Pentucket's work in recent years at the Elementary level has focused on developing strong early literacy skills. Since 2018 the district has been using DIBELS (Diagnostic Inventory of Basic Early Literacy Skills) assessment and most recently moving to the 8th version of DIBELS for grades K-6. It is produced from the University Oregon Center for Teaching and Learning. This assessment, combined with the i-Ready Literacy screener in grades 2-8, has given our teachers the opportunity to view screening data as a way to find the critical point of instruction or intervention for students.
We use the phrase "Assess to the Point of Breakdown - then instruct from there". This approach is rooted in the Simple View of Reading which is a research based model that explains how people learn to read. The Simple View formula presented by Gough and Tunmer in 1986 is:
Decoding (D) x Language Comprehension (LC) = Reading Comprehension (RC)
This model helps explain the different components of reading and shows that Reading Comprehension is really an outcome or product of word reading (known as decoding and application of phonological skills), and language comprehension which relies on vocabulary, background knowledge and understanding of language structures. Our assessment approach is to screen for each of these areas at various developmental levels so that we review progress for all students and their development in these areas.
Our outline, which is always being tweaked and updated, can be viewed here - PRSD Tiered Literacy Assessment Outline . Our tiered approach has us screening all students 3 times per year in key areas at different grade levels. These screeners are used because they have been researched to be strong predictors of reading proficiency and when students are not meeting the expected outcome, teachers can intervene by intensifying instruction in the specific area of need and further monitoring the student's progress. Additionally, we have some "drill down" assessments that allow us to look more deeply and precisely to know where that breakdown may be and intervene early. Then if necessary, we can look at more diagnostic assessments as part of a special education evaluation if a disability is suspected. No matter what, the information gives us fast and actionable data that targets a specific skill students need to learn to read. We do not take a "let's wait and see how they develop" approach - but rather pay close attention to the key indicators and target those as needed.
The Tiered approach to our screening and assessments is also consistent with the development of our Literacy Curriculum. By using high quality curriculum in each of the critical areas of literacy development, and supporting the teachers to skillfully implement that curriculum while targeting additional instruction where it is needed, our curriculum has made major improvements. Consistent use of Heggerty for Phonemic Awareness in PreK-Grade 2, and Fundations for Phonological skills in Grades K-2, has made a big impact in our early literacy skills. These are considered Tier 1 curriculum tools that are used with all of our students. For some students, they may need the Tier 1 curriculum, but also more instruction and more practice that is intensifying specific areas as the data indicates, which is a Tier 2 or 3 level of support.
And now, in 2021, we will implement the Wit and Wisdom Literacy Curriculum in Kindergarten through Gr. 6. This will provide our teachers and students with a clear and consistent scope and sequence to address the vocabulary, background knowledge, language structures and comprehension skills, while using authentic literature and integrating writing instruction into the teaching and learning. We look forward to providing updates during the year on our Wit and Wisdom work and how it connects with all of the prior work we have done.