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Ajo Unified presents K'2 reading gains, outlines summer and tiered interventions
Summary
District reading coordinators reported year-end DIBELS results showing K'2 gains (students at/above benchmark rose from 27% to 68%; students below benchmark fell from 73% to 32%) and outlined summer "jump start" classes, tier 2/3 interventions, dyslexia training for teachers and weekly professional development to address decoding, vocabulary and attendance-related gaps.
Ajo Unified District staff presented end-of-year DIBELS literacy assessment results and a set of follow-up actions aimed at strengthening early-reading outcomes for kindergarten through third grade.
Jenny Bagares (Speaker 1), a Move On When Reading (MOWR) coordinator, and other presenters reported classroom- and grade-level gains. The presenters summarized that, districtwide for kindergarten through third grade, the percentage of students performing at or above benchmark increased from 27% at the start of the school year to 68% by year-end, while the share performing below benchmark decreased from 73% to 32%. Presenters highlighted both class-level successes and continuing needs among English learners (EL), students receiving special education (SPED), and students with attendance concerns.
Why it matters: early-grade reading proficiency is a key predictor of later academic performance; the district said the data will guide targeted interventions this summer and into the next school year.
Presenters gave grade-by-grade summaries: kindergarten classes reported sizable reductions in students "well below" benchmark and increases in the at/above benchmark categories; first-grade cohorts also showed major percentage improvements; second- and third-grade classes showed similar gains though decoding and comprehension remain focus areas. The presenters singled out reading fluency, letter-sound knowledge and decoding as strengths, and identified vocabulary development and reading comprehension as priorities.
Next steps outlined to support students: a summer "jump start" program for students below benchmark (presenters said transportation would be provided for participating students where needed), continued tier 2 and tier 3 reading interventions, weekly professional-development sessions (including AIM Pathways and dyslexia training), and monthly family meetings to support attendance and literacy at home. Several teachers have already completed dyslexia training and others are enrolled in multi-year AIM Pathways training, according to the presentation.
Board members praised the results and asked about the DIBELS testing format and summer participation rates; presenters said DIBELS uses short, standardized task-based probes (one-minute tasks by grade-appropriate subtests) and reported summer participation in one program as "about 60" in the transcript. The board did not record a formal vote on these instructional plans during the excerpted discussion; staff said they will proceed with the planned interventions.
