2 Agenda Web Reports Text Reading and Comprehension (TRC) mCLASS ® :Reading 3D ™ Basics Progress Monitoring Book Management Support and Wrap-Up

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Agenda

Web Reports

Text Reading and Comprehension (TRC)

mCLASS®:Reading 3D™ Basics

Progress Monitoring

Book Management

Support and Wrap-Up

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Overview

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Web Reportshttps://www.mclasshome.com

Handheld

mCLASS®:Reading 3D™ System

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Partners

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The mCLASS®:Reading 3D™ assessment consists of eight literacy measures.

ISF LNF PSF NWF ORF & RTF WUFSeven DIBELS measures

+One measure of reading fluency

A balanced approach to reading assessment

TRC

Fundamentals

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AlphabeticPrinciple

Accuracyand

FluencyComprehension Vocabulary

PhonemicAwareness

DIBELS

TRC

mCLASS:Reading 3D

mCLASS®:Reading 3D™ & the Big Ideas

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Home Screen

Start

Date and Time

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Student List

Choose a class.

Available Measures

Class List

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Measure Status Class List

mCLASS®:DIBELS® measures are complete.

Assessment has been paused.

TRC measure is complete.

Measure yet to be administered.

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Sorting

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

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DIBELS® Measure Selection

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TRC Measure Selection

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Benchmark Assessment

Progress Monitoring

Diagnostic Interview(in development)

Learning Activities

Student Menu: Benchmark

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

Cumulative Results Screen

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Agenda

Web Reports



Progress Monitoring

Book Management

Support and Wrap-Up

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Identifies instructional reading levels and records error patterns

Text Reading & Comprehension (TRC)

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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

TRC

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Assessment Goals by Level System

Middle of YearBeginning of Year End of Year

Kindergarten

Grade 1

Grade 2

Grade 3

Reading Recovery: N/A

Guided Reading: N/A

Wright Group: N/A

DRA: N/A

Reading Recovery: N/A

Guided Reading: N/A

Wright Group: N/A

DRA: N/A

Reading Recovery: Level 2

Guided Reading: Level B

Wright Group: Level C

DRA: Level 3


Guided Reading: Level B

Wright Group: Level C

DRA: Level 3


Guided Reading: Level E

Wright Group: Level E

DRA: Level 8


Guided Reading: Level I

Wright Group: Level J

DRA: Level 16

Reading Recovery: Level 15-17

Guided Reading: Level I

Wright Group: Level J

DRA: Level 16


Guided Reading: Level K

Wright Group: Level M

DRA: Level 24

Early Intervention: Level 24

Guided Reading: Level L

Wright Group: Level N

DRA: Level 28


Guided Reading: Level N

Wright Group: Level O

DRA: Level 30


Guided Reading: Level O

Wright Group: Level P

DRA: Level 34


Guided Reading: Level P

Wright Group: Level Q

DRA: Level 38

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Criteria for Instructional Level

FrustrationalAccuracy = 89% or less or Oral Comprehension = 3/5 or lessWritten Comprehension = 1/3 or less

InstructionalAccuracy = 90–94%and Oral Comprehension = 4/5 or moreWritten Comprehension = 2/3 or more

Independent Accuracy = 95% or moreand Oral Comprehension = 4/5 or moreWritten Comprehension = 2/3 or more

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TRC Risk Levels

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Comprehension Tasks

TasksBenchmark STEP

(English and Spanish)

Oral Comprehension All Levels

Written Comprehension Levels M-P

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Assesses knowledge of basic concepts of print

TRC Print Concepts

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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

Goal: 13 out of 16

TRC Print Concepts

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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

Goal: 5 of 6

TRC Reading Behaviors

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Assesses knowledge of basic support behaviors for literacy development

TRC Reading Behaviors

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Marking Correct Incorrect

Observe Directions to the assessor Page numbers Use of index cards Acceptable student

responses

TRC Print Concepts: Demo

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Text page numbers skip due to picture placement.

Page Numbering

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Settings

Tap Level listto select book Level.

Tap Book list to select book.

