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Agenda
Web Reports
Text Reading and Comprehension (TRC)
mCLASS

:Reading 3D

Basics
Progress Monitoring
Book Management
Support and Wrap-Up
3
Overview
4
Web Reports
https://www.mclasshome.com
Handheld
mCLASS

:Reading 3D

System
5
Partners
6
The mCLASS

:Reading 3D

assessment consists of
eight literacy measures.
ISF LNF PSF NWF ORF & RTF WUF Seven DIBELS measures
+
One measure of reading fluency
A balanced approach to reading assessment
TRC
Fundamentals
7
Alphabetic
Principle
Accuracy
and
Fluency
Comprehension Vocabulary
Phonemic
Awareness
DIBELS

TRC
mCLASS:Reading 3D
mCLASS

:Reading 3D

& the Big Ideas


8
Home Screen
Start
Date and Time
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Student List
Choose a class.
Available
Measures
Class List
10
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
13
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
16
Agenda
Web Reports
Text Reading and Comprehension (TRC)
mCLASS

:Reading 3D

Basics
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 Year
Beginning 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
Reading Recovery: Level 3
Guided Reading: Level B
Wright Group: Level C
DRA: Level 3
Reading Recovery: Level 8
Guided Reading: Level E
Wright Group: Level E
DRA: Level 8
Reading Recovery: Level 16
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
Reading Recovery: Level 20
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
Early Intervention: Level 28
Guided Reading: Level N
Wright Group: Level O
DRA: Level 30
Early Intervention: Level 30
Guided Reading: Level O
Wright Group: Level P
DRA: Level 34
Early Intervention: Level 38
Guided Reading: Level P
Wright Group: Level Q
DRA: Level 38
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Criteria for Instructional Level

Frustrational
Accuracy = 89% or less
or Oral Comprehension = 3/5 or less
Written Comprehension = 1/3 or less


Instructional
Accuracy = 9094%
and Oral Comprehension = 4/5 or more
Written Comprehension = 2/3 or more


Independent
Accuracy = 95% or more
and Oral Comprehension = 4/5 or more
Written Comprehension = 2/3 or more

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TRC Risk Levels
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Comprehension Tasks
Tasks
Benchmark 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 list
to 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 Marys
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
5second 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 Marys 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. Ill 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. Correct
Score: 3/16
1. Show me where to start
on the next page.
2. Which way do I go?
3. Where do I go next?
34 Read page 3 and 4 to the
student. Point to each
word as you read.
Im going to read this page
and point to each word. Im
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.
Lets try the next page. Ill
read it first then you can
help. Im going to read it
again. You point to the
words as I read.
Correct
Score: 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
Ill read this page and you
help by pointing to the words
when I read.
Point to the words
Ill read this page and you
help by pointing to the
words when I read.
Page Directions Assessor Student Score
Correct
Score: 6/16
Correct
Score: 7/16
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6
Lets read this page again.
Can you show me a capital
letter?
Incorrect
Score: 8/16
Point to y
Correct
Score: 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?
Correct
Score: 10/16
Page Directions Assessor Student Score
Cover up all the words
except, It made the
children.
Go back to page 6.
Lets 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.
Incorrect
Score: 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 Marys 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
TRC Check for Understanding
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When the student is Independent in Print Concepts, administer
Reading Behaviors.
_____________________________________________
A students 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 or
number 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 students
Instructional Level.
___________________________________
___________________________________
___________________________________
___________________________________
TRC Reflection
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Identifies the students 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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Jakes Plan
Lets 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 list
to 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
48
If the student says:
People may say its cool and raining...
1. Tap the word cold.
2. Tap Sub.
3. In the freehand space, write
cool.
Substitution
49
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
50
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
51
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
52
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, Robert
Level: G
Story: 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 wont 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, whats 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, Im 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.
55
Accuracy, Error, Self-Correction, and Fluency rates appear with graphical
representations of these scores and categorized error patterns
TRC Results Screen
Optional MSV
Analysis
Required Follow-Up
Comprehension
Activities
56
Record the students Oral Comprehension scores directly from the TRC
Results screen.
TRC Oral Comprehension
Tap here to access Oral
Comprehension questions.
57
TRC Written Comprehension
Tap Written Comp.

