Literacy

Progress Reports of K-3 Reading Abilities

One tool used to assess the reading abilities of students in Kindergarten through third grade is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS),a set of standardized, individually administered measures of early literacy development. DIBELS is designed to regularly monitor the development of pre-reading and early reading skills.

Prior to DIBELS, the Developmental Reading Assessment (DRA) was the uniform assessment instrument.  The DRA evaluated two major aspects of reading: accuracy of oral reading and comprehension through reading and retelling of narrative stories.

This page contains links to both DIBELS and DRA progress reports. Due to programmatic changes, reports differ in the assessments and grade levels included. 

• Note that prior to the 2011-2012 academic year, the fall progress reports contain information only for second and third graders, while the spring progress reports contain information for first, second, and third graders.  Beginning in the fall of 2011, fall and spring reading reports include DIBELS Next results for students in kindergarten through third grade.
• Reports from fall 2005 – spring 2010 include information from both the Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 6th Edition.   The reports for 2010 – 2011 include DIBELS 6th Edition and  DIBELS Next, 7th Edition.  Beginning in the fall of 2011, both fall and spring reports  include information from DIBELS Next only.

Click on the links below to view the complete, previously-published reports.

2011

Spring 2011 Progress Report
Fall 2011 Progress Report

2010

Spring 2010 Progress Report
Fall 2010 Progress Report

2009

Spring 2009 Progress Report  
Fall 2009 Progress Report  

2008

Spring 2008 Progress Report  
Fall 2008 Progress Report  

2007

Spring 2007 Progress Report  
Fall 2007 Progress Report  

2006

Spring 2006 Progress Report  
Fall 2006 Progress Report  

2005

Spring 2005 Progress Report  
Fall 2005 Progress Report