District details literacy work and new mClass/DIBELS screener; trustees ask about time, languages and family notifications

District staff reviewed recent early-literacy results and described two implementation items staff say will affect K–2 classrooms this spring: a state‑mandated screener (mClass/DIBELS) to be administered in May and pilot work on a writing framework and project‑based learning in selected schools.

“We'll be notifying families about the screener in April per the state,” an Ed Services presenter said, adding that the screener is intended as a one‑time annual screening in year one and is not a diagnostic test. Staff said results will be sent home to families and that the district is planning multiple communication paths (parent portal, printed copies and targeted outreach at Title I sites).

Screener logistics: presenters said the district selected the mClass/DIBELS screener, field‑tested it in November and will administer it once this May to K–2 students (the state minimum for rollout year one). The presenter said the screener’s timed components vary by grade and that vendor guidance lists typical administration time as about seven minutes, though staff expect some administrators to take closer to 10 minutes during the first year of implementation.

Language and accommodations: staff said, for year one, the approved screener languages available to the district are English and Spanish; the district purchased additional Spanish licenses for some sites. The presenter emphasized that if a student struggles in the English screener, the Spanish option can help determine whether the skill gap is language‑based.

Project pilots and writing framework: presenters described a project‑based learning pilot in third–fifth grades at two schools and highlighted Meadow Heights’ implementation of a K–12 writing framework (Think SRSD). Staff said PBL Works professional learning has emphasized culturally responsive projects and recommended pilots include at least one cultural‑identity project so students’ histories and identities are represented in their work.

Trustees’ concerns: trustees asked how the screener data will be shared, how it will be contextualized (classroom, school, district norms), how long the screener will take, how ELL students will be served and what protections exist to avoid unfair finger‑pointing at educators. Staff said TOSAs and site teams will support implementation and communications, and that parent communications will include context and suggested supports.

Next steps: staff said they will return with finalized PD plans and any additional guidance on screener logistics and family communications as they refine implementation during year one.

Sources: Ed Services presenter and district implementation slides presented to the San Mateo‑Foster City School Board.