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Which students should be selected for OnYourMark tutoring?

Guidance for selecting students most likely to benefit from OYM tutoring, including criteria by grade and assessment method.

OYM Student Selection Guidance for Schools

🎯 Overview

OYM tutoring focuses on grades K-2, with the capacity to serve grades K-5.

This article outlines how to identify the best candidates for OnYourMark tutoring based on literacy performance data and grade-level skill benchmarks. It includes guidance for both DIBELS-using schools and those that do not yet use DIBELS 8th Edition.

✅ Recommended Student Profile

OYM tutoring is most effective for students in the mid-to-lower range of foundational reading skills, particularly those:

  • Approaching benchmark levels (yellow or mid-high red in DIBELS)
  • Struggling with phonemic awareness, decoding, fluency, or high-frequency word recognition

We encourage schools to:

  1. Prioritize “bubble” students first—those close to benchmarks.
  2. Then include students with more significant needs who may still benefit from Tier 2/3 tutoring support.

Screenshot 2025-07-12 at 1.28.00 PM

📊 If Your School Uses DIBELS 8th Edition:

  • Use Beginning-of-Year (BOY) data to identify students scoring in the yellow or red ranges.
  • Focus on skill-specific results (e.g., LNF, PSF, NWF) to determine where support is most needed.
  • OYM will continue using DIBELS for progress monitoring and to assess continued eligibility.
📌 LAUSD DIBELS Cut Scores Reference

📝 If Your School Does Not Use DIBELS:

  • Use internal reading assessments to identify students below benchmark.
  • OYM will conduct a BOY DIBELS assessment for flagged students to finalize selection.

🔄 Tutoring Graduation & Roster Management

  • Students who consistently meet benchmarks may graduate out of tutoring.
  • New students with greater needs can be added as slots open up.
  • Grade-level skill expectations shift as the year progresses (see below).

📚 Skill Difficulty Guidance by Grade Level

Grade Common Indicators for Tutoring Candidacy
KG Struggles with rhyming, syllables, sound isolation, letter names, and basic auditory skills.
1G Difficulty blending CVC words, differentiating vowel sounds, low WPM (5-20), gaps in digraphs (sh, ch, etc.), and limited high-frequency word knowledge.
2G Weakness with r-controlled vowels, long vowel teams, endings (-ng, -nk), CVCe, fluency issues, and challenges with multisyllabic words and blends.

As the year progresses (MOY and beyond), the focus shifts to decoding and more advanced phoneme-grapheme correspondence.

👥 Additional Notes

  • Schools should coordinate with OYM to confirm rosters after BOY testing.
  • Substantial ongoing data sharing is key to refining support and identifying student readiness for graduation.