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District presents early-year reading and math data, stresses targeted interventions
Summary
District staff presented fall DIBELS screening and iReady diagnostics and compared early-year results with last spring's CAASPP/CAST scores; the principal said DIBELS is now used for K'5 progress monitoring, the district has two reading interventionists, and the COST team coordinates tiered supports.
The district gave trustees a detailed walkthrough of beginning-of-year academic screening and established intervention plans. Amy (Speaker 13), identified as a principal during the meeting, explained that DIBELS is being used three times a year at K'5 to give teachers an early baseline and cited kindergarten results (40 students; 37% at or above benchmark). She said DIBELS aligns with the district's new ELA curriculum and allows staff to more precisely triage students into tiered intervention groups.
Amy described the reading-intervention staffing model (two reading interventionists, one on-site four days and the other two days), the COST (Coordination of Services) intake process for escalating student supports, and how iReady is being used as a diagnostic adaptive tool despite limits for teacher-facing instruction. "We do them 3 times a year," Amy said of DIBELS, and she walked trustees through how the district uses DIBELS results to form small-group or one-on-one interventions and monitor progress every six to eight weeks. Trustees asked for disaggregated lists of students in interventions and those receiving other supports; staff agreed to provide that data in a follow-up packet.
Speakers (by first appearance): Amy (Speaker 13); Board members and staff questioned specifics and requested additional rosters and breakdowns.
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