mCLASS®:Reading 3D™

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Transcript mCLASS®:Reading 3D™

Agenda

mCLASS ® :Reading 3D ™ Basics

Text Reading and Comprehension (TRC) Progress Monitoring Web Reports Book Management Support and Wrap-Up

Overview

mCLASS

:Reading 3D

™

System

Handheld Web Reports https://www.mclasshome.com

Partners

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

mCLASS

:Reading 3D

™

& the Big Ideas

Phonemic Awareness Alphabetic Principle Accuracy and Fluency Comprehension Vocabulary DIBELS TRC mCLASS:Reading 3D

Home Screen

Start Date and Time

Class List

Choose a class.

Student List Available Measures

Measure Status Class List

Measure yet to be administered.

TRC measure is complete.

Assessment has been paused.

mCLASS ® :DIBELS ® measures are complete.

Sorting

You can sort by Last Name, DIBELS ® Instructional Recommendation, or Reading Level.

DIBELS

Measure Selection

TRC Measure Selection

Student Menu: Benchmark

Benchmark Assessment Progress Monitoring Diagnostic Interview (in development) Learning Activities

Cumulative Results Screen

All mCLASS:DIBELS and TRC scores appear on the Student Menu.

Agenda

mCLASS ® :Reading 3D ™ Basics

Text Reading and Comprehension (TRC)

Progress Monitoring Web Reports Book Management Support and Wrap-Up

Text Reading & Comprehension (TRC)

Identifies instructional reading levels and records error patterns

TRC

Big Idea in Beginning Reading: Accuracy and Fluency, Comprehension, and Vocabulary Administered: Kindergarten through Grade 3 Goals: Kindergarten EOY = B Grade 1 EOY = I Grade 2 EOY = L Grade 3 EOY = P Materials: Grade-level-specific TRC Benchmark books

Assessment Goals by Level System

Kindergarten Grade 1 Grade 2 Grade 3 Beginning of Year Reading Recovery: N/A

Guided Reading: N/A

Wright Group: N/A DRA: N/A Middle of Year Reading Recovery: N/A

Guided Reading: N/A

Wright Group: N/A DRA: N/A Reading Recovery: Level 3

Guided Reading: Level B

Wright Group: Level C DRA: Level 3 Reading Recovery: Level 15-17

Guided Reading: Level I

Wright Group: Level J DRA: Level 16 Early Intervention: Level 28

Guided Reading: Level N

Wright Group: Level O DRA: Level 30 Reading Recovery: Level 8

Guided Reading: Level E

Wright Group: Level E DRA: Level 8 Reading Recovery: Level 20

Guided Reading: Level K

Wright Group: Level M DRA: Level 24 Early Intervention: Level 30

Guided Reading: Level O

Wright Group: Level P DRA: Level 34 End of Year Reading Recovery: Level 2

Guided Reading: Level B

Wright Group: Level C DRA: Level 3 Reading Recovery: Level 16

Guided Reading: Level I

Wright Group: Level J DRA: Level 16 Early Intervention: Level 24

Guided Reading: Level L

Wright Group: Level N DRA: Level 28 Early Intervention: Level 38

Guided Reading: Level P

Wright Group: Level Q DRA: Level 38

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

TRC Risk Levels

Comprehension Tasks

Tasks

Oral Comprehension Written Comprehension

Benchmark STEP (English and Spanish)

All Levels Levels M-P

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

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

TRC Reading Behaviors

Assesses knowledge of basic support behaviors for literacy development

TRC Print Concepts: Demo

  Marking  Correct  Incorrect Observe  Directions to the assessor    Page numbers Use of index cards Acceptable student responses

Page Numbering

Text page numbers skip due to picture placement.

Settings

Tap

Level

list to select book Level.

Tap

Book

list to select book.

TRC Results Screen

Proceed to Level B. Record a Note and student Motivation. Tap

Delete

to invalidate probe.

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

TRC Practice Instructions

Select

Aard, Richard_K

Tap

TRC Print Concepts

 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.

TRC Practice

Page Directions Assessor Student Score

Cover 2 2 3 –4 Pass the book to the child, holding it vertically by the outside edge, spine toward the child.

Turn to page 2.

“Show me the front of the book.” “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?” 3. “Where do I go next?” Point to the front of the book Point to the picture 1. Point to first word 2. Drag finger from right to left 3. Point to second line of text Correct Score: 1/16 Incorrect Score: 1/16 1. Correct 2. Incorrect 3. Correct Score: 3/16 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.” Point to each word Correct Score: 4/16

TRC Practice

Page

Directions

Read page 5 and point to each word.

Assessor Student

“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.” Point to each word 6 6 7

Score

Correct Score: 5/16 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 sentence.” Point. to “It.” “Show me the last part of the sentence.” Point to play.

Read page 6 again. Read page 7.

“I’ll read this page and you help by pointing to the words when I read.” Point to the words “I’ll read this page and you help by pointing to the words when I read.” Point to only the first word Correct Score: 6/16 Correct Score: 7/16 Correct Score: 8/16 Incorrect Score: 8/16

TRC Practice

Page

6 6 6 6

Directions

Go back to page 6.

Cover up all the words except, “It made the children.” Cover up all the words except, “laugh and play.” Isolate the word “laugh” using two fingers or index cards. The next two items together will count as one point.

Assessor Student

“Let’s read this page again. Can you show me a capital letter?” Point to y “Let’s read this page again. How many words do you see?” Say four.

“How many words do you see?” Say three.

“Now, we are going to look at the word “laugh.” Can you point to the first letter in the word “laugh”?

Can you point to the last letter in the word “laugh”?