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TRC Results Screen

Record a Note and student Motivation. Tap Delete to

invalidate probe.

Proceed to Level B.

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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

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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.

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Page Directions Assessor Student Score

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

“Show me the front of the book.”

Correct

Score: 1/16

Point to the front of the book

2 Turn to page 2. “I’ll read this book. You help me. Show me where to start reading. Where do I begin to read?”

Incorrect

Score: 1/16

Point to the picture

2 Read the text on page 2 to the student. Point to each word as you read.

1. Correct

2. Incorrect

3. CorrectScore: 3/16

1. “Show me where to start on the next page.”

2. “Which way do I go?”

3. “Where do I go next?”

3–4 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.”

1. Point to first word

2. Drag finger from right to left

3. Point to second line of text

Correct

Score: 4/16

TRC Practice

Point to each word

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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.”

CorrectScore: 5/16

Point to each word

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 sentence.”

“Show me the last part of the sentence.”

6 Read page 6 again.

Point. to “It.”

Point to play.

7 Read page 7. Point to only the first word Incorrect

Score: 8/16

Correct

Score: 8/16

TRC Practice

“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.”


CorrectScore: 6/16

Correct

Score: 7/16

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6

“Let’s read this page again. Can you show me a capital letter?”

IncorrectScore: 8/16

Point to y

CorrectScore: 9/16

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6 Isolate the word “laugh” using two fingers or index cards. The next two items together will count as one point. Correct

Score: 11/16

TRC Practice

“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”?

CorrectScore: 10/16


Cover up all the words except, “It made the children.”

Go back to page 6.

“Let’s read this page again. How many words do you see?”

Say four.

Cover up all the words except, “laugh and play.”

“How many words do you see?”

Say three.

Point to l. Correct

Point to h.

6 “How many letters do you see in “laugh”?”

Say three. IncorrectScore: 11/16

6

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TRC Check for Understanding

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.

True or False

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1. A student must be Frustrational in Print Concepts and Reading Behaviors to continue assessment at Reading Level B or beyond.

False (Answer: Independent)

2. To access the PC and RB sections of TRC you need the books Mary’s Lamb and The Sock is on the Floor.

True

3. There are 16 items assessed in PC and 16 items in RB.

False (Answer: 16/6, all essential supporting skills)

4. A white circle in the Reading Level area of the Benchmark assessment column indicates that TRC has not been administered.

True

5. 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


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When the student is Independent in Print Concepts, administer Reading Behaviors.

_____________________________________________

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.

The mCLASS:Reading 3D Level System chart shows the letter ornumber that correlates to district needs, matching reading books to assessment levels.

Although some TRC books are not timed, prompt student with the next question after a 5-second hesitation.

TRC: Points to Remember

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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.

___________________________________

___________________________________

___________________________________

___________________________________

TRC Reflection

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Identifies the student’s instructional reading level and error patterns

TRC Reading Records

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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.

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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?

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TRC Reading Record Settings

Tap Level listto select book level.

Tap Book list to select a book.

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Starting a TRC Reading Record

Mr. Say prompts the assessor.

These dots indicate line breaks in the student text.

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Timing Features Starting Pausing

Marking Correct answers Substitutions Omissions Insertions Tolds Self-corrections

Observe Recording behavior notes Recording repetitions

TRC Demo

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Recording Behavior

1. Tap the word Saturday.

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

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

Freehand Space

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Recording Errors

Substitution (sub)

Insertion (^)

Omission (omit)

Told (told)

Error Coding Toolbar

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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.”

Substitution

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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.”

Insertion

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If the student says:“Sally saw one of her friends by the merry-go-round.”

1. Tap the omitted word, “little.”

2. Tap Omit.

Omission

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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.

Told

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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.

Self-Correction

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1. After the last repeated word, drag the stylus from right to left above the words that were repeated. A blue arrow appears.

2. Each time the student repeats that same text, repeat the action. Repetitions may be documented a maximum of nine times.

3. To erase repetitions, tap the X or the Repetition Value at the end of the arrow.

Repetition

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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.