58
3
Response 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.
2
Response demonstrates a general
understanding of the text and:
Partially addresses the demands of
the question.
Uses text-relevant information to
show understanding.
1
Response 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.
0
Response demonstrates no
understanding of the text and:
The response is completely
incorrect, irrelevant to the
question, or missing.
Written Comp. Scoring Rubric
59
MSV (Miscue) Analysis
Tap MSV on the Results
screen to analyze the
students 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 students first try a guess from
visual clues?
MSV (Miscue) Analysis
61
MSV (Miscue) Analysis
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.
65

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, Robert
Level: I
Story: Comedy Garage
Assessor's Directions: Read instructions from
handheld and score as student reads.
Im bored. said Zina. Im bored, *. said Linda. Im bored three! said Max. Youre funny, said Linda to
Max. Youre * funny yourself. Max replied. Were all funny. said Zina. Why dont 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 Lindas turn. Say, Max. she said. Do you know why ducks fly south in the winter? No, I
dont. said Max. Why? Because its too far to walk! Linda shouted. Everyone laughed even more.
66
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
68
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%
TRC Check for Understanding
69
TRC Reflection
3. What would you do if Jakes assessment data showed:
A TRC Accuracy rate of 86%
Consistently repeated phrases
1. What questions do you have?
2. Write your A-ha moment on a sticky note, then
attach it to the chart.
70
Agenda
Web Reports
Text Reading and Comprehension (TRC)
mCLASS

:Reading 3D

Basics
Progress Monitoring
Book Management
Support and Wrap-Up
71
Skill-specific, frequent, ongoing assessment of at-risk students
Progress Monitoring (PM)
72
Support
Categories
are color
coded.
Sorting Options
PM Class List
73
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
74
The PM Student Menu provides a history of a students
progress on the selected measure.
PM Student Menu
`
1. Select a measure.
2. Tap Start to begin.
75
PM Student Menu: Graph View
76
TRC PM Selection
Select a level to assess.
Select a text assigned at
that level.
77
Add New Book
78
Add New Book
79
Add New Book
80
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.
81
PM Reading Record
82
TRC PM: Results Screen
83
TRC PM Comprehension Rubric
84
TRC PM: Comprehension Rubric
85
Agenda
Web Reports
Text Reading and Comprehension (TRC)
mCLASS

:Reading 3D

Basics
Progress Monitoring
Book Management
Support and Wrap-Up
86
Data reports provide insight into the strengths and weaknesses
of students literacy skills.
Web Reports
87
Scores
History
Graphs of Student Progress
Groups
Support Categories
Notes
Web Report Features
88
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
89
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
90
mCLASS

Home
91
Class Summary
Select a School and Class.
The Class Summary shows results for current Assessment Window.
92
Class Summary: Key
93
Class Summary: Views
94
Viewing Class Data
95
Class Summary Features
Support
Category
by Reading
Level
Target Goals
Click a
student to
open the
Student
Summary.
Click a Score
to open its
Probe Detail
report.
Status/Risk
Level
96
Class Summary with PM
97
Class Summary: Chart View
98
Student Summary
Benchmark
Results
Goals
Select a
student.
Probe
Details
99
TRC Student Details
View the
Report Key.
Book History
Assigned Level
Select a student.
100
TRC Book Details
101
DIBELS

Class Summary
102
Agenda
Web Reports
Text Reading and Comprehension (TRC)
mCLASS

:Reading 3D

Basics
Progress Monitoring
Book Management
Support and Wrap-Up
103
Book Management
Click Enter.
104

Unlocked Book List
Click to Add/Remove Books.
Choose a level
system.
105
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.
106
Book List Updated Summary
Click Done.
Check important
information about
changes to the Book
List after syncing.
107
Agenda
Web Reports
Text Reading and Comprehension (TRC)
mCLASS

:Reading 3D

Basics
Progress Monitoring
Book Management
Support and Wrap-Up
108
Online Support
109
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Online Support: https://www.mclasshome.com has extensive help,
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Email: Contact us at help@wgen.net any time
Phone: Call toll free at (800) 823-1969, option 3
MondayFriday 7 a.m. to 7 p.m. EST
Additional Support
110
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:Reading 3D

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