Steps for Collecting and Recording Data for IDEC
- At the beginning of the year, Reading Recovery University Trainers notify IDEC of an updated roster of Reading Recovery Teacher Training Sites and affiliated Teacher Leaders. In addition, the teacher leader must submit a list of new teachers for IDEC to assign teacher numbers and related school and district codes. Changes in site coordinator contact information are also noted by the teacher leader at this time. This registration process ensures that data entry is enabled for Reading Recovery teachers across the country. The modest annual fee consists of a base charge and a per-teacher fee. When the fee is paid, teachers may begin entering data.
- In consultation with classroom teachers, the Reading Recovery Teachers identify individual children having the most difficulty with literacy learning, and administer the six assessment tasks of the Observation Survey. In consultation with the classroom teacher, the school team, and initially the teacher leader, the Reading Recovery teachers select the lowest-achieving first graders to begin lessons first. This same process occurs again when a teaching slot becomes available.
- Student data entry is ongoing throughout the school year. Using the IDEC website, Reading Recovery teachers fill out demographic data; fall, entry, exit, and end-of-year Observation Survey scores; intervention status; reading group placement; information on retention or referral to other programs, etc. Information on implementation factors also is collected.
- Two random sample children are selected per school. Teacher leaders train the Reading Recovery teachers to select these students using standard procedures from Random sample data provide a useful national comparison group. Random sample children are assessed at the beginning, middle, and end of the school year, and their scores are entered via the website.
- At the end of the year, all children who have been served by Reading Recovery during the year and the random sample children are assessed, and their scores entered via the website.
- The IDEC website uses a validation process to verify the data for accuracy and completeness before it is sent to the center. Upon completion of data entry, each form is made available for review via the website. The teacher leader ensures that forms for all Reading Recovery students, the random sample children, teachers, and schools are accurate and complete before submission.
- The site coordinator and teacher leader(s) decide how to report and disseminate information to key administrators and other stakeholders at the school and district levels. Multiple reports may need to be written for different audiences. The data for each child served are analyzed, aggregated, and reported by IDEC to teacher leaders in ARPs for the site and a slightly abbreviated packet for districts in multiple-district sites. The teacher leader and site coordinator prepare site reports (see Appendix Q). A site report to the UTC is required, but sites may want to use other report formats for local reporting. In multiple-district sites, they may also prepare district reports for larger districts with the collaboration of the district coordinators. Provided by IDEC, a school data summary can be shared with each principal, as long as they have been assisted in learning how to interpret their results.
- Trainers also receive data and produce UTC or state reports or both, depending on need. Trainers are available to help site coordinators and teacher leaders continue to analyze their data in order to strengthen the operation of intervention. The annual national report is available on the IDEC website. It provides useful comparative data for a site or district.
THE JOURNAL OF READING RECOVERY
Why Phonics (in English) is Difficult to Teach, Lean, and Apply: What Caregivers and Teachers Need to Know
David Reinking and Sharon L. Reinking
Reflecting On Our Practices When the Child Has a Limited Repertoire
Janiece Elzy and Tracee Farmer
Why a Teacher’s Beliefs Matter: Using a Theory of Learning to Explore Instructional Decisions
Debra Crouch and Brian Cambourne
Concepts About Print and Early Reading Behaviors: Considerations When Using eBooks
C.C. Bates, Adria Klein, and Barbara Schubert
Why Reading Recovery Is The Way It Is
Marie M. Clay