Mclass: READING 3D— : UTILIZATION OF STUDENT DATA TO DETERMINE INSTRUCTIONAL PRACTICES

This dissertation is a program evaluation of a state-mandated early reading assessment program, titled mClass: Reading 3D, implemented in K–3 classrooms in a rural public school system in North Carolina. The purpose of this study was to research the following question: \r\nTo what extent, if any, do teachers use student data to determine instructional practices that may impact student achievement?\r\n Data were collected from teacher surveys, principal and instructional coach interviews, and student test scores to determine the impact of mClass: Reading 3D on student reading achievement in second grade. The findings of this study revealed that mClass: Reading 3D had “no positive” impact on student test scores after two years of implementation. However, mClass: Reading 3D has impacted instructional practices in the following areas: \r\n• Better utilization of data to improve student achievement\r\n• Improvements in differentiation, small group instruction, accountability, rigor, and utilization of teacher assistants\r\nThe conclusions suggested there is a need for more specific and ongoing professional development to improve program implementation and fidelity. Other conclusions focused on the enhancement of mClass: Reading 3D data through teacher support and facilitation of literacy. The need for a reading specialist at every school and the removal of mClass: Reading 3D from third-grade classrooms are some of the recommendations provided for program improvement