Overview for Wake County Public School System K-3 Teachers.
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Transcript of Overview for Wake County Public School System K-3 Teachers.
![Page 1: Overview for Wake County Public School System K-3 Teachers.](https://reader035.fdocuments.us/reader035/viewer/2022062519/56649e4b5503460f94b3fc73/html5/thumbnails/1.jpg)
Overview for Wake County Public School
System K-3 Teachers
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Why What When How
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Wake County Public School System
An Educational Framework
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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.
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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.
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mCLASSReading 3D
DIBELS Next
FSF PSF NWF DORF Daze
Early Literacy Diagnostic(ELD)
Text Reading & Comprehension(TRC)
Word Recognition(WR)
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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
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Let’s Take a Look at the Materials
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mCLASS®:Reading 3D™ Helps Teachers
• Inform instruction to meet individual needs.
• Create reading groups.
• Make effective decisions to meet learning objectives.
• Monitor student progress.
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Home Connect Letters
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Small Group Advisor
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Item-Level Advisor
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mCLASS Reports
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Why What When How
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Basic Early Literacy SkillsPhonemic Awareness
Phonics
Accurate and Fluent Reading of Connected Text
Reading Comprehension
Vocabulary and Language Skills
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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
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mCLASS®:Reading 3D™
Reliable
Easy
Repeatable
Sensitive to Growth and Change
Assessment Measurement Tool
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Why What When How
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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
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mCLASS®:Reading 3D™ System
Web Reports
Mobile Device
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Benchmark Summary Screen
Tap to beginassessment.
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DIBELS® Composite Score
CompositeScore
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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
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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.
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TRC Proficiency Level
Reading Level
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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
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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
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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
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mCLASS®:Reading 3D™
System
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mCLASS Chat
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Wireless Generation: North Carolina