I am sharing this information about our beginning of year benchmark assessments. Please read on for a description of the assessments we administer:
DIBELS (K-5)
Our district uses an early literacy screening tool called DIBELS, which stands for Dynamic Indicators of Basic Early Literacy Skills, consisting of a series of brief tests measuring a variety of early literacy skills. This screening allows us the opportunity to begin identifying students who might be at risk of developing reading difficulties, including the risk of dyslexia, in an effort to provide the appropriate additional support needed within our general instruction and Title I funded programming.
A typical screening takes between 5-10 minutes and does not interfere with classroom instruction. Students are screened three times a year. At the completion of screenings, a school-based team will review the results and all parents/guardians will receive a family report at the beginning-of-year and end-of-year highlighting your learner’s individual strengths and areas for additional growth.
If your learner’s composite (overall) score is significantly below the benchmark we will provide you with additional information identifying ways in which we plan to provide additional support throughout this school year.
i-Ready (1-8)
Students in Grades 1-8 will complete the i-Ready Diagnostic assessment in reading and math. Families will receive a report at the beginning of the year and again at the end of the year, which will provide a snapshot of your learner’s current skill levels. The i-Ready Diagnostic is a flexible computer-based assessment that adapts to each student’s responses. When a student answers questions correctly, the test presents more challenging items; if a student answers incorrectly, the questions become easier.
This approach helps pinpoint each student’s strengths and areas where they may need additional support. In some cases, a student’s score may be impacted if they rush or do not fully engage with the assessment.
Data Analysis & Informed Instruction
As shared above, we will use this diagnostic information along with other data sources to identify each student’s strengths and opportunities for growth. The results will also inform our instruction to meet students’ individual needs and strengths.
During Reading Foundational Skills (phonics) instruction, students in the above identified grades may be grouped across classrooms based on the skills they need to learn. This means they may or may not be taught by their classroom teachers. Their instructor will be another highly qualified teacher from within the school who is trained in structured literacy practices.
