Monitoring and Targeting Literacy Growth Trajectories

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Monitoring and Targeting Literacy Growth
Trajectories

• Elizabeth Sloat and Joan Beswick
• CLLRN Conference Break-Out Session 19 June
  2006

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Monitoring and Targeting Literacy Growth
Trajectories

• Joan Beswick and Elizabeth Sloat
• CLLRN Conference Break-Out Session 19 June
  2006

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Monitoring

• systematic procedure for regular data collection
  to
• inform instructional planning
• ensure that change efforts are producing intended
  results
• provide a framework for ongoing decision-making

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N.B. Schools Early Literacy Study

• Assess literacy knowledge global development in
  early K
• Identify students likely to be at-risk
• Plan instruction intervention
• Monitor track growth over time
• inform instruction
• share effective practices
• compare with national results

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Data Collection Measures

• Wechsler Individual Achievement Test (2nd Ed.)
• (WIAT-II)
• Early Years Evaluation Teacher Assessment
• (EYE-TA)
• Dynamic Indicators of Basic Early Literacy
  Assessment (DIBELS)
• Phonological Awareness Literacy Screener (PALS)

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Assessment Record, Page 1 of 4

• Assessment Record Kindergarten - Grade Two
• Student Name
  D.O.B. _________ Gender ____
  School________________ ID______________
• (mon/day/yr)
• This assessment record documents the performance
  of New Brunswick students (Kindergarten to Gr.2)
  on the following measures
• classroom based assessment (Dynamic Indicators of
  Basic Early Literacy Skills - DIBELS and Running
  Records - RR)
• b) an individually administered standardized
  test (Wechsler Individual Achievement Test -WIAT
  Reading)
• c) teacher ratings (Early Years Evaluation -
  EYE) and,
• d) a literacy screening test for students who
  encounter difficulty in literacy learning
  (Phonological Awareness Literacy Screening -
  PALS).
• This assessment information will
• ? document students literacy knowledge early
  in the Kindergarten year
• ? identify students who are at-risk of
  experiencing literacy learning difficulties
• ? inform classroom instruction
• ? track literacy growth trajectories from
  Kindergarten to Grade Two andassist in
  monitoring the effectiveness of early literacy
  instruction and interventions.
• With the exception of the WIAT Reading subtest,
  the measures are to be administered and their
  results recorded during the last week of the
  designated month
• (see below Summary Timeline, Measures and
  Evaluators for Kindergarten Year).
  

• Summary Timeline, Measures, and Evaluators for
  Kindergarten Year

• Gr. 1 2 administration times differ from
  Kindergarten timeline only for the following
  Gr. 1 2 - Administer PALS in October K Tchr
  One Running Record between April and June
• Canadian Research Institute for Social Policy,
  University of New Brunswick
• P.O. Box 4400, Fredericton, NB E3B 5A3
• Telephone - 506-453-3502 FAX -
  506-447-3427 E-mail nbschools_at_unb.ca

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Assessment Record, Page 2 of 4
1. Dynamic Indicators of Basic Early Literacy
Skills (DIBELS) - Complete unshaded area for each
grade month. Please print legibly.
Kindergarten

Grade 1
Grade 2
Sept. Nov.
Jan. Mar. May Sept.
Nov. Jan. Mar.
May Sept. Nov. Jan.
Mar. May

• Assessment Measures
• The DIBELS are a set of brief measures to assess
  skills fundamental to early literacy acquisition.
• The specific DIBELS measures to be administered
  vary with the grade and with the month of the
  school year (see unshaded boxes).
• Alternate forms of DIBELS measures are to be
  administered to every student (K-Gr.2) during
  Sept., Nov., Jan., Mar., and May.
• Raw scores for each DIBELS measure should be
  recorded in the unshaded boxes on the Assessment
  Record.
• If teachers wish to administer DIBELS measures
  more frequently, scores may be recorded in the
  shaded boxes.
• Repeated DIBELS measurement yields specific
  information on skill acquisition to inform
  instruction and track growth trajectories.

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December Report Identify At-Risk
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• Goals ......
• Lower the rate of reading failure
• Prevent most reading difficulties
• Ensure children learn to read in K-2 so they can
  read to learn in Gr. 3 and beyond
• by
• Increasing the capacity of schools to assess and
  support K-2 literacy development