In Literacy 3D, we take advantage of coach’s interpretations of observational data leading to action plans that have been highly valued by classroom teachers (Roehrig, Duggar, Moats, Glover, & Mincey, 2008). Sources of data used in Literacy 3D are fidelity checklists (one for each strategy), observations of behavior, and formative measures of literacy skills.
- Fidelity checklists are useful for marking progress toward full implementation of evidence-based strategies, and for feedback and retraining. In Literacy 3D, implementation fidelity checklists are completed by the coach for each strategy selected for implementation by the teacher. The first is a fine tune observation by the coach, followed by additional occasions as needed to document reaching fidelity at a benchmark of 85%.
- CIRCLE observations are useful in documenting that children are receiving more teacher literacy focus (TLF) because of the use of new strategies and that children are becoming more engaged in child literacy behaviors (CLE) during instruction. Intentional language and literacy experiences as part of classroom instruction are known to influence children’s growth in readiness skills; and thus, are an important target for teacher coaching because they are proximal indicators of the successful impact of the practices implemented.
- Formative measures of children’s growth in preliteracy skills are another useful source of information used in Literacy 3D to guide coaching and instructional decision making in Literacy 3D. For example, the Preschool Early Literacy Indicator (PELI) data on vocabulary, comprehension, letter names, and phonological awareness are known to aid literacy decision making sheds light on the academic progress children are making (Kaminski, Abbott, Bravo-Aguayo, Latimer, & Good, 2014; Kaminski, Cummings, Powell-Smith, & Good, 2008).
Based on these explicit connections in Literacy 3D to both strategy implementation and data-based feedback on short- and long-term progress, Literacy 3D with CIRCLE data offers a promising approach to inclusive preschool language and literacy instruction (Greenwood et al., in press).