PARAPHRASE:This graph shows Jake’s learning trajectory over the next two months (January and February).What happened during the middle of the year? Sample Answer: Data points naturally dip as students read passages for which they do not have background knowledge or while processing newly acquired skills. Either of these factors could affect Jake’s graph.What factors may have contributed to this drop? Sample Answer: More challenging grade-level curriculum, as well as new skills and concepts, are introduced mid-year. What instructional changes may have affected Jake’s learning? Sample Answer: A change in classroom structures for reading (whole class vs. small groups). What information would you share about this student with his or her parents and/or Grade 3 teacher? Sample Answer: He responded well to early classroom instruction yet plateaued mid-year. He needs additional educational supports (more time in reading groups, additional review, more vocabulary instruction, one-on-one support) to break through the plateau. What in particular may have happened between the 4th and 6thmonths of Grade 2? Sample Answer: Snow or sick days may have led to lost instructional time; mid-year curriculum is more challenging than beginning-of-year; was not ready for new reading group – or change in reading groups was made without additional attention to Jake’s needs.
NOTE TO TRAINER:If you are training in a non-Common Core state, you may wish to skip this slide. The states which have not adopted Common Core are (as of March 2012): Alaska, Minnesota, Nebraska, Texas, and Virginia.PARAPHRASE:The K-12 Common Core Standards, or Common Core, is a set of standards released by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). These standards were released in June 2010.The DIBELS® Next measures at every grade level can be correlated to the Common Core standards.The standards shown on the slide are examples; it is not an exhaustive list.
PARAPHRASE:Book levels are color coded (red/yellow/green/blue) to reflect grade level expectations (far below/below/proficient/above proficient).
PARAPHRASE:This image shows the completed Reading 3D™ assessment scores for this student at Grade 2 BOY.NWF scores display in two columns: CLS (Correct Letter Sounds) and WWR (Whole Words Read).DORF scores display in three columns: Flu. (Fluency Rate), Acc. (Reading Accuracy), and Retell.DORF Retell results and Retell Quality of Response results are displayed next to each other in the same column.The Retell result is displayed numerically and color-coded along Benchmark Goals.The Retell Quality of Response score is displayed by four horizontal bars next to the Retell score.The color of these bars is color-coded along Benchmark Goals. Benchmark Goals for QoR are introduced at Grade 2 MOY; until then, QoR score is shown in black. See the “Sorting” slide for color-coded bars.TRC Reading level shows in a color-coded letter (STEP, Mondo, Harcourt-Letters) or number (Harcourt-Numbers).A Word Recognition (WR) score, if administered, will display the highest list read (list A, B, or C), followed by a final score of words read on that list.Click on the class name to return to the Class Summary.
PARAPHRASE:The Student Summary report opens when you tap a student's name on the Class Summary reports. It displays the student's complete Benchmark Assessment history for allReading 3D™ measures.Columns display results from each benchmark period at each grade level. Kindergarten results appear on the left, with each ascending grade displaying chronologically to the right.If the student was assessed previously with DIBELS 6, tap the DIBELS 6 icon to view historical results.The top row displays the Composite Score and instructionalreading level for each Time of Year the student was assessed.Benchmark Goals display directly below the student's color-coded result for each measure.If there is no Benchmark Goal for a measure (LNF, for example), no goal is displayed.Click on a DIBELS® score from the Student Summary to go to the DIBELS®Probe Detail.
PARAPHRASE:The TRC Summary opens when you tap a student's TRC Score on the Class Summary or the Student Summary. It displays the student's complete assessment history for TRC, including Progress Monitoring texts.Benchmark Goals display directly below the student's color-coded result for each measure.Click on a time of year in the Benchmark Scores chart at the top of the page to view the Benchmark assessment history in the chart at the bottom.Click on a titleto access the Probe Detail.
PARAPHRASE:The Reading Record contains a record of the student’s reading and the teacher’s MSV analysis. Review notes and motivation recorded on the mobile device about the student’s motivation and behavior.Choose a different report by selecting a measure and a date from the menu.
