In the fall, students participated in the DIBELS reading assessment, which provided valuable information about their literacy development, including reading fluency and decoding skills. The assessment data helped teachers identify both school-wide literacy needs and individual student learning gaps.

Following the assessment, teachers met in grade-level teams to review the results and collaborate on instructional planning. Through these discussions, teachers identified key literacy skills that required additional attention and developed strategies, lessons, and learning opportunities to address areas of need within their classrooms.

The DIBELS data also helped teachers identify students who required more intensive literacy support. These students were provided with targeted interventions designed to strengthen foundational reading skills and support continued growth.

By using assessment data to inform instruction, Walter Lee staff are taking a proactive and collaborative approach to improving student literacy outcomes. Ongoing collaboration among teachers will ensure that instruction remains responsive to student needs and focused on supporting all learners in becoming successful readers.