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Lincoln Public Schools reports early-literacy screening progress and reading supports
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Summary
District staff reported kindergarten DIBELS screening results and a reduction in students needing Individual Reading Plans from 38% in fall to 11% in spring districtwide; the presentation also announced a science-of-reading partnership with UNO and expanded professional learning for teachers.
Presenter described the district’s use of DIBELS as the required kindergarten reading screener and explained how the tool identifies students in an 'intensive' category who may need additional support. "If a student scores in the intensive category, that means there is a likelihood that they might need some additional support and intervention," the presenter said.
District data presented showed 38% of kindergartners initially qualified for an Individual Reading Plan (IRIP) in the fall and the district reduced that to 11% by spring. The presenter gave school-level examples of more pronounced improvements: one school went from 75% of kindergartners qualifying for an IRIP to 17% by spring; another went from 68% to 16%.
The presenter said not every student flagged as intensive receives an IRIP because some students have different Individualized Education Program (IEP) goals or English-language goals that change recommended interventions. Staff emphasized they review data at district, school and student levels and use a toolkit for MAP Growth and other assessments to guide teacher action.
As a next step the district emphasized a strategic focus on the science of reading: the presenter said Dr. Olson and her curriculum team are partnering with UNO to provide intensive reading professional learning for elementary teachers and plan to extend supports into middle and high school as needed.
The presenter concluded that early screening and targeted intervention are part of a year-long continuous-improvement cycle to identify and close gaps early.
