Knowledge-Building and Instructional Practice in Georgia Reading First

Evaluation Questions 1.To what extent is RF being implemented in our funded sites? 2.Are children in RF schools making progress in reading achievement? 3.Are RF schools doing better than non-RF schools?

Evaluation Methodology Collect data from all stakeholders (LEAs, principals, coaches, teachers, parents, children) Surveys Interviews Observations Assessments

In terms of knowledge of the 5 RF components and assessment strategies for each, how do you think your teachers are doing?

Here’s what they said... Almost all (90-100%) teachers, literacy coaches, and principals report that they understand the five essential components Almost all (90-100%) teachers report that they understand how to assess the five essential components

Phonemic Awareness K and 1 teachers report that they are prepared to teach phonemic awareness Observations in K and 1 indicate that teachers were providing phonemic awareness instruction

Minutes of PA instruction across 1-hour observations

What are the strengths and weaknesses in phonemic awareness instruction in your building?

Phonics Almost all (90-100%) K teachers report that they are prepared to teach phonics Most (50-89%) 1-3 teachers report that they are prepared to teach phonics Observations indicated that teachers are teaching phonics in all grade levels, with emphasis gradually decreasing across the grades

Minutes of phonics instruction across 1-hour observations

What are the strengths and weaknesses in phonics instruction in your building?

Fluency Almost all (90-100%) K,2,3 teachers report that they are prepared to teach fluency Most (50-89%) 1 teachers report that they are prepared to teach fluency Observations indicated that teachers are teaching fluency in all grade levels, with emphasis gradually decreasing across the grades

Minutes of fluency instruction across 1-hour observations

What are the strengths and weaknesses in fluency instruction in your building?

Vocabulary Almost all (90-100%) 1 teachers report that they are prepared to teach vocabulary Most (50-89%) K,2,3 teachers report that they are prepared to teach fluency Observations indicated that teachers are teaching vocabulary in all grade levels, with emphasis gradually increasing across the grades

Minutes of fluency instruction across 1-hour observations

What are the strengths and weaknesses in vocabulary instruction in your building?

Reading Comprehension Most (50-89%) teachers report that they are prepared to teach comprehension Observations indicated that teachers are teaching vocabulary in all grade levels, with emphasis gradually increasing across the grades

Minutes of comprehension instruction across 1-hour observations

What are the strengths and weaknesses in comprehension instruction in your building?

Kindergarten Instruction

Compare the values in the two charts. Where are the differences? To what extent do you consider these differences important? How are these instructional emphases represented in your classrooms?

First Grade Instruction

Compare the values in the two charts. Where are the differences? To what extent do you consider these differences important? How are these instructional emphases represented in your classrooms?

Second Grade Instruction

Compare the values in the two charts. Where are the differences? To what extent do you consider these differences important? How are these instructional emphases represented in your classrooms?

Third Grade Instruction

Compare the values in the two charts. Where are the differences? To what extent do you consider these differences important? How are these instructional emphases represented in your classrooms?

What can each of you do to increase knowledge in Year 2? What can each of you do to improve instruction in Year 2? LEA Representative PrincipalCoach