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Calvin, the psychologist, spoke up. "I want you to know that the information provided by this system of tracking student performance was extremely helpful to us as we made staffing decisions for special education. The four lowest performers have been staffed or are in the midst of further study. I hope that we can provide these students on-going additional services to help get them caught up. While obviously a lot more went into our decision besides simple fluency rates, this was very helpful."
"We need to remember that fluency is only one part of reading and we need to look at comprehension as well," said Mary Beals, the AEA reading specialist. "I think if we continue with our learning around effective reading strategies that you will continue to improve these results next year."
Further discussion and reflection ensued and a clear plan of action was determined both for what the team wanted to learn prior to next year and how they could provide useful data and information to the 4th grade staff so they could continue the progress made this year. The team agreed that by expanding the use of data tools like this, they could get better and better at monitoring performance-over-time and ensuring that more and more students were getting what they needed to be successful readers.
Jolene returned to her office determined to spread the use of this tool across her building and engage her entire staff in discussions around the data they were analyzing. She was confident that she had found a tool and methodology which would help her building not only stay off the "SINI" list, but to become a world-class elementary school.
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