This term, using DIBELS Beginning data as a benchmark assessment, teachers and TAs worked with small groups of focus students to improve student reading skills. All focus students were identified as either “at risk” or “some risk”.

Classes focussed on the following reading skills:

P/1: Phonemic Segmentation Fluency (PSF)

1/2: Nonsense Word Fluency (NWF)

2/3, 4/5 & 5/6: Oral Reading Fluency (ORF)

In PLTs, teachers analysed DIBELS data, planned and taught explicit intervention sessions targeting at risk students and the specific skills that needed further development, and assessed students to track and identify progress. This was done in an effort to move students to a lower risk category.