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Midyear reports: DIBBLES and LinkIt scores show gains as schools expand MTSS and WIN interventions
Summary
Building principals reported midyear assessment gains tied to CKLA year‑two implementation and strengthened WIN/intervention structures. Enfield and Erdin described targeted tier‑2 reading and behavior groups; Erdin reported an 11‑point winter increase and teams adjusted groups to improve fluency ahead of PSSA season.
At the Academic Affairs meeting on March 9, principals and central office staff presented midyear updates that showed measurable student progress and described next steps for tiered supports.
Dr. Markle said Enfield’s beginning‑of‑year to midyear DIBBLES results show “really great growth” that administrators attribute to year‑two CKLA implementation, weekly planning, and targeted reading interventions provided by reading specialists and aides.
Mr. Spiker described Erdin’s work to refine WIN (intervention) time so each student receives targeted instruction daily. He reported winter assessment results up roughly 11 points from the previous year on district diagnostics and said the team used midyear DIBBLES data to identify students with strong accuracy but gaps in fluency, then restructured groups to increase fluency practice before the PSSA window.
Middle and high school leaders described complementary district strategies: middle school walkthroughs focused on small‑group instruction and WIN scheduling to permit smaller intervention groups; the high school flagged its ‘lunch and learn’ program as a daily, 30‑minute support for students in danger of failing. Central office staff said paired walkthroughs and data reviews will continue and special education IEP look‑fors are being clarified for building leaders.
Administrators characterized the work as ongoing: they will continue monitoring benchmark data, use PLCs for problem‑solving, and scale coaching and targeted interventions as needed through the spring.
