Overview for Wake County Public School System K-5 Teachers.
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Overview for Wake County Public School System K-5 Teachers
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Transcript of Overview for Wake County Public School System K-5 Teachers.
Overview for Wake County Public School System
K-5 Teachers
Code of Cooperation
Listen
Mentally Present
Seek to Understand
BePrepared
Reflect
Session Objectives
3
By the end of the session, you will be able to:
• Describe how mCLASS Reading 3D assessment measures correlate with the basic early literacy skills
• Explain features of mCLASS Reading 3D that will help you meet the needs of your students
• Identify measures you will be responsible for administering
• Identify various resources for support
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Why
What
When
How
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Why
What
When
How
Wake County Public School System
An Educational Framework
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.
mCLASSReading 3D
DIBELS Next
FSF
PSF
NWF
DORF
Daze
Early Literacy Diagnostic
(ELD)
Text Reading & Comprehension
(TRC)
Word Recognition(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
High Frequency Word List
Text Reading Comprehension(TRC)
Word Recognition (WR)
Approved Accommodations
• See the assessment manual for measure-specific accommodations
• Enlarged student materials, colored overlays, filters, or lighting adjustments
• Assistive technology, such as hearing aids and assistive listening devices (ALDs)
• Markers or rulers to focus student attention
hlynch
Should this slide go here...seems very out of place
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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.
hlynch
What is another way to say this?
Home Connect Letters
Small Group Advisor
Item-Level Advisor
mCLASS Reports
17
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Why
What
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How
Make It Real
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)
Nonsense Word Fluency (NWF)
DIBELS Oral Reading Fluency
(DORF)
Word Recognition
(WR)
DIBELS Oral Reading Fluency
(DORF)
Text Reading and Comprehension
(TRC)
Word Recognition
(WR)
DIBELS Oral Reading Fluency
Retell (DORF)
DIBELS Maze (Daze)
Text Reading and Comprehension
(TRC)
Text Reading and Comprehension
(TRC)
PhonicsAccurate
and FluentReading
Vocabulary &
Language Skills
Comprehension
mCLASS®:Reading 3D™
Reliable
Easy
Repeatable
Sensitive to Growth and Change
Assessment Measurement Tool
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Why
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How
mCLASS/DIBELS Next Assessments by Grade Level and Time of Year
Track 1 July 10*-30 Nov 18-Dec 4,
Jan 6-9 Apr 30-May 20 July 10*-30 Nov 18-Dec 4,
Jan 6-9 Apr 30-May 20 July 10*-30 Nov 18-Dec 4,
Jan 6-9 Apr 30-May 20 July 10*-30 Nov 18-Dec 4,
Jan 6-9 Apr 30-May 20
Track 2 July 10*-30 Dec 11-20, Jan 6-14
May 6-9, June 4-18
July 10*-30 Dec 11-20, Jan 6-14
May 6-9, June 4-18
July 10*-30 Dec 11-20, Jan 6-14
May 6-9, June 4-18
July 10*-30 Dec 11-20, Jan 6-14
May 6-9, June 4-18
Track 3 July 10*-26, Aug 21-22
Dec 11-20, Jan 6-14
May 29-June 18 July 10*-26, Aug 21-22
Dec 11-20, Jan 6-14
May 29-June 18 July 10*-26, Aug 21-22
Dec 11-20, Jan 6-14
May 29-June 18 July 10*-26, Aug 21-22
Dec 11-20, Jan 6-14
May 29-June 18
Track 4 July 24*-Aug 13 Nov 25-Dec 13,
Jan 8-10 May 29-June 18 July 24*-Aug 13 Nov 25-Dec 13,
Jan 8-10 May 29-June 18 July 24*-Aug 13 Nov 25-Dec 13,
