Chapel Hill ISD Reading First Initiative Basic Welcome and Thank you for coming.

Basic Premises of Reading First All but a very small number of children can be taught to be proficient readers Prevention of reading problems is far more cost effective and efficient than remediation Reading failure can be prevented by relying on the extensive scientific research base in reading Why we have the grant (mostly read the slide with some small interjections)

Why Scientifically Based Research? Scientific Research… is not subject to fads and fashions makes teaching more effective, productive, and efficient can be better generalized and replicated across many sites What do we mean by scientifically based reading research

What Works in Reading Instruction Essential Components of K-3 Reading Instruction Systematic and explicit instruction in: Phonemic awareness Phonics Fluency Vocabulary Comprehension Phonemic Awareness: Definition: Oral language skill that involves the ability to identify, think about or manipulate the individual sounds (phonemes) and/or syllables in words. Graphophonemic Knowledge/Phonics: Definition: The recognition of the letters of the alphabet and the understanding of sound-symbol relationships and spelling patterns. Vocabulary: Definition: Understanding word meanings. Comprehension: Definition: Constructing meaning from hearing or reading text; the purpose for reading. Fluency: Definition: Reading text with speed, accuracy, and proper expression; not hurried reading.

All K-3 Students Are Provided Minimum of 90 minutes uninterrupted, daily reading instruction Flexible grouping to meet individual student needs in reading Strong intervention, as needed, based on assessment data Consistent curriculum across grade levels Read bullet by bullet and give short explanation

Valid & Reliable Assessments Screening The Texas Primary Reading Inventory (TPRI) Diagnostic The Texas Primary Reading Inventory (TPRI) End of Year Assessment The Texas Primary Reading Inventory (Kindergarten) Iowa Test of Basic Skills (1st and 2nd Grades) Texas Assessment of Knowledge and Skills (3rd Grade) Read Slide

Beginning, Middle and End of Year Assessment Purposes K-3 Students 3 Times Per Year Beginning, Middle and End of Year TPRI Diagnosis Identifies students needing Intervention Diagnostic Assessment: Should be administered to children identified as being “at risk” by the screening test. BUT— IN READING FIRST SCHOOLS- Must be administered to all children beginning with the first task, then follow the branching rules. Exceptions for second and third grade – Due to spelling test. Group administered to all. This information is more rigorous and comprehensive than the screening test; can be used for: Guide classroom instruction Verify that a problem actually exists Determine what specific core reading areas are affected Form same-skill instructional groups Determine Professional Development and budgetary priorities WHO: All Students/3 times per year grades 1-3/2 times per year (k) Diagnosis validates need for instructional support and guides instruction Guides instruction

TPRI 3rd grade Word Reading in Isolation Spelling (20) Read a Story Answer Comprehension Questions What is tested on TPRI

TPRI 2nd grade Word Reading in Isolation Spelling (20) Read a Story Answer Comprehension Questions What is tested on TPRI

TPRI 1st grade Letter Sounds, Word Reading, Blending Phonemes Phonemic Awareness Connecting Sounds with Print Reading a Story Answering Comprehension Questions What is tested on TPRI

TPRI Kindergarten Letters and Sounds, Blending Phonemes Phonemic Awareness Connecting Sounds with Print Listen to a Story read aloud Answer Comprehension Questions What is tested on TPRI

Assessment Purposes (cont.) ALL Students Once each six weeks Struggling Readers Every 2 weeks Determines student Progress toward benchmarks Progress Monitoring Determines whether students are making adequate progress, need more intervention, or need to be accelerated. Provides continuous, ongoing, formative information for instructional purposes. Identifies areas for professional development and technical assistance. Determines budgetary priorities. WHO: ALL students 3-6 times per year (Fluency) Struggling Readers: Every 2 weeks with VIP Melissa and I will meet with you later to discuss this process.

Assessment Purposes (cont.) K-TPRI 1ST and 2ND=ITBS 3RD = TAKS Outcome Measure Evaluates outcomes for individuals and instructional programs Reading First Outcome Assessment: Determines effectiveness of the program/grant Indicates individual student’s reading achievement Determines PD and budgetary priorities Is gathered at each grade level for each year

Our District Data Kdg/TPRI PA 44% 43% -1% GK 90% 94% +4% CO 59% 70% Grade/Test ALL Reading 1st Chapel Hill Difference Chapel Hill 05-06 from 04-05 Kdg/TPRI PA 44% 43% -1% -1% (44%) GK 90% 94% +4% +8% (86%) CO 59% 70% +11% +8% (62%) Kindergarten Texas Primary Inventory EOY Students Developed

Our District Data 1st grade/ ITBS 54% 61% +7% 2nd grade/ ITBS 50% 64% Grade/Test ALL Reading 1st Chapel Hill Difference Chapel Hill 05-06 from 04-05 1st grade/ ITBS 54% 61% +7% -4%(65%) 1st and 2nd grades Iowa Test of Basic Skills % of students performing at or above National Average Grade/Test ALL Reading 1st Chapel Hill Difference Chapel Hill 05-06 from 04-05 2nd grade/ ITBS 50% 64% +14% +11%(53%)

after second administration Our District Data Grade/Test ALL Reading 1st Chapel Hill Difference Chapel Hill 05-06 from 04-05 3rd grade/ TAKS 91% 95% +4% +7%(88%) *3rd grade Texas Assessment of Knowledge and Skills (TAKS) % of students scoring proficient after second administration

What can we do at home?

Listen to your child practice his/her DECODABLE BOOK Meant to build phonics skills and fluency

Encourage your child to read his/her library books Jackson Elementary’s Susan Solberg Kissam Intermediate’s Judy Fletcher Wise Elementary’s Sue Burrow

Let your child see you as a reader.

Ask Questions What was the most important part of the story to you? What would you have done if you were that character in the story? What do you think the author was trying to tell us? What does this story remind you of? How would you change the story?