PARAPHRASE:The Class Summary displays Progress Monitoring activity within the last six weeks.The Progress Monitoring column has two sub-columns:Trend: Up to three of the most recent Progress Monitoring results since the previous Benchmark display along the mini aim line.NOTE: the mini aim line is an iconic representation, not a realistic depiction of a student’s PM graph. Points above or below the mini aim line are approximate, not relative, to the line itself.Measure: The abbreviation for the PM measure that has been assessed most recently displays. A triangle in this column indicates multiple PM measures were assessed.Tap the triangle to view results from other PM measures.Click the mini aim line graphic to open the Student Summary with that measure’s Progress Monitoring graph visible.
PARAPHRASE:Expand and close the Progress Monitoring scores by tapping on the + and – next to the measure name in a student summary.What do you notice about the student’s Progress Monitoring History?Sample Answer: The student’s PM scores in NWF-CLS have increased since BOY and have been Green/At or Above Benchmark leading up to MOY. The student is on track to meet the MOY benchmark goals.If a student scores above the aim line 3 or more consecutive times, those points are highlighted in green.If a student scores below the aim line 3 or more consecutive times, those points are highlighted in red.
Earlier we talked about the two categories of reports, score reports and fidelity reports. I am going to provide you with a brief explanation of each of these reports before we decide which reports we will focus on today.
The Comparing Populations report can help you answer questions like:What is the performance of various populations, such as grades, schools, etc?This report can help you answer this question because it compares the performance of different populations of students at your school.
The Comparing Measures report can help you answerWhat are instructional areas of strength or weakness?This report can help you answer this question because it compares how students have performed on various assessment measures.
The Correlation/Effectiveness report can help you answer:How effective have teachers been at moving students between performance levels?This report can help you answer this question because it compares student performance from one time of year to another.
The Growth report can help you answer:How has student achievement changed over the course of this year?This report can help you answer this question because it shows growth in the percentage of students at Benchmark from one time of year to another.
The Progress Monitoring Fidelity report can help you answer:Have all of my students who require Progress Monitoring been assessed at the recommended rate?This report can help you answer this question because it shows which students have been progress monitored at the recommended rate.
The Benchmark Completion can help you answer:Have all of my students completed Benchmark assessment?This report can help you answer this question because it shows which students have been completed Benchmark assessments.
Here we see data for the same grade from BOY-MOY.Note: to see Grade 1, we need to advance to page two.Also note that the Time section is showing that you are viewing data for two periods.Viewing the data from two periods can help you see what areas of instruction require additional attention or support.What observations can we make now about the data?The overall number of students whose Instructional Recommendation is green has decreased from BOY to MOY.The number of students who moved from green to either red and yellow in NWF is a cause for concern.We can see some gains in PSF and TRC. However, even though there are a greater number of students who are performing above grade level for TRC, there is a greater number of students who are yellow.
