When the pandemic forced her kindergartners online during the 2020–21 school year, teacher Michelle Davis ’21 deployed quick reading assessments to assist with keeping their learning on target.
Last year at F.P. Caillet Elementary in the Dallas Independent School District, Davis used a program called DIBELS to test a range of literacy skills. Students read grade-level passages to display such competencies as identifying letter sounds and comprehending text. The assessments take about one minute and are typically done at the beginning of the school year and continue every few weeks until the end.
“We need to assess the students to know where they are developmentally,” says Davis, who received her master’s degree in bilingual education from SMU in May.
This kind of rapid, low-key test can be an essential tool for teachers as they try to help our communities’ youngest students catch up and remain motivated to learn.
Training teachers to use these tests has been a focus for Diane Gifford, clinical associate professor in SMU’s Annette Caldwell Simmons School of Education and Human Development.
“It’s increasingly important that teachers offer these assessments and determine where weaknesses are,” she says. “Early assessments should be part of school whether or not there’s a pandemic. Every year, teachers get in a new batch of kids, and they need to know what is happening with those kids.”
Last year a lot of the assessments had to be done virtually. “That’s not ideal,” particularly for younger students, Gifford says.
Regular evaluations have become even more vital as youngsters returned to more traditional classroom settings this fall. Davis now teaches third grade at Caillet, and the learning gaps are even more pronounced. None of her 44 students reads at grade level.
“Right now, it’s figuring out how to keep them from falling even farther behind,” she says. “It’s a huge challenge.”