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Approaches and Considerations of Collecting Schoolwide Early Literacy & Reading Performance Data

Approaches and Considerations of Collecting Schoolwide Early Literacy & Reading Performance Data. Presented by Nicole Sherman Brewer Developed by Beth Harn University of Oregon Institute on the Development of Educational Achievement (IDEA). Who To Assist In the Collection.

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Approaches and Considerations of Collecting Schoolwide Early Literacy & Reading Performance Data

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  1. Approaches and Considerations of Collecting Schoolwide Early Literacy & Reading Performance Data Presented by Nicole Sherman Brewer Developed by Beth Harn University of Oregon Institute on the Development of Educational Achievement (IDEA)

  2. Who To Assist In the Collection • One of the advantages of using the DIBELS is that after some training, most people can successfully collect the data. People to consider helping in this venture are: • Teachers, Principals, educational assistants, Title 1 staff, Special Education staff, parent volunteers, practicum students, PE/Music Specialist Teachers

  3. How Do I Make The Data Collection Go Smoothly? • Planning: • Determine who will collect the data • Select an approach to get the data collected • Guided by resources available and timeline for collection • Organizing materials • Color coding for easily finding materials • Booklets, stimulus materials, stopwatches, clipboards, pencils, class rosters

  4. In-Class Approach

  5. One Day Schoolwide Approach

  6. Multiple Day Schoolwide Approach

  7. Within-Grade Approach

  8. Now that you have your approach, let’s collect the data!

  9. Data Collection Checklist—Getting Organized

  10. Day of Testing Day of Testing: • If possible, have one person available to coordinate activities and answer questions • Gather all data collectors prior (10-15 min) to data collection to quickly review measures and review data collection process • Remind collectors to score the measures as they work with each student to ensure scores are accurate • Have extra student materials available for easy retesting in case a student performs differently then expected

  11. After Testing—Getting Ready to Enter Data • After Testing: • Organize student booklets by classroom and put in alphabetical order to assist in data entry • Double-check student booklets against class rosters to determine students who still need to be tested • Test absentee students • File student and testing materials for use in the future • Enter data into the computer • Obtain reports and set up meeting (e.g., grade-level, cross-grade, schoolwide reading team) to discuss and present results • Distribute reports accordingly and file one master copy • Utilize data for instructional decision making

  12. Kindergarten Timeline

  13. First Grade Measures

  14. Second Grade and Above

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