Milton educators assess DIBELS data to enhance early literacy intervention strategies

The Milton Public Schools School Committee meeting held on March 19, 2025, focused on the implementation and outcomes of the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessment, as well as discussions surrounding the new math curriculum and its impact on student performance.

The meeting began with a presentation by Kat, who provided an overview of DIBELS, which is utilized across thousands of districts to screen early literacy skills in students from kindergarten through fifth grade. The assessment consists of short, one-minute tasks designed to identify students needing intervention and to monitor their progress. Kat emphasized that while DIBELS provides valuable benchmarks, it is not the sole measure of a student's abilities and should be complemented with other assessments for a comprehensive understanding of student performance.

Data from the fall and winter composite scores of DIBELS indicated that kindergarten students showed significant growth, consistent with previous years. However, the scores for grades four and five remained relatively stable, attributed to the limited number of subtests available at those levels. The presentation highlighted the importance of foundational skills, noting that the implementation of the UFLI (University of Florida Literacy Institute) program has positively influenced student growth in early literacy.

The committee also discussed the new math curriculum, "Into Math," which replaced the previous "Everyday Math" program due to concerns about alignment with state standards. The new curriculum focuses on specific areas of math, allowing for a more concentrated approach to teaching. While the effectiveness of the new curriculum is still being evaluated, initial observations suggest improvements in student engagement and understanding.

Concerns were raised regarding the performance of specific student subgroups, including students with disabilities and English learners. The committee acknowledged that while DIBELS and I Ready assessments provide insights into student performance, they do not fully capture the challenges faced by these groups, particularly in understanding language prompts in assessments.

The meeting concluded with a commitment to continue monitoring student progress and refining instructional strategies to support all learners effectively. The next steps include further analysis of the data collected and ongoing discussions about curriculum effectiveness and student support systems.