Two Years of Data from Reading First: What we have Achieved and What Remains to be Done Joseph Torgesen Florida Center for Reading Research Coaches Conference, Orlando, 2005

A positive outcome nationally…. No difference Slight long term improvement -No recent difference Recent improvement is largest in 30 years Latest results from the National Assessment of Educational Progress

The ultimate goal of our work within the Reading First Initiative is to : Make consistent improvements every year in the percent of students meeting grade level standards in reading in grades K-3 State level goals for % of students at grade level Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Kindergarten 55% 60% 65% 70% 75% 80% 1 st Grade 50% 55% 65% 70% 75% 80% 1 st Grade 50% 55% 65% 70% 75% 80% 2 nd Grade 45% 50% 60% 70% 75% 80% 2 nd Grade 45% 50% 60% 70% 75% 80% 3 rd Grade 40% 45% 55% 65% 75% 80% 3 rd Grade 40% 45% 55% 65% 75% 80%

The ultimate goal of our work within the Reading First Initiative is to : Make consistent improvements every year in the percent of students meeting grade level standards in reading in grades K-3 State level goals for % of students at grade level Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Kindergarten 55% 60% 65% 70% 75% 80% 1 st Grade 50% 55% 65% 70% 75% 80% 1 st Grade 50% 55% 65% 70% 75% 80% 2 nd Grade 45% 50% 60% 70% 75% 80% 2 nd Grade 45% 50% 60% 70% 75% 80% 3 rd Grade 40% 45% 55% 65% 75% 80% 3 rd Grade 40% 45% 55% 65% 75% 80%

The ultimate goal of our work within the Reading First Initiative is to : Make consistent improvements every year in the percent of students meeting grade level standards in reading in grades K-3 State level goals for % of students at grade level Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Kindergarten 55% 60% 65% 70% 75% 80% 1 st Grade 50% 55% 65% 70% 75% 80% 1 st Grade 50% 55% 65% 70% 75% 80% 2 nd Grade 45% 50% 60% 70% 75% 80% 2 nd Grade 45% 50% 60% 70% 75% 80% 3 rd Grade 40% 45% 55% 65% 75% 80% 3 rd Grade 40% 45% 55% 65% 75% 80%

We have 317 Schools that have participated in the Reading First program for two year—how are they doing? % of students at “grade level” at Assessment 4 on DIBELS

We have 317 Schools that have participated in the Reading First program for two year—how are they doing? % of Kindergarten students at “grade level” at Assessment 4 on DIBELS measures

We have 317 Schools that have participated in the Reading First program for two year—how are they doing? % of 1 st grade students at “grade level” at Assessment 4 on DIBELS measures

We have 317 Schools that have participated in the Reading First program for two year—how are they doing? % of 1 st grade students at “grade level” at Assessment 4 on DIBELS measures

We have 317 Schools that have participated in the Reading First program for two year—how are they doing? % of students above the 40 th percentile on the PPVT

Could differences in scores from year to year have been influenced by changes in student demographics? Student Demographics for Kindergarten in 318 RF schools

Could differences in scores from year to year have been influenced by changes in student demographics? Student Demographics for First Grade in 318 RF schools

Could differences in scores from year to year have been influenced by changes in student demographics? Student Demographics for Second Grade in 318 RF schools

Could differences in scores from year to year have been influenced by changes in student demographics? Student Demographics for 3 rd Grade in 318 RF schools

We have 317 Schools that have participated in the Reading First program for two year—how are they doing? % of students above the 40 th percentile the GM Reading Voc.

We have 317 Schools that have participated in the Reading First program for two year—how are they doing? Percent of students at “grade level” on state designated outcome measures

Percent of students “failing” the FCAT and percent at grade level or above

Summary of what we’ve learned so far 1. Students have made substantial gains on DIBELS measures in every grade except third 2. Students consistently improved their scores by relatively large amount on the PPVT, but improvement on the GMRT was smaller, although consistent in both grades 2 and 3 3. Improvement on the most important outcome measure – reading comprehension, in grades 1-3 was mixed. 1 st grade students declined, and second and third graders improved. 4. Outcome goals were met at every grade level. However, at the current pace, we will not meet our outcome goals in 1 st grade next year— our over all rate of improvement is not sufficient to meet our long term goals.

