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ANALYSIS OF OVERALL GRADE LEVEL TRAJECTORY GRAPHS CLEARLY ESTABLISHES THE FOLLOWING: • Kindergarten DIBELS results indicate that students have met or exceeded Massachusetts benchmarks and have exceeded the 2004-2005 perforniance of students the previous year. • By the end of kindergarten year, Nonsense Word Fluency is a very strong skill. This is a good predictor of early literacy success. • Data indicates Nonsense Word Fluency in grade one to have exceeded Massachusetts benchmarks and have exceeded the 2004-2005 performance of students the previous year. • Oral Reading Fluency in grade one has met or exceeded benchmarks and results of the previous year. • Oral Reading Fluency in grade two has met or exceeded benchmarks and results of the previous year. Grade level performance has increased overall for every subtest. FURTHER ANALYSIS OF DIBELS SUBGROUPS RAISES SEVERAL CONCERNS • The lack of a preschool literacy program weakens kindergarten performance. • The Hispanic, ELL and Special Education subgroups appear to have great difficult in most subtests in kindergarten. • Kindergarten subgroups appear to need more direct instruction and intervention with Initial Sound Fluency and Phoneme Segmentation Fluency. • The Native American, ELL, Special Education and Title I subgroups are at risk • or at some risk in all subtests in grade one. • Data indicates Phoneme Segmentation Fluency is weak in all grade one subgroups. • The Native American, Special Education and Title I subgroups are at risk or at some risk in Oral Reading Fluency in grade two. • One-third of grade two students are at risk or at some risk by the end of the second grade. • Improvement of differentiated instruction practice is required in meeting the needs of all subgroups. • Professional learning communities will assist staff in analyzing data to inform instruction. • Minimizing classroom disruption through positive behavior intervention supports (PBIS) will increase time on task for better learning. FOCUS FOR FY07 All staff will work with subgroups, particularly the Native American and Special Education subgroups, providing differentiated instruction and intervention support as necessary. It is our obligation to bring all students to the low risk category, especially in reading which is the foundation of all their learning. The goals attached will address this focus.