TRC Reading Record Practice #1

Assessment Period: Beg. of Yr.Student: Aastly_2, RobertLevel: GStory: Saturday Shopping Assessor's Directions: Read instructions from handheld and score as student reads.

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.

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Accuracy, Error, Self-Correction, and Fluency rates appear with graphical representations of these scores and categorized error patterns

TRC Results Screen

Optional MSVAnalysis

Required Follow-UpComprehension Activities

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

TRC Oral Comprehension

Tap here to access Oral Comprehension questions.

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TRC Written Comprehension

Tap Written Comp.

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33Response 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.

22Response demonstrates a general understanding of the text and:

Partially addresses the demands of the question.

Uses text-relevant information to show understanding.

11Response 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.

00Response demonstrates no understanding of the text and:

The response is completely incorrect, irrelevant to the question, or missing.

Written Comp. Scoring Rubric

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MSV (Miscue) Analysis

Tap MSV on the Results screen to analyze the student’s errors.

In an MSV Analysis, record strategies the student used when encountering unfamiliar words to explore what the student was doing.

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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?


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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.

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TRC Results With MSV

The MSV bar graph shows the relative number for each strategy type.

Red bars indicate errors.

Yellow bars indicate self-corrections.

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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)

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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.

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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.

TRC Practice #2

Assessment Period: Beg. of Yr.Student: Aastley_2, RobertLevel: IStory: Comedy Garage Assessor's Directions: Read instructions from handheld and score as student reads.

“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.

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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

TRC Audio Practice

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TRC Audio Practice Scoring

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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%


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TRC Reflection

3. What would you do if Jake’s assessment data showed:

A TRC Accuracy rate of 86%

Consistently repeated phrases

A-ha!

A-ha!A-ha!

1. What questions do you have?

2. Write your A-ha moment on a sticky note, then attach it to the chart.

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Agenda

Web Reports



Progress Monitoring

Book Management

Support and Wrap-Up

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Skill-specific, frequent, ongoing assessment of at-risk students

Progress Monitoring (PM)

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Support Categoriesare color coded.

Sorting Options

PM Class List

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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 completed

Not applicable

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

PM Student Menu

`

1. Select a measure.

2. Tap Start to begin.

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PM Student Menu: Graph View

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TRC PM Selection

Select a level to assess.

Select a text assigned at that level.

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Add New Book

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Add New Book

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Add New Book

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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.

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PM Reading Record

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TRC PM: Results Screen

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TRC PM Comprehension Rubric

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TRC PM: Comprehension Rubric

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Agenda

Web Reports



Progress Monitoring

Book Management

Support and Wrap-Up

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

Web Reports

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Scores

History

Graphs of Student Progress

Groups

Support Categories

Notes

Web Report Features

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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

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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.

Opening Web Reports

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mCLASS® Home

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Class Summary

Select a School and Class.

The Class Summary shows results for current Assessment Window.

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Class Summary: Key

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Class Summary: Views

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Viewing Class Data

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Class Summary Features

Support Categoryby Reading Level Target Goals

Click a student to open the Student Summary.

Click a Score to open its Probe Detail report.

Status/Risk Level

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Class Summary with PM

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Class Summary: Chart View

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Student Summary

Benchmark Results

Goals

Select a student.

Probe Details

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TRC Student Details

View the Report Key.

Book History

Assigned Level

Select a student.

100

TRC Book Details

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DIBELS® Class Summary

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Agenda

Web Reports



Progress Monitoring

Book Management

Support and Wrap-Up

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Book Management

Click Enter.

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Unlocked Book List

Click to Add/Remove Books.

Choose a level system.

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Editing Your Book List

Click a category to sort.

Find specific titles.

Scroll from page to page.

Define your search by publisher, reading level, and/or language.

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Book List Updated Summary

Click Done.

Check important information about changes to the Book List after syncing.

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Agenda

Web Reports



Progress Monitoring

Book Management

Support and Wrap-Up

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Online Support

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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

Additional Support

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2 Agenda Web Reports Text Reading and Comprehension (TRC) mCLASS ® :Reading 3D ™ Basics Progress Monitoring Book Management Support and Wrap-Up