"In 2008, a large, urban school district confronted an enormous literacy problem. Year after year, though children were entering kindergarten with skill levels higher than those of children in other large, urban districts, by the end of 2nd grade, this district’s children were performing at significantly lower levels than their peers in other districts. In the lowest performing schools, every day of ineffective instruction worsened an already dire situation.

The district drew a line in the sand, committing to reversing the trend and delivering the kind of high quality instruction that could immediately improve student learning.”"

"Fayetteville Public Schools is often the first in the state to implement new technology solutions in support of its 21st Century Learning System to equip its students with the skills needed to be successful in an ever-changing global society. But the district does not purchase technology for technology’s sake—solutions must measurably enhance what teachers and students are able to do in the classroom. Fayetteville sets the bar high for solution providers, who must be involved and responsive partners to the district in reaching its goals. Long states, “We invest in people, not products.”"

"A big problem in education is that we don't monitor and evaluate our work," says Dr. James A. Williams, the superintendent of Buffalo Public Schools (BPS) in Buffalo, New York. "We adopt a reading series and think it's going to teach kids how to read. You have to monitor, train, and correct as you go." Dr. Williams is one of the many public school superintendents who, with their staff, utilize district-wide formative assessment data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS®) to make the right decisions about instruction, professional development, and resource allocation to raise student achievement.

Using mCLASS:DIBELS to implement RTI has transformed the special education referral process at the school, which begins with a Student Study Team (SST) meeting. At an SST meeting, Contreras (Principal, Thomas Jefferson Elementary), the classroom teacher, two teachers acting as SST chairpersons, and the RSP teacher sit down with a child's parents to discuss concerns over the lack of progress and to determine next steps.

Fogarty Elementary administered the Beginning-of-Year Benchmark in the fall of 2003 using the paper-based version of the DIBELS®. Paper-based administration took approximately 15-20 minutes per student, cutting into the teachers' instructional time while leaving the teachers with an overwhelming amount of paperwork. Fogarty Elementary has been using Wireless Generation's mCLASS:DIBELS assessment software since January 2004. As a result, the time required to assess each student was reduced by 10-12 minutes per child, the paperwork has all but disappeared, and Web-based class and student reports help the teachers link the results to appropriate instructional support.

The Oklahoma State DOE worked on closing the reading achievement gap with Wireless Generation during the 2007-2008 school year Based on an analysis of student data collected over the course of the school year, the fifteen schools receiving Wireless Generation professional development made substantial achievement gains and produced more student movement toward Benchmark than in previous school years.

The Florida State Department of Education has given Seminole County Public Schools a grade of “A” for the past fi ve years. Each year, the district has consistently beaten its own FCAT high-score records in reading, writing, math, and science, placing them among Florida’s top-performing districts.

Bellevue School District in Washington serves more than 16,000 students, 7,000 of them in its 16 elementary schools. Bellevue’s elementary schools were using a paper-based formative assessment to evaluate students’ needs, but it was given just one or two times a year, depending on the grade level. In January 2008, Bellevue kicked off a program of training and professional development to prepare its teachers and literacy facilitators for the implementation of mCLASS:Reading 3D in the fall.

“All our K–3 students were assessed this spring with mCLASS:Reading 3D. I see both new and experienced teachers using the information to help them plan their small group lessons,” says Brenda Naish, former principal at Stevenson Elementary, which was one of the fi rst buildings to get access to mCLASS tools in January. “Our reading specialists absolutely believe this will make a difference in the way we teach our struggling students. It will help us to be more intentional in our teaching.”