The ultimate goal of our work within the Reading First Initiative is to : Make consistent improvements every year in the percent of students meeting grade level standards in reading in grades K-3 State level goals for % of students at grade level Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Kindergarten 55% 60% 65% 70% 75% 80% 1 st Grade 50% 55% 65% 70% 75% 80% 1 st Grade 50% 55% 65% 70% 75% 80% 2 nd Grade 45% 50% 60% 70% 75% 80% 2 nd Grade 45% 50% 60% 70% 75% 80% 3 rd Grade 40% 45% 55% 65% 75% 80% 3 rd Grade 40% 45% 55% 65% 75% 80%

How much variability was there among our schools in the amount they improved from the 1 st to 2 nd year? We will work with two indices to help us understand this Grade Level Gain (GLG) – how much improvement was there in the percent of students at grade level from year 1 to year 2? Reduction in Students with Serious Difficulties (RSSD) – how much reduction was there in the percent of students with serious reading difficulties (high risk or below the 20 th percentile) from year 1 to year 2?

Average Improvement 318 schools % GLG-C = -3.7% % RSSD-C = -1.4% Grade level Gain - Comprehension First Grade Improvement in Reading Comprehension Reduction in Students with Serious Difficulties - Comprehension South Lake Elem- Brevard Steinhatchee- Taylor Annie Morgan- Duval Riley Elementary- Duval Improvement in GLC Improvement in RSSD

Grade level Gain - Comprehension Average Improvement 319 schools % GLG-C = 2.3% % RSSD-C = 2.0% Reduction in Students with Serious Difficulties - Comprehension Second Grade Improvement in Reading Comprehension Calvin Hunsinger- Pinellas Mathis Element- Duval Lawty Element- Bradford Burns Oak Hill- Volusia

Grade level Gain - Comprehension Reduction in Students with Serious Difficulties - Comprehension Third Grade Improvement in Reading Comprehension Average Improvement 318 schools % GLG-C = 1.6% % RSSD-C = 1.9% Everglades-Collier Greensboro- Gadsden Wesson - Leon Bentley - Seminole

Another way to think about improvements and performance -- Core and Intervention effectiveness indicators Effectiveness of Core Programs (ECP) – what percentage of students who began the year at “initial” (grade level) on the DIBELs indicators finish the year at grade level? Effectiveness of Interventions(EOI) – what percentage of students who began the year at some level of risk (intensive or strategic) on the DIBELs indicators finish the year at grade level?

Has there been a change in instructional effectiveness from Year 1 to Year 2?

Core and Intervention effectiveness in year 1 and 2 Core ProgramIntervention K year 1 year 2 year 282%87%45%55% 1 st year 1 year 2 year 257%65%14%16% 2 nd year 1 year 2 year 2 70%71%6%5% 3 rd year 1 year 2 year 2 84%81%15%14%

Core and Intervention effectiveness in year 1 and 2 Core ProgramIntervention K year 1 year 2 year 282%87%45%55% 1 st year 1 year 2 year 257%65%14%16% 2 nd year 1 year 2 year 2 70%71%6%5% 3 rd year 1 year 2 year 2 84%81%15%14%NewNew

Examples from Reading First—Intervention effectiveness indicator in Kindergarten Percent of students who began the year “at risk” but ended at “grade level” Year 1 Year 2 New 45% 55%52% 45% 55%52% Ivey Lane ElementaryOrange9193 Reading Edge Acad.Volusia9053 Pinecrest elementaryCollier9099 Eastside ElementaryColumbia9061 Berkley ElementaryPolk8888 Hilliard ElementaryNassau8647 Highlands ElementaryCollier8592 Carver ElementaryDuval85100 Lauderdale ManorBroward8498 Alta VistaPolk8391 Top ten schools for intervention effectiveness in K FR/Lunch

Examples from Reading First—Intervention effectiveness indicator in First Grade Reading Edge Acad.Volusia Ivey Lane ElementaryOrange6995 Melrose ElementaryPutnam6068 OrangewoodLee5356 Malone SchoolJackson5370 Carrabelle HighFranklin5065 ChattahoocheeGadsden5088 Bond ElementaryLeon50100 Allamanda ElementaryPalm Beach5047 South WardPinellas5068 Top ten schools for intervention effectiveness in 1st FR/Lunch Percent of students who began the year “at risk” but ended at “grade level” Year 1 Year 2 New 14% 16%21% 14% 16%21%

Examples from Reading First—Intervention effectiveness indicator in 2nd Grade Hampton ElementaryBradford7563 Ivey Lane ElementaryOrange44100 Malone SchoolJackson3388 Brooker ElementaryBradford3373 Lake Gem ElementaryOrange2881 Zellwood ElementaryOrange2878 Trapnell ElementaryHillsborough2779 Greenway ElementaryMarion2576 Poplar Springs HighHolmes2574 Reynolds LaneDuval24100 Top ten schools for intervention effectiveness in 2nd FR/Lunch Percent of students who began the year “at risk” but ended at “grade level” Year 1 Year 2 New 6% 5%7% 6% 5%7%

