Support and Wrap-Up
2
Overview
3
mCLASS®:Reading 3D™ System
Handheld
Web Reports
https://www.mclasshome.com
4
Partners
5
Fundamentals
The mCLASS®:Reading 3D™ assessment consists of
eight literacy measures.
Seven DIBELS measures ISF
LNF
PSF
NWF
ORF & RTF
WUF
+
One measure of reading fluency
TRC
A balanced approach to reading assessment
6
mCLASS®:Reading 3D™ & the Big Ideas
Phonemic
Awareness
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension
Vocabulary
DIBELS
TRC
mCLASS:Reading 3D
7
Home Screen
Date and Time
Start
8
Class List
Choose a class.
Student List
Available
Measures
9
Measure Status Class List
Measure yet to be administered.
TRC measure is complete.
Assessment has been paused.
mCLASS®:DIBELS® measures
are complete.
10
Sorting
You can sort by Last Name, DIBELS®
Instructional Recommendation, or
Reading Level.
11
DIBELS® Measure Selection
12
TRC Measure Selection
13
Student Menu: Benchmark
Benchmark Assessment
Progress Monitoring
Diagnostic Interview
(in development)
Learning Activities
14
Cumulative Results Screen
All mCLASS:DIBELS and TRC scores appear on the Student Menu.
15
Agenda
mCLASS®:Reading 3D™ Basics
Text Reading and Comprehension (TRC)
Progress Monitoring
Web Reports
Book Management
Support and Wrap-Up
16
Text Reading & Comprehension (TRC)
Identifies instructional reading levels and records error patterns
17
TRC
Big Idea in Beginning Reading: Accuracy and Fluency,
Comprehension, and Vocabulary
Administered:
Kindergarten through Grade 3
Goals:
Kindergarten EOY = B
Grade 2 EOY = L
Grade 1 EOY = I
Grade 3 EOY = P
Materials: Grade-level-specific TRC Benchmark books
18
Assessment Goals by Level System
Beginning of Year
Kindergarten
Grade 1
Middle of Year
Reading Recovery: N/A
Reading Recovery: N/A
Reading Recovery: Level 2
Guided Reading: N/A
Guided Reading: N/A
Guided Reading: Level B
Wright Group: N/A
Wright Group: N/A
Wright Group: Level C
DRA: N/A
DRA: N/A
DRA: Level 3
Reading Recovery: Level 3
Reading Recovery: Level 8
Reading Recovery: Level 16
Guided Reading: Level B
Guided Reading: Level E
Guided Reading: Level I
Wright Group: Level C
Wright Group: Level E
Wright Group: Level J
DRA: Level 3
DRA: Level 8
DRA: Level 16
Reading Recovery: Level 15-17 Reading Recovery: Level 20
Grade 2
Grade 3
End of Year
Early Intervention: Level 24
Guided Reading: Level I
Guided Reading: Level K
Guided Reading: Level L
Wright Group: Level J
Wright Group: Level M
Wright Group: Level N
DRA: Level 16
DRA: Level 24
DRA: Level 28
Early Intervention: Level 28
Early Intervention: Level 30
Early Intervention: Level 38
Guided Reading: Level N
Guided Reading: Level O
Guided Reading: Level P
Wright Group: Level O
Wright Group: Level P
Wright Group: Level Q
DRA: Level 30
DRA: Level 34
DRA: Level 38
19
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
Independent
Accuracy = 95% or more
and Oral Comprehension = 4/5 or more
Written Comprehension = 2/3 or more
20
TRC Risk Levels
21
Comprehension Tasks
Tasks
Benchmark STEP
(English and Spanish)
Oral Comprehension
All Levels
Written Comprehension
Levels M-P
22
TRC Print Concepts
Assesses knowledge of basic concepts of print
23
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
24
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
25
TRC Reading Behaviors
Assesses knowledge of basic support behaviors for literacy development
26
TRC Print Concepts: Demo


