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District reports midyear literacy gains; kindergarten cohorts show large DIBELS improvements
Summary
District presenters said middle‑of‑year DIBELS and I‑Ready checks show gains: DIBELS middle‑year percent at/above benchmark rose roughly 14 percentage points from BOY, with kindergarten showing a large jump; district staff tied gains to phonics instruction and recent curriculum implementation.
District instructional staff presented midyear assessment results and described how schools are using data to target instruction and interventions.
For K–3 early literacy (DIBELS 8), staff said the district moved roughly 14 percentage points of students into the at‑or‑above benchmark band from the beginning of year to middle of year. "At the beginning of the year... 50.82 percent of our students were at or above benchmark," a literacy leader reported, then described gains at the mid‑year window and how teacher interventions and phonics work contributed to movement from "well below" into higher benchmark bands.
At middle grades staff explained a shift to Schoolnet benchmark assessments to provide a comprehensive, EOG‑vetted view of grade‑level standard mastery; they also reviewed I‑Ready midyear indicators and a math intervention program (Math 180) used to target students below proficiency thresholds. Instructional leaders emphasized that check‑in data are most valuable to classroom teachers at the pacing level and outlined supports—PLC coaching, lesson planning, guided observations and intervention blocks—the district is using to translate data into instruction.
District leaders highlighted the need to interpret each assessment according to its purpose: DIBELS as a risk screener, I‑Ready as a growth/proficiency indicator and NC Check‑Ins as pacing‑specific checks. Staff said principals and teachers will continue using item analyses to refine classroom plans and interventions ahead of end‑of‑year diagnostics and EOGs.
