Maravillas/Wonders
Assessment Guidance:
DIBELS 8, Lectura, and Diagnostic Tools:
Required Assessments:
DIBELS 8
Lectura
Progress Monitoring/Equitable Data Collection:
Review the document below for specific information around assessment timelines and progress monitoring.
Diagnostics, as needed:
We will keep the same Tier 2 diagnostics assessments PSD currently has in use.
If a diagnostic is needed for PA or Phonics (as indicated by DIBELS 8 or the EL priority benchmark assessments), educators should use the PAST/K-PAST, Core Phonics survey or 6 Syllable Types.
Data Spreadsheet:
The Central Office Implementation Team is currently working on a template.
Please do not create your own at this time.
Classroom Library Guidance:
Teachers’ current methods of housing books (book baggies, tubs, bins, etc…) will likely not need to change; however, they may need to reorganize the books to align with a structured literacy program
Create a space for decodables:
EL Education, CKLA Skills, Wonders and Maravillas includes these for every cycle/unit of instruction
Re-organize any high-quality leveled books, either trade books from previously adopted curriculum or guided reading books, into content bins or per module topic to support content knowledge building
DIBELS 8 Alignment to adopted curriculum scope and sequence (Answer from Amplify):
The DIBELS 8th Edition is a normed assessment that is used to determine literacy risk. Benchmark goals and cut-points for risk were determined using real student data from students in every region of the United States. The Authors of DIBELS have included an explanation and details about the use of r-controlled vowels in the assessment as well as information on how to score those words in both the Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) measures. This information can be found on pages 46-48 of the DIBELS 8th Edition Administration and Scoring Guide. Examples for scoring r-controlled vowels for PSF can be found on page 63 and NWF on page 72.
A PSF example: A student's score would be the same whether they segment the word “car” with a response of “c…uh…r” or if the student says “c…ar.”
Another important point is that students are not expected to know all the items or words on each form. The NWF forms start with easier items so most students can demonstrate their knowledge. On a screening assessment it is important that there are easy, medium and hard items so the results more accurately identify students who are at-risk and on-track.
DIBELS 8 Materials:
Due to budget restrictions, DIBELS 8 assessment kits were ordered for only classroom teachers. Each grade level K - 3 received one kit per teacher. Grades 4 & 5 received one kit per grade level. Kits were not ordered for interventionists, Integrated Services or ELD. What some schools are doing is leaving the Benchmark materials with the classroom teacher and taking the progress monitoring materials to use with IS, Interventionist and ELD. Other schools are downloading the materials and creating their own binders. Still other schools are using their own budget to order additional kits.
De-implementation of Materials:
Directions for returning/recycling de-implemented materials from our de-implementation list
Soft-covered materials can be recycled at your school site
Hard-covered materials should be returned to Dave Lawrence at the Warehouse
Office managers need to schedule a pickup time
Bar-coding on the materials does not matter: Follow the above directions for soft or hard cover.
You can give any materials you wish to students to take home.
Boxes will be provided by Central Office.
Questions can be directed to Dave Lawrence at the Warehouse (dlawrence@psdschools.org)
McGraw Hill Communities
The McGraw Hill Communities forum is an online community of PreK-12 educators where you can connect to and learn from each other. Click on the Wonders icon to sign up.
Phonological Awareness Hand Motions Guidance:
Whenever possible, use PSD Units of Language Hand Motions for phonological awareness instruction and activities.
Rethinking Leveled Reading Practices
Leveled reading approaches often do not include essential structured foundational skills instruction, or texts that match readers’ needs. In the words of Professor Alfred Tatum, Dean of the College of Education at the University of Illinois-Chicago, “Leveled texts lead to leveled lives.” Here's why and what you can do about it: What About Leveled Reading?
For additional resources for rethinking Leveled Reading Practices:
Do Leveled Readers Hurt or Help My ELs?
Classroom Reading Groups: 5 Lessons from Recent Studies
Sound Wall Guidance:
At this time, McGraw-Hill, does not provide sound wall materials within Wonders or Maravillas curricula. PSD is in communication around this need with publishers.
As a system, we have agreed to use our adopted literacy curricula in Tier 1 with integrity. You can use existing sound wall materials if they align and support the instruction of your adopted curriculum’s scope and sequence with integrity. It would not be appropriate to replace Tier 1 instruction from your adopted curriculum, in whole group or small group lessons, with instruction from your sound wall materials.