Jan 8-10 May 29-June 18 July 24*-Aug 13 Nov 25-Dec 13,
Jan 8-10 May 29-June 18
Grade K Grade 1 Grade 2 Grade 3 BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY
FSF FSF
LNF LNF LNF LNF
PSF PSF PSF
NWF NWF NWF NWF NWF NWF
DORF DORF DORF DORF DORF DORF DORF DORF
DAZE DAZE DAZE
WR WR** WR** WR WR** WR** WR WR** WR**
TRC (Student Choice of
Fiction/Non-Fiction)
TRC (Opposite of
Student Choice in BOY)
TRC (Student Choice of
Fiction/Non-fiction)
TRC (Student Choice of
Fiction/Non-Fiction)
TRC (Opposite of
Student Choice in
BOY)
TRC (Student Choice of
Fiction/Non-fiction)
TRC (Student Choice of
Fiction/Non-Fiction)
TRC (Opposite of
Student Choice in
BOY)
TRC (Student Choice of
Fiction/Non-fiction)
TRC (Student Choice of
Fiction/Non-Fiction)
TRC (Opposite of
Student Choice in
BOY)
TRC (Student Choice of
Fiction/Non-fiction)
* Kindergarten may begin during Staggered Entry. * DIBELS Next measures (FSF, LNF, PSF, NWF, DORF, Daze) should be completed within the first 5 days of the assessment windows followed by TRC measures. **If a student scores above 18 on List C at BOY of WR, there is no need to administer later in the year. FSF = First Sound Fluency LNF = Letter Naming Fluency PSF = Phoneme Segmentation Fluency NWF = Nonsense Word Fluency DORF = DIBELS Oral Reading Fluency
Track 1 July 10*-30 Nov 18-Dec 4, Jan 6-9
Apr 30-May 20
Track 2 July 10*-30 Dec 11-20,
Jan 6-14 May 6-9, June 4-18
Track 3 July 10*-26, Aug 21-22
Dec 11-20, Jan 6-14
May 29-June 18
Track 4 July 24*-Aug 13
Nov 25-Dec 13,
Jan 8-10
May 29-June 18
Grades 4 - 5 BOY MOY EOY
DORF DORF DORF DAZE DAZE DAZE
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Why
What
When
How
mCLASS®:Reading 3D™ System
Web Reports
Mobile Device
Benchmark Summary Screen
Tap to beginassessment.
Administration Time
hlynch
Should this slide go here? Seems out of place....
DIBELS® Composite Score
CompositeScore
hlynch
Do we need the color description and benchmark goals described her as this is also somewhat repeated on slide 31
How DIBELS® Composite ScoreIs Calculated
The mobile device calculates the score automatically.
Grade 2, MOYKindergarten, MOY
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
www.dibels.com/next/downloads/DIBELSNextBenchmarkGoals.pdf
Benchmark Goals
At or Above Benchmark
BelowBenchmark
DIBELS data are only valuable if we use the information to change outcomes.
Odds of AchievingSubsequent
Benchmark Goals
80% – 90%
StatusOdds of Achieving
SubsequentBenchmark Goals
Next Steps
At or AboveBenchmark 80% - 90%
Student is likely to make adequate progress with effective core instruction.
Below Benchmark 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.
TRC Proficiency Level
Reading Level
TRC Benchmark Goals
Grades BOY ReadingLevel Goal(s)
MOY ReadingLevel Goal(s)
EOY ReadingLevel 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
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
Speedboat vs. Oil TankerYou 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
hlynch
Review script for this slide
mCLASS Chat
Customer Care
Email: [email protected]
Phone: (800) 823-1969, option 3 Monday–Friday 7 a.m. to 7 p.m. EST
Online Supportwww.mclasshome.com
Wireless Generation: North Carolina
iPad Tech Support
Reflection• How do the mCLASS Reading 3D Assessment measures
correlate with the basic early reading skills?
• What features of mCLASS Reading 3D will help you meet the needs of your students?
• What measures are you responsible for administering? • What are the various resources that you can access for support?
