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Tangipahoa schools report small early gains on K–3 DIBELS screener, outline learning-community supports
Summary
District staff reported a 3 percentage-point improvement in K–3 DIBELS beginning-of-year literacy screening versus last year and described targeted coaching and interventions provided through four learning communities.
A staff member provided the Tangipahoa Parish School System Board an update on the district’s beginning-of-year DIBELS K–3 literacy screening and described how the district’s four learning communities support schools.
The staff member said the district was 3 percentage points higher in proficiency at the beginning-of-year DIBELS testing compared with the same time last year, with the largest gain in third grade (an 8 percentage-point increase). “So as a district in K–3, we grew 3% in proficiency at the beginning of the year testing and then our highest level is in third grade. We grew 8%,” the staff member said.
The presenter explained DIBELS is administered three times a year (beginning, midyear and end of year) and that the screener is required by the state for K–3 students. The staff member said students scoring below benchmark receive individual academic support plans that can include high-dosage tutoring, teacher-led small-group interventions and computer-based programs such as Boost (K–2 phonics) and Lexia (third grade and up).
The board heard that kindergarten proficiency at the beginning of the year typically lags older grades — roughly 24% on benchmark — and that the district is prioritizing one-on-one interventions for that group. The presenter said the district’s early-intervention instructors (referred to as “pairs”) show initial proficiency: out of 64 instructors, 42 had a rating of 1.8 or higher on the district’s proficiency scale.
The staff member also described the district’s four learning communities, each overseen by an academic supervisor and composed of district-level support specialists (technology facilitators, IEP and program facilitators, curriculum coaches). The learning-community model categorizes visits as “pit stop” (brief), “tune up” (moderate support) and “overhaul” (active coaching), and staff reported that most visits focused on core instruction and interventions. According to the presentation, 88% of recent visits addressed core curriculum and interventions.
Board members asked whether DIBELS is a state requirement and how it relates to LEAP testing; the presenter confirmed DIBELS is required for K–3 and that third grade students are tested on both DIBELS and LEAP. The presenter said the district will return with midyear DIBELS results in December.
The presentation concluded with the district’s plan to continue data-driven coaching and to refine learning-community documentation.
The board did not take formal action on the report during the meeting.
