K-2 Dibels Scores

[Anonymous]

My 2nd grader is 370, considered above reading level. He was given 30 min 3x a week enrichment at school. I am told that the program for enrichment ended yesterday at parent teacher conference, now kid do their own self read by themselves. I was not sure what that mean. The dibel score is really weird, and his score in spring 2023 as 1st grader was 570. And, teacher cannot explain to me what happened and why. She just brushed me off saying he is above reading level & getting enrichment with 2 sentences.

[Anonymous]

I'm the PP from 05:44. My DD's score in 1st (565) and 2nd (366) are very similar to your DS. DD's second grade teacher said that the scores from 1st to 2nd are calculated differently so it is not a dip in scores. It just means that she was above average in both grades. My DD gets 30 minutes 4x a week and it is mostly independent work. Self read and comprehension packers/word searches type stuff with a little bit of a review with the teacher.

Anonymous wrote:My 2nd grader is 370, considered above reading level. He was given 30 min 3x a week enrichment at school. I am told that the program for enrichment ended yesterday at parent teacher conference, now kid do their own self read by themselves. I was not sure what that mean. The dibel score is really weird, and his score in spring 2023 as 1st grader was 570. And, teacher cannot explain to me what happened and why. She just brushed me off saying he is above reading level & getting enrichment with 2 sentences.

[Anonymous]

Anonymous wrote:I like Dibels because you get a print out of the child's strengths and needs with things you can do to target those area. DD's K teacher said that it can take a while to administer and it can take away from classroom time.

Now that DD is in 2nd grade they did use the score to provide enrichment to those above average. She and a small group go to another classroom a few times a week for 30 minutes. They are given a chapter book to read and then work on a packet to compete with comprehension questions, word searches, etc. It's mostly independent work (the teacher is working with other groups) and then sometimes meet with the teacher to review their work or they can work with other kids from their group. She is in a title 1 school I think in another school she might still be above average but would have more kids who also have similar scores so she wouldn't get the extra attention.

OP here. It is awesome to see that kids that are above are getting some enrichment and being pulled out! I hope the schools can continue this. I don't think my kid is getting this or that my school does this, so I hope it spreads out to all MCPS schools.

I wonder what areas the kids who are getting the pull outs/extra 30 minutes are in? Upcounty?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I like Dibels because you get a print out of the child's strengths and needs with things you can do to target those area. DD's K teacher said that it can take a while to administer and it can take away from classroom time.

Now that DD is in 2nd grade they did use the score to provide enrichment to those above average. She and a small group go to another classroom a few times a week for 30 minutes. They are given a chapter book to read and then work on a packet to compete with comprehension questions, word searches, etc. It's mostly independent work (the teacher is working with other groups) and then sometimes meet with the teacher to review their work or they can work with other kids from their group. She is in a title 1 school I think in another school she might still be above average but would have more kids who also have similar scores so she wouldn't get the extra attention.

OP here. It is awesome to see that kids that are above are getting some enrichment and being pulled out! I hope the schools can continue this. I don't think my kid is getting this or that my school does this, so I hope it spreads out to all MCPS schools.

I wonder what areas the kids who are getting the pull outs/extra 30 minutes are in? Upcounty?

I'm generally supportive of enrichment (one of my kids gets it for math) but I wonder if the "average" readers aren't falling through the crack here- i.e. they don't score low enough to get intervention, but not high enough to get enrichment. What are these kids doing while the rest of the class gets intervention or enrichment?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I wonder what areas the kids who are getting the pull outs/extra 30 minutes are in? Upcounty?

Mine gets it and we are in Silver Spring - inside the beltway.

[Anonymous]

I’m the immediate PP - sorry, terrible formatting on my part on that one. My 2nd grader gets pulled out for enrichment with a peer cohort, and we are based inside the beltway in Silver Spring.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I like Dibels because you get a print out of the child's strengths and needs with things you can do to target those area. DD's K teacher said that it can take a while to administer and it can take away from classroom time.

Now that DD is in 2nd grade they did use the score to provide enrichment to those above average. She and a small group go to another classroom a few times a week for 30 minutes. They are given a chapter book to read and then work on a packet to compete with comprehension questions, word searches, etc. It's mostly independent work (the teacher is working with other groups) and then sometimes meet with the teacher to review their work or they can work with other kids from their group. She is in a title 1 school I think in another school she might still be above average but would have more kids who also have similar scores so she wouldn't get the extra attention.

OP here. It is awesome to see that kids that are above are getting some enrichment and being pulled out! I hope the schools can continue this. I don't think my kid is getting this or that my school does this, so I hope it spreads out to all MCPS schools.

I wonder what areas the kids who are getting the pull outs/extra 30 minutes are in? Upcounty?

I'm generally supportive of enrichment (one of my kids gets it for math) but I wonder if the "average" readers aren't falling through the crack here- i.e. they don't score low enough to get intervention, but not high enough to get enrichment. What are these kids doing while the rest of the class gets intervention or enrichment?

The average readers are able to be on grade level just with the instruction they receive in the classroom. They don't need more.