Marking
 Correct
 Incorrect
Observe
 Directions to the assessor
 Page numbers
 Use of index cards
 Acceptable student
responses
27
Page Numbering
Text page numbers skip
due to picture placement.
28
Settings
Tap Level list
to select book
Level.
Tap Book list
to select book.
29
TRC Results Screen
Proceed to Level B.
Record a Note and
student Motivation.
Tap Delete to
invalidate probe.
30
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
31
TRC Practice Instructions
1.
Select Aard, Richard_K.
2.
Tap TRC Print Concepts.
3.
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.
32
TRC Practice
Page
Cover
2
2
Directions
Assessor
Pass the book to the child, “Show me the front of
holding it vertically by the
the book.”
outside edge, spine toward
the child.
Turn to page 2.
“I’ll read this book. You help
me. Show me where to start
reading. Where do I begin
to read?”
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?”
Student
Point to the front of
the book
Correct
Point to the picture
Incorrect
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.”
Score: 1/16
Score: 1/16
1. Point to first word
1. Correct
2. Drag finger from right to left 2. Incorrect
3. Point to second line of text
3. “Where do I go next?”
3–4
Score
Point to each word
3. Correct
Score: 3/16
Correct
Score: 4/16
33
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.”
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 Point. to “It.”
sentence.”
Correct
Score: 6/16
“Show me the last part of the
Point to play.
sentence.”
Correct
6
7
Read page 6 again.
Read page 7.
Point to each word
Correct
Score: 5/16
Score: 7/16
Point to the words
“I’ll read this page and you
help by pointing to the words
when I read.”
Correct
“I’ll read this page and you
help by pointing to the
words when I read.”
Incorrect
Point to only the first word
Score: 8/16
Score: 8/16
34
TRC Practice
Page
6
Directions
Go back to page 6.
Assessor
“Let’s read this page again.
Can you show me a capital
letter?”
6
Cover up all the words
except, “It made the
children.”
“Let’s read this page again.
How many words do you
see?”
6
Cover up all the words
except, “laugh and play.”
“How many words do you
see?”
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”?
6
Student
Score
Point to y
Incorrect
Score: 8/16
Say four.
Correct
Score: 9/16
Say three.
Correct
Score: 10/16
Point to l.
Correct
Correct
Can you point to the last
letter in the word “laugh”?
Point to h.
“How many letters do you
see in “laugh”?”
Say three.
Score: 11/16
Incorrect
Score: 11/16
35
TRC Check for Understanding
True or False
1. Listen to the statement.
2. Label two sticky notes.
 Mark one T for true.
 Mark one F for false.
3. Show the sticky note that reflects your answer choice.
36
TRC Check for Understanding
1.
2.
3.
4.
5.
A student must be Frustrational in Print Concepts and Reading Behaviors to
continue assessment at Reading Level B or beyond.
False (Answer: Independent)
To access the PC and RB sections of TRC you need the books Mary’s Lamb and
The Sock is on the Floor.
True
There are 16 items assessed in PC and 16 items in RB.
False (Answer: 16/6, all essential supporting skills)
A white circle in the Reading Level area of the Benchmark assessment column
indicates that TRC has not been administered.
True
A student would have to score 13 out of 16 items correct in the Print Concepts to
move on to the Reading Behaviors items.
True
37
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.
_____________________________________________
38
TRC Reflection
1. Which student in your current or previous classes would you
assess tomorrow, if possible? Who is your Jake?
_____________________________________________________
2. Guess his or her TRC Instructional Level.
_____________________________________________________
3. List three things you would do after finding this student’s
Instructional Level.
___________________________________
___________________________________
___________________________________
___________________________________
39
TRC Reading Records
Identifies the student’s instructional reading level and error patterns
40
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.
41
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?
42
TRC Reading Record Settings
Tap Level list
to select book
level.
Tap Book list
to select a book.
43
Starting a TRC Reading Record
Mr. Say prompts the assessor.
These dots indicate line breaks
in the student text.
44
TRC Demo
 Timing Features
 Starting
 Pausing
 Marking
 Correct answers
 Substitutions
 Omissions
 Insertions
 Tolds
 Self-corrections
 Observe
 Recording behavior notes
 Recording repetitions
45
Recording Behavior
Freehand Space
If the student says:
“Every Sat-, Saturday.”
1. Tap the word Saturday.
2. In the freehand space, write
exactly what the student said,
“Sat-,”or the behavior he or
she exhibited.
46
Recording Errors
Error Coding Toolbar
 Substitution (sub)
 Insertion (^)
 Omission (omit)
 Told (told)
47
Substitution
If the student says:
“People may say it’s cool and raining...”
1. Tap the word “cold.”
2. Tap Sub.
3. In the freehand space, write
“cool.”
48
Insertion
If the student says:
“Green Truck went all the way down to
Red Truck and the red rope.”
1. Tap the word after the
insertion, “rope.”
2. Tap (^) for Insertion.
3. In the freehand space, write
“red.”
49
Omission
If the student says:
“Sally saw one of her friends by the
merry-go-round.”
1. Tap the omitted word, “little.”
2. Tap Omit.
50
Told
If the student says:
“Some chile peppers are o- or-.”
1.
Wait 5 seconds for a
response.
2.
Say “Orange.”
3.
Tap the word you tell the
student, “orange.”
4.
Tap Told.
51
Self-Correction
If the student says:
“Some chile peppers taste hot. They
mike, I mean, make your mouth…”
1. Tap the word “make.”
2. Tap Sub.
3. In the freehand space, write
“mike.”
4. Tap SC.
52
Repetition
1.
2.
3.
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.
53
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.
54
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
55
TRC Oral Comprehension
Record the student’s Oral Comprehension scores directly from the TRC
Results screen.
Tap here to access Oral
Comprehension questions.
56
TRC Written Comprehension
Tap Written Comp.
57
Written Comp. Scoring Rubric
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.
3
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 a general
understanding of the text and:
 Partially addresses the demands of
the question.
 Uses text-relevant information to
show understanding.
2
0
Response demonstrates no
understanding of the text and:
 The response is completely
incorrect, irrelevant to the
question, or missing.
58
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.
59
MSV (Miscue) Analysis
Meaning



