1. Steve King sking@wgen.net
The mCLASS® System
North Carolina
April 2013
Steve King

2. Agenda Introduction Overview of the mCLASS® system
Report and Analysis Suite (RAS) for Full/System Users
Monitoring Progress
Questions and Answers

3. mCLASS System Overview
TRC (Text Reading and Comprehension) Dibels Next®

4. mCLASS System Overview
DIBELS® Next Measures
First Sound Fluency (K)
Letter Naming Fluency (K-1)
Phoneme Segmentation Fluency (K-1)

5. mCLASS System Overview
DIBELS® Next Measures
Nonsense Word Fluency
Oral Reading Fluency with Retell (1-6)
DAZE (3-6)

6. mCLASS System Overview
Text Reading and Comprehension (TRC)
The ability to accurately read and comprehend authentic text

7. mCLASS System Overview
Text Reading and Comprehension (TRC)
Frustrational
Accuracy ≤ 89% or
Oral Comp. ≤ 3/5
Written Comp. ≤ 1/3
Instructional
Accuracy 90 – 94%
and
Oral Comp. ≥ 4/5
Written Comp. ≥ 2/3
Independent
Accuracy ≥ 95%
TRC identifies the student’s instructional reading level.

8. mCLASS System Overview
WR: Word Recognition
WR: Word Recognition in TRC
Measures the ability to accumulate a reading vocabulary of high-frequency words

9. mCLASS System Overview
Reading Record (MSV) Analysis
Reading Record (MSV) Analysis in TRC
Helps teachers better understand students’ instructional needs.
Based on Marie Clay’s running records.
Identifies the reader’s sources of information.
Meaning, Structure, and/or Visual represent the way information is processed.

10. mCLASS System Overview
Basic Early Literacy Skills
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Phonemic Awareness
Phonics
Accurate and Fluent Reading of Connected Text
Reading Comprehension
Vocabulary and Language Skills

11. mCLASS System Overview
Basic Early Literacy Skills
Phonemic Awareness
Nonsense Word Fluency (NWF)
DIBELS® Oral Reading Fluency (DORF)
Word Recognition (WR)
Phonics
Accurate and Fluent Reading of Connected Text
Reading Comprehension
Vocabulary and Language Skills

12. mCLASS System Overview
Basic Early Literacy Skills
Phonemic Awareness
Phonics
DIBELS® Oral Reading Fluency (DORF)
Text Reading and Comprehension (TRC)
Word Recognition (WR)
Accurate and Fluent Reading of Connected Text
Reading Comprehension
Vocabulary and Language Skills

13. mCLASS System Overview
Basic Early Literacy Skills
Phonemic Awareness
Phonics
Accurate and Fluent Reading of Connected Text
DIBELS® Oral Reading Fluency (DORF)
DIBELS® Maze (Daze)
Text Reading and Comprehension (TRC)
Reading Comprehension
Vocabulary and Language Skills

14. mCLASS System Overview
Basic Early Literacy Skills
Phonemic Awareness
Phonics
Accurate and Fluent Reading of Connected Text
Reading Comprehension
Text Reading and Comprehension (TRC)
Vocabulary and Language Skills

15. mCLASS System Overview
Basic Early Literacy Skills
Phonemic Awareness
Phonics
Accurate and Fluent Reading of Connected Text
Reading Comprehension
Vocabulary and Language Skills
Letter Naming Fluency (LNF)

16. mCLASS System Overview
Mobile Device
Web Reports

17. mCLASS System Overview
Results Screen
Composite Score and
TRC Level

18. mCLASS System Overview
Web Reports

19. mCLASS System Overview
Assessment Options
Benchmark
All students in DN and TRC
Multiple measures
Three times a year
Identifies need for Progress Monitoring
Progress Monitoring
High Risk – 10 instructional days
Some Risk – 20 instructional days
Benchmark – 1 time benchmark

20. Reporting and Analysis Suite

21. Reporting and Analysis Suite
LEVELS OF ACCESS TO DATA
Examples
Classroom Data
Aggregate Data
Location
Reading 3D
Go to My Reports
Purpose
Track progress of:
Individual students
Groups of students
Classes
Compare administration performance and fidelity within a:
District
School
Grade
Class
Access
Level
Standard -Teacher
Full
System

22. Roadmap for Planning

23. Roadmap for Planning

24. Keep in Mind
Analyze data in an organized manner: School, Grade, Group, Class, Student
Strive for Systemic Change
Focus on Core Instructional Improvement
Assess instruction, not students

25. Reporting and Analysis Suite

26. My Reports - Default Tab
These reports are “Organic”: They will change as data is populated . “Completion and Progress Monitoring Reports are great to save here as well as reports you’ve tailored using specific parameters.
Reports sent to you will show up in this column

27. Saving Reports

28. Featured Reports

29. Report Templates Score Reports Fidelity Reports
Students Latest Composite Scores and TRC Proficiency Levels
3D Measure Breakdown
Dibels
Effectiveness Formula (DEF)
Composite Score Growth this Year
Fidelity Reports
30 seconds
PARAPHRASE:
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.
Progress Monitoring Fidelity
Benchmark Completion

30. Understanding Parameters
Student Population Measure Time
Tip! Always begin at the top of the parameter drawers and work your way down when tailoring reports for specific reporting
The Reporting and Analysis suite always report on measures, for populations at certain times.
A Student Population is made up of one or more students – like students in your school, or 3nd Graders in your district.
For those students, you can see one or measures – like a formative reading assessment result or performance on a state or common core standard.
You can see measures at one or more times – like the end of last school year, or the latest assessment window. You can see students as they are enrolled right now, or, you can see them where they were on test day.
Data in reports is refreshed nightly. All new assessments results and changes from the previous day appear fresh each school morning.

