Understanding Your Child’s mClass Assessments

Understanding Your Child’s mClass Assessments 
What is mCLASS? mCLASS is a universal screener that measures the development of reading skills of all students in grades K-5 through two main assessments: Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Text Reading Comprehension (TRC) assessments. 
What skills are measured? These combined tests help teachers determine how students are performing on the important reading skills that children must develop in order to become proficient readers.  These skills are:                    Grade Level Assessed Skills Identified by Test Grade K Letter Naming Fluency (LNF)—ability to recognize and name capital and lowercase letters of the alphabet   Grades K-1  First Sound Fluency (FSF)—ability to isolate and pronounce the first sound in spoken words  Grades K-1 Phonemic Segmentation Fluency (PSF)-ability to separate words into their sequence of individual sounds Grades K-2 Nonsense Word Fluency (NWF)— ability to identify complete letter sounds (CLS) and blend letter sounds in whole words read (WWR)  Grades 1-5 Dynamic Oral Reading Fluency (DORF)- ability to read connected text fluently and with accuracy in order to retell a passage Grades 3-5 DIBELS Maze (DAZE)—ability to construct meaning from text using word recognition skills to measure the reasoning processes that constitute comprehension.  Grades K-5 Text Reading Comprehension (TRC)—ability to accurately and fluently read connected text in order to comprehend oral questions and answer written response questions                                                                  How are students assessed? Teachers gather this data by administering the TRC and specific DIBELS assessments to grade levels three times a year--fall, winter, and spring.  This school-wide testing is called a “benchmark assessment”.  All but one of these assessments are administered individually and the program calculates scores and levels of proficiency based on the data provided. 
How will the results be used? The program disaggregates the data; provides individualized assessment information about each student’s reading progress; and tracks the student’s progress during the school year.  A student’s scores give information about whether the student is on track for grade-level reading success.   Teachers make decisions about instruction using the data for each student.  School personnel may also regularly check (bi-monthly/monthly) on the progress of students who receive extra reading help to make sure their skills are improving.  Tracking the progress of students is called "progress monitoring."  
For more information on the mCLASS assessment program, download the mCLASS Reading3d Brochure 
DIBELS-The following are sub-tests of this part of the mCLASS assessment:      Letter Naming Fluency (LNF) - Students are asked to read lowercase and capital letters of the alphabet in random order. This assessment is timed and proficiency is determined based on the number of letters identified correctly in one minute. Red boxed letters mean the wrong letter name was said. A green box with an sc in the corner means that the student self-corrected their mistake. They may have said "k" and then realized they made a mistake and then said "x." The grey line means that the whole line was skipped. It is important that students follow along with their pointer finger when they read so they can track correctly.  The blue bracket indicates the last letter read before the timer was up. 
First Sound Fluency (FSF)- Students are given one minute to say each initial phoneme or initial consonant blend they hear in a single syllable spoken word. If the student does not respond within 3 seconds on a word, this is counted as “missed”.  It is important that students say the first sound they hear in the word, not the letter name.  What’s the first sound you hear in the word, “snail”? 
Phonemic Segmentation Fluency (PSF) - Students are asked to say the appropriate sound of the letter. This assessment is timed and proficiency is determined based on the number of sounds correctly said in one minute. Sounds that are blended (two or more sounds that are said/pronounced as one) are marked as one sound. An example of this is shown in the picture. This student blended the sound /m/ and /ie/ therefore, the blue line underneath the sounds combined the /m/ and /ie/ sounds telling the program that these two sounds were read as one. An individual line under an individual sound means that the student read the one sound as a single sound. The green box with the sc in the corner means the student "selfcorrected."  
Non-sense Word Fluency (NWF) - Students are given a list of "non-sense" words to read. They are told if they can't read the whole word, they should say any sound they know. The sounds are recorded under CLS and any whole words that the student is able to read are counted under the WWR. This assessment is also timed and students are given one minute. The students have three seconds to identify and say the sound/word. If students are able to read the whole word for all of the words they get to, the program still gives them credit for the three sounds that were used to make-up the word. The non-sense words are consonant-vowel-consonant (CVC) words that always have short vowels sounds in the middle. 
Dynamic Oral Reading Fluency (DORF) – Students are given 3 passages with one minute to read each.  It assesses a student’s ability to read connected text fluently and with accuracy. Then students are asked to retell a passage to assess comprehension.  Students can self-correct words as marked in green with “SC” as shown here.  Students are marked in red for words that are read incorrectly; substitution of a word; omitted words; hesitation of more than 3 seconds for a word; words read out of order; and words that are sounded out but not read as a whole word.  If a student skips a row, a line is drawn through the entire row and counted the omitted words as errors.  
DIBELS maze comprehension task (Daze)- Students are administered this measure in whole group as they are asked to read a passage silently. It assesses the ability to construct meaning from text using word-recognition skills, background information and prior knowledge.   In the passage, every 7th word (approximately) is blank, with a maze of options (3 possible word choices for the blank).  One of the words in the maze is always correct, and the other two are incorrect.  Daze requires students to choose the correct word as they read the passage. They are given 3 minutes to work on this task.  The score is the number of correct words circled minus