-
Refine and finalize the research problem (DIBELS vs. classroom literacy misalignment) and write two clear research questions focused on instructional strategies and teacher decision-making.
-
Confirm with administration that classroom data may be used. No external permissions needed, but document that all data will remain anonymous.
-
Conduct database searches on assessment misalignment, progress monitoring, and instructional strategies. Summarize gaps in the literature to justify the study.
-
Conduct database searches on assessment misalignment, progress monitoring, and instructional strategies. Summarize gaps in the literature to justify the study.
-
Gather ongoing DIBELS progress monitoring data, classroom observation notes, student cold reads, and grade records. Collect evidence across several months to capture growth and misalignment patterns.
-
Gather ongoing DIBELS progress monitoring data, classroom observation notes, student cold reads, and grade records. Collect evidence across several months to capture growth and misalignment patterns.
-
Gather ongoing DIBELS progress monitoring data, classroom observation notes, student cold reads, and grade records. Collect evidence across several months to capture growth and misalignment patterns.
-
Gather ongoing DIBELS progress monitoring data, classroom observation notes, student cold reads, and grade records. Collect evidence across several months to capture growth and misalignment patterns.
-
Compare DIBELS scores with classroom performance data. Identify trends, mismatches, and instructional influences. Use triangulation across your three data sources (DIBELS, grades, observations).
-
Organize results into a clear report. Share findings with your principal, fellow second-grade teachers, and the reading interventionist.
-
Organize results into a clear report. Share findings with your principal, fellow second-grade teachers, and the reading interventionist.
-
Reflect on how your findings inform instructional practice. Note implications for classroom strategies, intervention design, and assessment use going forward.