31. District/School Level
Population
District or Program
School
Grades
Classes
Demographics (Low SES, IEP, etc.)
Other Attributes
District/School Level
Group/Grade Level
Class Level
Student Level
Population is determined

32. Measure Assessment Overall Formative Assessment Measures
State or Common Core Standards
Other Types Measures

33. Time *Data refreshed nightly *Always Check Time Year
Period (Benchmark Periods –BOY MOY EOY)
Date –Current year or multiple years
Enrolled…
On Test day
Now*
*Data refreshed nightly
*Always Check Time

34. Selecting Parameters
Remember! Always begin at the top of the parameter drawers and work your way down when tailoring reports for specific reporting

35. Now it’s Your Turn No wgen un/pw? Un: sharcourtABC Pw: 1234
1. Log on to with your wgen un/pw
2. From home screen, click on “Go to My Reports”
3. Let’s walk through a process of using your data to generate reports to answer essential questions
No wgen un/pw?
Un: sharcourtABC
Pw: 1234

36. Progress Monitoring Fidelity
Fidelity Reports
Score Reports
Students Latest Composite Scores and TRC Proficiency Levels
3D Measure Breakdown
Dibels
Effectiveness Formula (DEF)
Composite Score Growth this Year
Fidelity Reports
Have all of our students completed the Benchmark Assessment? Is PM being conducted at the desired rate?
15 seconds
PARAPHRASE:
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.
Progress Monitoring Fidelity
Benchmark Completion

37. Benchmark Completion
No. of students
Click any bar to view students

38. Progress Monitoring 1 minute PARAPHRASE:
Drilling up takes you to the same data view one step up the institutional hierarchy for the displayed population. When the option to drill up exists, a button appears above the left side of the chart.
Drilling down takes you to the same data view one step down the institutional hierarchy for the displayed population. In most reports, you can drill down by clicking the district, school, teacher, or class label for a bar or line in the chart.
Whereas drilling up and drilling down change the student population by looking at a different level of the institutional hierarchy, drilling across takes the same student population in the current report view and analyzes those students by a specific attribute, grade, or ethnicity. When the option to drill across exists, these buttons appear above the chart.

39. Composite Scores and TRC Proficiency Levels
Score Reports
Score Reports
Composite Scores and TRC Proficiency Levels
3D Measure Breakdown
Dibels
Effectiveness Formula (DEF)
Composite Score Growth this Year
Is the overall instruction at our school having an impact on student achievement: school, group, grade, class, every student?
Fidelity Reports
15 seconds
PARAPHRASE:
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.
Progress Monitoring Fidelity
Benchmark Completion

40. Comparing Populations DN

41. Comparing Populations TRC

42. Score Reports Score Reports Fidelity Reports
Composite Scores and TRC Proficiency Levels
3D Measure Breakdown
Dibels
Effectiveness Formula (DEF)
Composite Score Growth this Year
Fidelity Reports
What skills are students struggling with so we know what to explicitly address?
15 seconds
PARAPHRASE:
The Comparing Measures report can help you answer
What 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.
Benchmark Completion
Progress Monitoring Fidelity

43. Comparing Measures 1 minute PARAPHRASE:
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.

44. Report Templates Score Reports
Composite Scores and TRC Proficiency Levels
3D Measure Breakdown
Dibels
Effectiveness Formula (DEF)
Composite Score Growth this Year
Is the overall instruction at our school having an impact on every group of students? Core? Intervention?
Fidelity Reports
15 seconds
PARAPHRASE:
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.
Progress Monitoring Fidelity
Benchmark Completion

45. Correlation/Effectiveness

46. Composite Score Growth this Year
Growth Report
Score Reports
Composite Scores and TRC Proficiency Levels
3D Measure Breakdown
Dibels
Effectiveness Formula (DEF)
Composite Score Growth this Year
How has student achievement for every group changed over the course of this year?
Fidelity Reports
15 seconds
PARAPHRASE:
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.
Progress Monitoring Fidelity
Benchmark Completion

47. Growth

48. Progress Monitoring Instruction

49. Progress Monitoring Instruction
1 minute
PARAPHRASE:
By clicking on the school name, you can drill down and see which teachers in the school have completed their Benchmark assessments.
This view will help identify which teachers need additional support in completing Benchmark assessments.
As you see from this report, some teachers have not administered any Benchmark assessments. On the other hand, some teachers have administered Benchmark assessments to all or almost all of the students in their class.

50. Progress Monitoring Instruction
1 minute
PARAPHRASE:
By clicking on the school name, you can drill down and see which teachers in the school have completed their Benchmark assessments.
This view will help identify which teachers need additional support in completing Benchmark assessments.
As you see from this report, some teachers have not administered any Benchmark assessments. On the other hand, some teachers have administered Benchmark assessments to all or almost all of the students in their class.

51. Reporting and Analysis Suite