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Tangipahoa Parish reports modest early-year gains on K–3 reading screener; learning communities, tutoring emphasized
Summary
At its Oct. 2 meeting, the Tangipahoa Parish School Board received an academic update showing a 3 percentage‑point gain districtwide on the beginning‑of‑year DIBELS K–3 literacy screener and an 8‑point gain in third grade; district staff described interventions, one‑on‑one tutoring and a learning‑community model that provides targeted in‑school支持.
The Tangipahoa Parish School Board on Oct. 2 heard an academic report showing the district’s beginning‑of‑year DIBELS K–3 literacy screener results improved 3 percentage points overall compared with the same point last year, with third grade up 8 percentage points.
The presenter summarized DIBELS as the district’s K–3 reading readiness screener and said the assessment is given three times a year — within the first 30 days (beginning of year), midyear (December) and end of year (April). “DIBELS is our K–3 screener for literacy for all of our students,” the presenter said, explaining the results shown to the board.
District staff said roughly half of third graders are currently at benchmark, and that first and second grades are approaching half at benchmark; kindergarten proficiency was described as lower (about 24 percent). Students who score below benchmark are enrolled in individual academic support plans that can include high‑dosage tutoring, teacher‑led small‑group instruction, and computer‑based programs. The presenter named two programs used by the district: Boost for grades K–2 (phonics‑focused) and Lexia for third grade and up.
The board heard additional details about the tutoring workforce and learning‑community model. Staff said pairs of instructors provide daily one‑on‑one interventions for kindergarten students in 10–15 minute sessions. Of 64 instructors identified in the presenter’s internal review, 42 had a proficiency rating of 1.8 or higher on the district’s scale. The district’s learning communities are organized around four supervisory teams; each team includes roles such as a technology facilitator, program facilitator and an IEP facilitator to provide targeted, in‑school support. Staff described three types of visits to schools: quick “pit stop” checks, moderate “tune up” support (for example, attending PLC or ILT meetings), and deeper “overhaul” visits consisting of side‑by‑side coaching and modeling.
On related district metrics presented later in the meeting, staff reported a first‑nine‑weeks attendance rate of about 94 percent (with a district goal of 95 percent). The presenter said the truancy list is triggered by five unexcused absences and that, to date, the district had an 8 percent rate for truancy; chronic‑absence measures (excused or unexcused) were described as having trended between 31 and 47 percent over recent years but as currently reported below 1 percent in the most recent snapshot the presenter shared.
Board members asked whether DIBELS is a state requirement; staff answered yes, noting the state uses DIBELS as a required K–3 screener and reminding the board that third‑grade retention rules rely on reading proficiency measures unless students qualify for specified exemptions. Staff also clarified that LEAP testing remains separate; DIBELS covers K–3 screening while LEAP testing begins in third grade.
The presenter closed by saying the district will return with midyear DIBELS results in December and continued updates on instructor staffing and learning‑community data.
