Overview for Wake County Public School

System K-3 Teachers

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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)

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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.

Home Connect Letters

Small Group Advisor

Item-Level Advisor

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mCLASS Reports

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Why What When How

Basic Early Literacy SkillsPhonemic Awareness

Phonics

Accurate and Fluent Reading of Connected Text

Reading Comprehension

Vocabulary and Language Skills

Basic Early Literacy Skills

Phonemic Awarenes

s

First Sound Fluency

(FSF)

Phoneme Segmentatio

n 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)

Phonics

Accurate 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 What When How

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)

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Why What When How

mCLASS®:Reading 3D™ System

Web Reports

Mobile Device

Benchmark Summary Screen

Tap to beginassessment.

DIBELS® Composite Score

CompositeScore

How DIBELS® Composite Score

Is 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 Reading

Level Goal(s)

MOY Reading

Level Goal(s)

EOY Reading

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

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 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

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