K-3 Checkpoints

1. THE AEIOU’S OF K-3
LITERACY CHECKPOINTS
Sandra Evans
Bobby Locklear

2. EFFECTIVE LITERACY
INSTRUCTION?

4. GROWTH MEASURE
STANDARD
As a group, students should maintain their
achievement level (NCEs not Levels I-V) from one
year to the next.
BUT, academically, students should not lose
ground either.

6. KINDERGARTEN
Schools Making Growth
Exceeded
4%
Met
22%
Not Met
74%
Exceeded Met Not Met
Teachers Making Growth
Exceeded
6%
Met
45%
Not Met
49%
Exceeded Met Not Met

7. FIRST GRADE
Schools Making Growth
Exceeded
13%
Met
Not Met 26%
61%
Exceeded Met Not Met
Teachers Making Growth
Exceeded
18%
Met
37%
Not Met
45%
Exceeded Met Not Met

8. SECOND GRADE
Schools Making Growth
Exceeded
17%
Met
22%
Not Met
61%
Exceeded Met Not Met
Teachers Making Growth
Exceeded
11%
Met
56%
Not Met
33%
Exceeded Met Not Met

9. THIRD GRADE
Schools Making Growth
Exceeded
13%
Met
65%
Not Met
22%
Exceeded Met Not Met
Teachers Making Growth
Exceeded
4%
Met
83%
Not Met
13%
Exceeded Met Not Met

13. Progress Monitoring
Data
Student was
progress monitored
three times the
entire school year –
on the program
default skill not the
weakest skill.

16. Progress Monitoring
Data
Student was progress
monitored one time
the entire school year.

18. Progress Monitoring
Data
Student was progress
monitored on rate
AND according to his
weakest skill.

19. “Why should teachers be required to frequently assess
each of their students?
Because proper use and implementation of formative
and benchmark assessments lets the teacher know
whether or not a student is mastering the objectives
being taught and if not, to provide the teacher with
information as to the child’s weaknesses so the
instruction for the particular child can be tailored to
meet the child’s education needs.”
mClass Benchmarks and Progress
Monitoring
Howard E. Manning,
Jr.
Superior Court Judge

20. READING 3D
BENCHMARK GOALS
Data is only
valuable if
we use it to
change
student
outcomes.

21. ASSESSMENT
IS
INSTRUCTIO
N

22. “The bottom line is that the principals that sit in the office, fail to
analyze the assessment data at their fingertips and do not
become proactive in seeing the K-3 assessment system is being
properly and effectively used by all teachers to drive
individualized instruction in literacy, are not performing at the
level that is expected to provide their students and faculty with
the leadership needed to be successful and have all children
obtain a sound basic education and proficiency in reading. This
principal is not a Leandro compliant principal” (p. 27).
READ AND DISCUSS AT
YOUR TABLE
Howard E. Manning, Jr.
Superior Court Judge

23. mClass Data Access

24. Instructional Leaders can:
Access each teacher’s
class data
Class Summary
Student Summary
Progress Monitoring
Drill down to individual
probes
View extra tools and
resources
Build reports to:
View Composite scores
by grade
View TRC scores by
grade
View DIBELS measures
scores
View Composite or TRC
growth
View Effectiveness
Formula

25. ACTIVITY TIME…..
1. Please login to
mclasshome.com
2. Click on Reporting

26. 3. Click on Build a Report

27. REPORT TEMPLATES

28. UNDERSTANDING
REPORTING PARAMETERS

30. SELECTING YOUR
PARAMETERS
1. Population:
 District or Program
 School
 Grades
 Classes
2. Measure
 Overall
 Formative Assessment
Measures
 State or Common Core
Standards
3. Time:
Year
Period (Benchmark Periods
(BOY,MOY,EOY)
Date – Current Year or Multiple
Years
Enrolled:
On Test day
Now*
*Data is refreshed every 24-48
hours
*Always check time

31. Select a score report for your school – What does the
data tell you?
Composite
Scores and TRC
Proficiency
Levels
Is the overall
instruction at
your school
having an
impact on
student
achievement:
school, group,
grade, class,
every student?
3D Measure
Breakdown
What skills are
students
struggling with
so you know
what to
explicitly
address?
Composite
Score Growth
this Year
How has
student
achievement for
every group
changed over
the course of
this year?
Correlation
Effectiveness
Is the overall
instruction at
your school
having an
impact on every
group of
students? Core?
Intervention?

32. Now that you have pulled a score report, begin the
process again by pulling your Progress Monitoring
Fidelity Report.
NOTE – the default time parameters are not correct!
Under the TIME parameter you should select:
• BOY->MOY
• NOW
• In the past 3 weeks
• In the past 5 weeks
• In the past 10 weeks

33. PROGRESS MONITORING
TRC Progress Monitoring Fidelity as of
12/10/14
DIBELS Progress Monitoring Fidelity as of
12/10/14

34. “Bottom line requirement: Do the
formative assessment and use the
information to tailor instruction to
meet the needs of the individual
child. Do not put the data in the
folder and continue on with the
instruction for the entire class on
one level. (What about this do you
not understand?)”
Howard E. Manning, Jr.