1. Instruction GoalsAssessment For Each Student For All Students 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. 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. 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. 4 In-Class Approach

5. 5 One Day Schoolwide Approach

6. 6 Multiple Day Schoolwide Approach

7. 7 Within-Grade Approach

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

9. 9 Data Collection Checklist— Getting Organized

10. 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. 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. 12 Kindergarten Timeline

13. 13 First Grade Measures

14. 14 Second Grade and Above