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Maynard leaders present DIBELS and MAP data, outline tiered literacy supports
Summary
District literacy leads presented fall DIBELS 8 and MAP Growth data for K–5, described curriculum choices and explained the tiered support system; presenters emphasized progress monitoring and that Spanish-immersion students show strong early Spanish phonics benchmarks.
District literacy leaders presented a multi-part update on Nov. 21 describing curriculum choices, screening tools and how assessment data will guide tiered supports.
Karen and Keith, joined by building leaders, said the district uses From Phonics to Reading in K–1, structured literacy practices informed by Crafting Minds, DIBELS 8 screening (grades 1–3) and MAP Growth for grades 1–5. For Spanish immersion classrooms the district uses Caminos/CKLA and administers DIBELS in both English and Spanish for phonics screening.
Presentation highlights included early-fall DIBELS composite rates (presenters cited roughly 55% of first graders, 61% of second graders and 68% of third graders at or above grade benchmark in the early fall window) and Spanish-immersion phonics benchmarks (presenters reported, for example, 91% of some early cohorts at or above benchmark in early September for SLA foundational skills).
Karen described the district’s tiered model: high-quality Tier 1 instruction for all students, targeted Tier 2 small-group intervention for students identified as below benchmark, and Tier 3 modified-special-education instruction (including Orton–Gillingham approaches) for students with persistent, documented needs. The district monitors progress frequently — for example DIBELS progress checks every three weeks and MAP results typically available to teachers within 24 hours.
Student representative Emily also described a recent ALICE intruder drill and raised a facilities concern: "the drill showed us the importance of practicing different scenarios," and she said some classrooms cannot turn off lights because of wiring, which staff said they are actively working to fix.
Committee members pressed on several operational points: how quickly assessment results are available (MAP results within about 24 hours), how Tier 2/Tier 3 support is delivered for Spanish immersion students (Tier 2 may be offered in Spanish; Tier 3 specialized instruction is provided in English per research and special-education practice), and how the district intends to communicate intervention plans to families. Presenters said parent communication and website updates remain work in progress.
Next steps: staff will continue progress monitoring, refine group assignments after the midyear assessment window, share finalized letters to families for identified students and update public-facing curriculum documentation.
Quotes from the meeting: "The drill showed us the importance of practicing different scenarios and it went super smoothly," said Emily, the student representative. Karen said the district is "using the same screening tool in grades K through 5 for our Spanish Immersion program" to align phonics measurement across programs.
The presentation and Q&A occupied the majority of the evening and prompted detailed member questions about parent communication, writing assessment coverage and scheduling for intervention blocks.