NCICU Ed Deans Feb 15 2013 Reading 3D Overview
Reading 3D Overview February 15, 2013 High Point University
7 Components of North Carolina Read to Achieve• Comprehensive Reading Plan• Developmental Screening and KEA• Facilitating Early Grade Reading Proficiency• Elimination of Social Promotion• Successful Reading Development for Retained Students• Parent/Guardian Notification• Accountability Measures
K-3 Literacy Division• Director of K-3 Literacy• 8 Regional Consultants• In the schools/districts• Support• Professional Development• PLCs, data analysis for teachers and administrators• Summer – help with EPSA
Facilitating Early Grade Reading Proficiency• August 2012 – State Board Adoption of Reading 3D• 480 state funded in 2010-11• 411 BOY• 183 MOY• 310 BOY of 2013-14
Senate Bill 724 Teacher Preparation• …shall ensure students preparing to teach in elementary schools…(iii)continue to receive preparation in applying formative and summative assessments within the school and classroom setting through technology-based assessment systems available in North Carolina schools that measure and predict expected student improvement…
mClass Reading 3D• Formative and Diagnostic• 2 components – DIBELS Next – TRC (Text Reading Comprehension)
mCLASS®:Reading 3D™Assessment Measurement Tool Reliable Easy Repeatable Sensitive to Growth and Change Introduction 7
Learning TrajectoryDIBELS® Oral Reading Fluency, Jake, Grade 2 What does the benchmark data on this graph indicate? Introduction 8
Basic Early Literacy SkillsPhonemic AwarenessPhonicsAccurate and Fluent Reading of Connected TextReading ComprehensionVocabulary and Language Skills Introduction 12
Basic Early Literacy SkillsPhonemic Awareness• First Sound Fluency (FSF)• Phoneme Segmentation Fluency (PSF)PhonicsAccurate and Fluent Reading of Connected TextReading ComprehensionVocabulary and Language Skills Introduction 13
Basic Early Literacy SkillsPhonemic AwarenessPhonics• Nonsense Word Fluency (NWF)• DIBELS® Oral Reading Fluency (DORF)• Word Recognition (WR)Accurate and Fluent Reading of Connected TextReading ComprehensionVocabulary and Language Skills Introduction 14
Basic Early Literacy SkillsPhonemic AwarenessPhonicsAccurate and Fluent Reading of Connected Text• DIBELS® Oral Reading Fluency (DORF)• Text Reading and Comprehension (TRC)• Word Recognition (WR)Reading ComprehensionVocabulary and Language Skills Introduction 15
Basic Early Literacy SkillsPhonemic AwarenessPhonicsAccurate and Fluent Reading of Connected TextReading Comprehension• DIBELS® Oral Reading Fluency (DORF)• DIBELS® Maze (Daze)• Text Reading and Comprehension (TRC)Vocabulary and Language Skills Introduction 16
Basic Early Literacy SkillsPhonemic AwarenessPhonicsAccurate and Fluent Reading of Connected TextReading ComprehensionVocabulary and Language Skills• Text Reading and Comprehension (TRC) Introduction 17
Benchmark Assessment Calendar FSF *LNF PSF NWF DORF DAZE WR TRCK (BOY)K (MOY)K (EOY)1 (BOY)1 (MOY)1 (EOY)2 (BOY)2 (MOY)2 (EOY)Grade 3 Harcourt,Grade 4 Mondo only Harcourt,Grade 5 Mondo only HarcourtGrade 6 only* While LNF measures an important skill in a student’s development, it does not correlate with any of the five Basic Early Literacy Skills. Introduction 19
Reading 3D™ Six DIBELS® measures LNF, FSF, PSF, NWF, DORF, Daze + Two Early Literacy Diagnostic (ELD) Measures TRC + WR =A balanced approach to reading assessment Introduction 20
mCLASS®:Reading 3D™ Helps Teachers • Inform instruction to meet individual needs. • Create reading groups. • Make effective decisions to meet learning objectives. • Monitor student progress. Introduction 21
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 Introduction 25
Web Reports OverviewProvide insight into the strengths and weaknesses of students’ literacyskills • Scores • Reading Levels • History • Graphs • Support Levels • Response Patterns • Motivation Web Reports 26
Time of Year View DetailsClick Class Name. Time of Year Benchmark Goals DORF Retell Color-Coded and QoR Reading Level Web Reports 27
Student Summary Tap DIBELS® 6 icon to view student’s DIBELS® history. Tap any score to view the Probe Detail. Benchmark goals Web Reports 28
DIBELS® Next Probe Detail Measure and Date Status and Scores Assessor Handwritten Notes Response Patterns Web Reports 29
TRC Reading Level Select a Benchmark Period. Instructional Reading Level Web Reports 30
TRC Summary Reading Levels Achieved Benchmark GoalsTap the title toview Probe Detail. Web Reports 31
TRC Details: Reading Record Statistics Notes, Motivation, and Legend Web Reports 32
Progress Monitoring Click to view recent Progress Monitoring. Click to view data for other measures.Most recentPM measure Web Reports 33
DIBELS® Progress Monitoring HistoryExpand and Close ProbeResults PM Scores Between Benchmark Goals Web Reports 34