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  1. Agenda

  2. Introductory Activity • Record two personal goals for this training. • ___________________________________ • ___________________________________ • Create one school or district goal. ______________________________________________________________________

  3. mCLASS: Reading 3D Assessment Measurement Tool Reliable Easy Repeatable Sensitive to Growth and Change

  4. Make It Real There is a Jake in every classroom, in every school. • Who is your Jake? _______________________ • What instructional changes did you make when your Jake did not progress? • ______________________________________________________________________________________________________________________________________

  5. 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

  6. Basic Early Literacy Skills

  7. Basic Early Literacy Skills

  8. Basic Early Literacy Skills

  9. Basic Early Literacy Skills

  10. Basic Early Literacy Skills

  11. The ability to read a text accurately and quickly with automaticity The system of letter–sound relationships that is the foundation for decoding words Reading 3D Check for Understanding PSF (Phoneme Segmentation Fluency) LNF (Letter Naming Fluency) NWF (Nonsense Word Fluency) DORF (DIBELS® Oral Reading Fluency) FSF (First Sound Fluency) DAZE (DIBELS ® Maze) Accurate and Fluent Reading of Connected Text TRC WR Phonics Phonemic Awareness The ability to hear, Identify, and manipulate Individual phonemes in spoken words The process of an intentional interaction between reader and text to convey meaning Reading Comprehension The ability to understand and use words to acquire and convey meaning Vocabulary and Language Skills

  12. Basic Early Literacy Skills Phonemic Awareness Accuracy and Fluency Alphabetic Principal Comprehension Vocabulary DORF NWF WUF FSF DORF DAZE WR TRC PSF TRC TRC WR mCLASS: DIBELS Next ELD mCLASS: Reading 3D

  13. Benchmark Assessment Calendar * While LNF measures an important skill in a student’s development, it does not correlate with any of the five Big Ideas in Beginning Reading.

  14. mCLASS®:DIBELS®Helps Teachers • Inform instruction to meet individual needs. • Create reading groups. • Make effective decisions to meet learning objectives. • Monitor student progress.

  15. mCLASS®:DIBELS® System Mobile Device Web Reports

  16. Composite Score (Replaces the Instructional Recommendation) CompositeScore

  17. How Composite ScoreIs Calculated The mobile device calculates the score automatically. 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 Kindergarten, MOY Grade 2, MOY

  18. Assessment Options Benchmark • All students • Multiple measures • Three times a year • Identifies need for Progress Monitoring • Progress Monitoring • Primarily high- and some-risk students • Assessed every 1 to 4 weeks

  19. Benchmark Summary Screen Tap to beginassessment.

  20. After the Assessment Patterns Score Motivation Note Forgot his glasses.

  21. Web Report Score Notes Response Patterns Motivation

  22. Mobile Device Essentials • Charge battery, power on/off, and check battery status. • Calibrate screen. • Reset the device. • Launch mCLASS® software. • Sync data to mCLASS®:Home. • Change users. • Resources: • www.mclasshome/assessment • Wireless Generation Customer Care: or (800) 823–1969, option 3 • Manufacturer device documentation

  23. Agenda

  24. LNF: Letter Naming Fluency Measures the ability to recognize and name letters of the alphabet fluently and with automaticity

  25. LNF Overview

  26. LNF Student Materials Beginning of Year Benchmark Grade 1

  27. Class List Screen Time of Year Button Class Dropdown Menu Students in Selected Class Sync Status

  28. Assessment Selection Screen Select Progress Monitoring Select Benchmark

  29. BOY Student Benchmark Summary Screen Student Tap icon to begin assessment Measures not available at MOY or EOY

  30. Reminders and Directions

  31. Timing Features Start Response timer Warning screen Marking Incorrect Self-correct Skipped row Observe Placing bracket LNF Trainer Demo

  32. LNF Results Student’s Score Score, Patterns, Motivation, Note, and Review Buttons

  33. Reviewing the Assessment Letters Read Correctly Incorrect orSkipped Letters Skipped Line

  34. Invalidating the Assessment After the Assessment During the Assessment

  35. After the Assessment Patterns Motivation Note forgot his glasses

  36. LNF Web Report Score Notes Response Patterns Motivation

  37. LNF: Common Scoring Rules

  38. LNF Scoring Rules, page 1 of 2 Letter Similarities: Mark correct a lower case L named I. upper case L and lower case L upper case i

  39. LNF Scoring Rules, page 2 of 2 Incorrect and omitted letters: Indicate incorrect or skipped letters by tapping the letters. For a skipped row, tap the X that precedes it. Letter Read Incorrectly or Skipped Skipped Line

  40. LNF One-Time Reminders • If a student names letters from top to bottom, or points randomly, say, “Go this way,” and sweep your finger across the row. • If the student skips four or more consecutive letters, but does not skip the whole row, say, “Try to say each letter name.” • If the student says letter sounds, rather than letter names, say, “Say the letter name, not its sound.”

  41. LNF As-Needed Reminders • When a student stops (and it’s not a hesitation on a specific item), the teacher can say, “Keep going.” • If the student loses his/her place, the teacher can point to the page.

  42. LNF Quick Reference

  43. LNF Check for Understanding LNF assessments are only administered during the ______________ times of year. Mark correct the lower case letter ____ read as an ____. Students identify the _________ of the letters, not the _________. The ability to identify the letters of the alphabet is a reliable indicator of _________ in learning to read. If a student ______ a row, tap the gray “X” to the left of the line. ___________ to the page to show the student where to resume reading if she loses her place. Word Bank: skips, I, risk, point, sounds, names, risk, benchmark, L

  44. LNF is a reliable indicator of risk. Do not penalize students who confuse lowercase letter L with uppercase letter I. There is no Progress Monitoring for LNF. There are no Benchmark goals for LNF, yet it is included in the calculations for the Composite Score. __________________________________ __________________________________ LNF Points to Remember

  45. LNF Reflection 3. What questions do you have? ____________________________________________________________ ___________________________________________________________________ • Write your Aha moment on a sticky note, then attach it to the chart. • What would you do if Jake’s LNF assessment data showed: • A pattern of identifying letter sounds instead of names? ____________________________________________________________________

  46. Agenda

  47. FSF: First Sound Fluency /ch/ /ea/ /f/ The word “chief” comprises three phonemes. Measures the ability to isolate the first sound in a word

  48. FSF: First Sound Fluency

  49. Phonological Awareness

  50. What is Phonemic Awareness? • The ability to recognize, produce, and manipulate soundsin spoken language • “bat” comprises the sounds: • “chop” comprises the sounds: • “box” comprises the sounds: • “dried” comprises the sounds: /b/ /a/ /t/ /p/ /ch/ /o/ /b/ /o/ /k/ /s/ /d/ /d/ /r/ /ie/