We continue to build our use of data to better understand how our students are learning and where they need the most support. The DIBELS data we collect has been especially helpful in guiding our conversations and next steps. Teachers have been very intentional about taking time to meet and collaborate with resource teachers to dig into the data, identify students with specific learning needs, and think through how best to support them.

As a result of this work, we’ve been able to allocate dedicated one‑to‑one literacy time for some students. Much of this targeted support has focused on strengthening foundational skills, particularly decoding and reading fluency. Teachers have appreciated the opportunity to provide focused instruction and to see students gain confidence through this individualized approach.

We also applied for and were successful in receiving district support through an Orton‑Gillingham (OG) teacher. This additional support made a big difference, as the OG teacher was able to work intensively one‑to‑one with several students who really benefit from that level of structured, explicit instruction. This support helped deepen students’ understanding of reading patterns and reinforce skills needed for continued growth.

To help maintain and build on this progress, we have also been able to schedule a LEE teacher each Wednesday to work with students on specific reading skills. This consistent, targeted time has allowed students to continue practicing and improving key literacy skills, while also providing valuable continuity in their learning. Overall, these combined efforts have strengthened our literacy supports and reinforced the importance of using data and collaboration to meet the diverse needs of our learners.