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if it is accepted fluency is a mish mash of other skills, can you include it in the LVC, or is the individual skills that need to be actively integrated

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if it is accepted fluency is a mish mash of other skills, can you include it in the LVC, or is the individual skills that need to be actively integrated

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I noticed that lots of teams wondered about the reasons for students not reading fluently - I wonder if the 2 years of lock downs and ongoing COVID absences are having an impact on the amount of actual reading that students are doing. I know that some parents got really involved and others may have had to let their children monitor their own learning and weren't able to offer as much support. 

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I noticed that lots of teams wondered about the reasons for students not reading fluently - I wonder if the 2 years of lock downs and ongoing COVID absences are having an impact on the amount of actual reading that students are doing. I know that some parents got really involved and others may have had to let their children monitor their own learning and weren't able to offer as much support. 

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More links to reading and fluency in KU and LV could help guide classroom administration could be helpful

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I notice many references to orange and red and learning enhancement. Can we do more before learning enhancement.

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Would like to dig even deeper with DIBELS and conduct more whole-school analysis and within-grade analysis.

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There is a focus on fluency but we don't specifically have it in LVC for upper years, should we be adding or including it? how? when? scheduling of this in a day?

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Many mentioned the need for our red/yellows to go to Learning Enhancement RATHER than how we can support the tier 2 students within the classroom.

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Many mentioned the need for our red/yellows to go to Learning Enhancement RATHER than how we can support the tier 2 students within the classroom.

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We need to think of how to include more fluency/reading practice in class.

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We need to think of how to include more fluency/reading practice in class.

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We need to inform all teachers about how we bring students into support and monitor before/after

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We need to inform all teachers about how we bring students into support and monitor before/after

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What does or should fluency actually look like at each level?  

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What does or should fluency actually look like at each level?  

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similar things have come up  across the grade levels, no explicit fluency in upper years

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similar things have come up  across the grade levels, no explicit fluency in upper years

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I wonder whether we'd benefit from a system of capturing our data that allows us to easier see the journey that students take from P-6. Even being able to easily compare a student's scores from the previous year would be hugely beneficial.

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We need to thread specific fluency goals through our LV

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We need to thread specific fluency goals through our LV

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Importance of consistent testing to have accurate data 

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Importance of consistent testing to have accurate data 

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Are people clear that only kids who are red on Composite attend Learning Enhancement- in Gr 3-6? Prep -2 red and orange get support. Clarify this for all 

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Are people clear that only kids who are red on Composite attend Learning Enhancement- in Gr 3-6? Prep -2 red and orange get support. Clarify this for all 

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Teams seem to need/want time to spend together to discuss how they're marking to ensure consistency.

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Teams seem to need/want time to spend together to discuss how they're marking to ensure consistency.

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Consistent theme of issues with testing procedures. 

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Consistent theme of issues with testing procedures. 

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It would be great to link our reading fluency KUs to our LV documents 

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It would be great to link our reading fluency KUs to our LV documents 

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Perhaps fluency needs to be added to the LV curriculum documents.

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Roughly a third of most year levels in red/orange. 

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Roughly a third of most year levels in red/orange. 

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We need some further PD on administering Dibels consistently 

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We need some further PD on administering Dibels consistently 