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?
60
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.
61
TRC Results With MSV
The MSV bar graph shows the relative number for each strategy type.
Yellow bars indicate
self-corrections.
Red bars indicate errors.
62
TRC Quick Reference
Correct (no action)
 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)
63
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.
64
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.
65
TRC Audio Practice
Tap the following:
1. Your Demo Class and Beg. of Yr.
2. Student Aaron_1, Lee
3. Measure TRC
4. Level K and the book Pig on 35th Street
66
TRC Audio Practice Scoring
67
TRC Check for Understanding
1.
To record a behavior without marking the word as incorrect, tap the word and
write the behavior in the freehand space.
Yes
2.
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.
Yes
3.
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
4.
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%
5.
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%
68
TRC Reflection
1. What questions do you have?
2. 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
69
Agenda
mCLASS®:Reading 3D™ Basics
Text Reading and Comprehension (TRC)
Progress Monitoring
Web Reports
Book Management
Support and Wrap-Up
70
Progress Monitoring (PM)
Skill-specific, frequent, ongoing assessment of at-risk students
71
PM Class List
Support
Categories
are color
coded.
Sorting Options
72
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 applicable
Not
completed
73
PM Student Menu
1. Select a measure.
`
2. Tap Start to begin.
The PM Student Menu provides a history of a student’s
progress on the selected measure.
74
PM Student Menu: Graph View
75
TRC PM Selection
Select a level to assess.
Select a text assigned at
that level.
76
Add New Book
77
Add New Book
78
Add New Book
79
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.
80
PM Reading Record
81
TRC PM: Results Screen
82
TRC PM Comprehension Rubric
83
TRC PM: Comprehension Rubric
84
Agenda
mCLASS®:Reading 3D™ Basics
Text Reading and Comprehension (TRC)
Progress Monitoring
Web Reports
Book Management
Support and Wrap-Up
85
Web Reports
Data reports provide insight into the strengths and weaknesses
of students’ literacy skills.
86
Web Report Features
 Scores
 History
 Graphs of Student Progress
 Groups
 Support Categories
 Notes
87
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
88
Opening Web Reports
1. Click the Web browser (e.g., Internet Explorer) and type
https://www.mclasshome.com.
2. Type your user name and password.
3. View reports.
89
mCLASS® Home
90
Class Summary
The Class Summary shows results for current Assessment Window.
Select a School and Class.
91
Class Summary: Key
92
Class Summary: Views
93
Viewing Class Data
94
Class Summary Features
Support
Category
by Reading
Level
Click a
student to
open the
Student
Summary.
Target Goals
Click a Score
to open its
Probe Detail
report.
Status/Risk
Level
95
Class Summary with PM
96
Class Summary: Chart View
97
Student Summary
Select a
student.
Benchmark
Results
Goals
Probe
Details
98
TRC Student Details
Select a student.
View the
Report Key.
Assigned Level
Book History
99
TRC Book Details
100
DIBELS® Class Summary
101
Agenda
mCLASS®:Reading 3D™ Basics
Text Reading and Comprehension (TRC)
Progress Monitoring
Web Reports
Book Management
Support and Wrap-Up
102
Book Management
Click Enter.
103
Unlocked Book List
Choose a level
system.
Click to Add/Remove Books.
104
Editing Your Book List
Find specific titles.
Define your search by
publisher, reading level,
and/or language.
Click a category
to sort.
Scroll from
page to page.
105
Book List Updated Summary
Click Done.
Check important
information about
changes to the Book
List after syncing.
106
Agenda
mCLASS®:Reading 3D™ Basics
Text Reading and Comprehension (TRC)
Progress Monitoring
Web Reports
Book Management
Support and Wrap-Up
107
Online Support
108
Additional Support
Wireless Generation is available to answer your questions.

Online Support: https://www.mclasshome.com has extensive help,
downloads, user guides, and FAQs

Email: Contact us at [email protected] any time

Phone: Call toll free at (800) 823-1969, option 3
Monday–Friday 7 a.m. to 7 p.m. EST
109
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