“How many letters do you see in “laugh”?” Point to l.

Point to h.

Say three.

Score

Incorrect Score: 8/16 Correct Score: 9/16 Correct Score: 10/16 Correct Correct Score: 11/16 Incorrect Score: 11/16

TRC Check for Understanding

True or False

Listen to the statement.

Label two sticky notes.

  Mark one T for Mark one F for

true

false

Show the sticky note that reflects your answer choice.

TRC Check for Understanding

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 The Sock is on the Floor.

and

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.

_____________________________________________

TRC Reflection

Which student in your current or previous classes would you assess tomorrow, if possible? Who is

your

Jake? _____________________________________________________ Guess his or her TRC Instructional Level.

_____________________________________________________ List three things you would do after finding this student’s Instructional Level.

___________________________________ ___________________________________ ___________________________________ ___________________________________

TRC Reading Records

Identifies the student’s instructional reading level and error patterns

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.

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?

TRC Reading Record Settings

Tap

Level

list to select book level.

Tap

Book

list to select a book.

Starting a TRC Reading Record

Mr. Say prompts the assessor.

These dots indicate line breaks in the student text.

TRC Demo

 Timing Features  Starting  Pausing  Marking  Correct answers   Substitutions Omissions    Insertions Tolds Self-corrections  Observe   Recording behavior notes Recording repetitions

Recording Behavior

Freehand Space If the student says: “Every Sat-, Saturday.” 1.

Tap the word

Saturday

In the freehand space, write exactly what the student said, “Sat-,”or the behavior he or she exhibited.

Recording Errors

Error Coding Toolbar     Substitution (

sub

) Insertion (

) Omission (

omit

) Told (

told

)

Substitution

If the student says: “People may say it’s

cool

and raining...” 1.

Tap the word “cold.” 2.

Tap

Sub

In the freehand space, write “cool.”

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

In the freehand space, write “red.”

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

Told

If the student says: “Some chile peppers are o- or-.” 1.

Wait 5 seconds for a response.

Say “Orange.” 3.

Tap the word you tell the student, “orange.” Tap

Told

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

In the freehand space, write “mike.” 4.

Tap

Repetition

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

or the

Repetition Value

arrow.

at the end of the

TRC Reading Record Practice #1

Assessment Period: Student:

Beg. of Yr.

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

the window. When my mom

stopped

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

let him in here?” at all the … Then I hear loud voices. “Hey, what’s going on?” Who 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.

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

TRC Oral Comprehension

Record the student’s Oral Comprehension scores directly from the TRC Results screen.

Tap here to access Oral Comprehension questions.

TRC Written Comprehension

Tap

Written Comp

Written Comp. Scoring Rubric

 Response demonstrates an understanding of the complexities of the text and: 

question.

Effectively uses text-relevant information to clarify or extend understanding.

 Response demonstrates a minimal understanding of the text and:  Minimally addresses the

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.

Response demonstrates no understanding of the text and: 

question, or missing.

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.

MSV (Miscue) Analysis

 

M eaning

 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?

S yntax/Structure

 Was the student trying to use language structure?  Is the error the correct part of speech?

V isual

 Was the student trying to use visual clues?  Was the student’s first try a guess from visual clues?

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.

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.

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)

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

TRC Practice #2

Assessment Period: Student:

Beg. of Yr.

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, We can have it in the garage!”

.” 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? 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.

TRC Audio Practice

Tap the following: 1.

Your

Demo Class

and

Beg. of Yr.

Student Measure Level

K Aaron_1, Lee TRC

and the book

Pig on 35th Street 66

TRC Audio Practice Scoring

TRC Check for Understanding

To record a behavior without marking the word as incorrect, tap the word and write the behavior in the freehand space.

Yes

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

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

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%

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

What questions do you have?

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

Agenda

mCLASS ® :Reading 3D ™ Basics Text Reading and Comprehension (TRC)

Progress Monitoring

Web Reports Book Management Support and Wrap-Up

Progress Monitoring (PM)

S kill-specific, frequent, ongoing assessment of at-risk students

PM Class List

Support Categories are color coded.

Sorting Options

Support Recommendations

Dot/Box Color • Red Support Rec.

Monitoring Frequency Intensive Weekly or bi-weekly • Yellow Strategic Every 3 to 4 weeks • Green/ Blue Benchmark Not necessary • No Color Not completed Not applicable

PM Student Menu

Select a measure.

` 2.

Tap

Start

to begin.

The PM Student Menu provides a history of a student’s progress on the selected measure.

PM Student Menu: Graph View

TRC PM Selection

Select a level to assess.

Select a text assigned at that level.

Add New Book

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.

PM Reading Record

TRC PM: Results Screen

TRC PM Comprehension Rubric

TRC PM: Comprehension Rubric

Agenda

mCLASS ® :Reading 3D ™ Basics Text Reading and Comprehension (TRC) Progress Monitoring

Web Reports

Book Management Support and Wrap-Up

Web Reports

Data reports provide insight into the strengths and weaknesses of students’ literacy skills.

Web Report Features

      Scores History Graphs of Student Progress Groups Support Categories Notes

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

Opening Web Reports

Click the Web browser (e.g., Internet Explorer) and type https://www.mclasshome.com.

Type your user name and password.

View reports.

mCLASS

Home

Class Summary

The Class Summary shows results for current Assessment Window.

Select a School and Class.

Class Summary: Key

Class Summary: Views

Viewing Class Data

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

Class Summary with PM

Class Summary: Chart View

Student Summary

Select a student.

Goals Benchmark Results Probe Details

TRC Student Details

Select a student.

View the Report Key.

Assigned Level Book History

TRC Book Details

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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

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