Examples from Reading First—Intervention effectiveness indicator in 3rd Grade Hampton ElementaryBradford Brooker ElementaryBradford7354 John Ford ElementaryDuval6799 Eastside ElementaryColumbia5473 Freedom ElementaryVolusia5141 Joseph LittlesPalm Beach50100 Ivey Lane ElementaryOrange47100 Cambridge ElementaryBrevard4183 Benoist FarmsPalm Beach3885 Foster ElementaryHillsborough3886 Top ten schools for intervention effectiveness in 3rd FR/Lunch Percent of students who began the year “at risk” but ended at “grade level” Year 1 Year 2 New 15% 14%16% 15% 14%16%

Conclusions from measures of instructional effectiveness 1. Although a significant improvement was made from year 1 to year 2, we continue to have a problem with effectiveness of core instruction in grade 1 and to a lesser extent, in grade 2 2. We have a serious problem with the effectiveness of our interventions in grades 1,2, and 3. EOI index in these grades: Grade 1 = 16% Grade 2 = 5% Grade 3 = 14%

A Plan for Increased support and information for next year After each assessment-FCRR will be sending you and your principle a report that contains four indices of effectiveness for each grade level, K-3 Effectiveness of Interventions(EOI) Effectiveness of Core Programs (ECP) Effectiveness of Interventions-Intensive – What percentage of students who began the year at the intensive level have moved up at least one level? Effectiveness of Interventions-Strategic – What percentage of students who began the year at the “strategic” level have moved to the “initial” level

What are the areas in most need of immediate improvement? Stronger support for the growth of text reading fluency in second grade

37 th percentile 53 rd percentile

About half our second graders began second grade not having met the February 1 st grade benchmark in NWF Slightly more than 20% still hadn’t met the 1 st grade benchmark at the end of second grade

One problem that arises from so many students coming into 2 nd grade still weak in effective, accurate word reading strategies Growth in fluency requires accurate practice A major factor underlying growth in fluency for struggling readers is how fast the number of words they can recognize “by sight” increases

December, 3 rd Grade Correct word/minute=60 19 th percentile The Surprise Party My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and return addresses on them….. I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and return addresses on them…..

December, 3 rd Grade Correct word/minute= th percentile The Surprise Party My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and return addresses on them….. I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and return addresses on them…..

One problem that arises from so many students coming into 2 nd grade still weak in effective, accurate word reading strategies Growth in fluency requires accurate practice A major factor underlying growth in fluency for struggling readers is how fast the number of words they can recognize “by sight” increases Children must read unfamiliar words with perfect accuracy on multiple occasions before they can become sight words Sight vocabulary must grow very rapidly in second grade to keep pace with normative development

Our third graders are “holding their own” in fluency development, but they come into third grade too far behind in the development of fluent reading skills

31 rd percentile 32 nd percentile

What are the areas in most need of immediate improvement? Stronger support for the growth of text reading fluency in second grade More powerful instruction toward mastery of the alphabetic principle early in first grade

47 th percentile 62 nd percentile Over ½ of our students did not make the benchmark on time

From a recent multi-disciplinary scientific review of the research: “From all these different perspectives, two inescapable conclusions emerge. The first is that mastering the alphabetic principle is essential to becoming proficient in the skill of reading….” and the second is that instructional techniques (namely phonics) that teach this principle directly are more effective than those that do not.” Raynor, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2:

What are the areas in most need of immediate improvement? Stronger support for the growth of text reading fluency in second grade More powerful instruction toward mastery of the alphabetic principle early in first grade Creative work to develop and support stronger interventions for struggling students in grades 1,2, and 3 – school level must become involved Continued efforts to expand vocabulary instruction- linked to comprehension- accessing words in multiple contexts

Doing Better: A summary 1. Robust Vocabulary Instruction for all 2. Stronger support for 1 st and 2 nd grade 3. Stronger interventions for alphabetic reading skills (phonemic decoding) in 1 st grade 4. Stronger interventions for fluency in 2 nd and 3 rd grade 5. And remember, reading becomes “thinking guided by print”

Will it be easy? It will involve: But, we have very good reasons for working hard at this task… How strongly to we feel about it? Continued professional development for teachers Continued school reorganizations Continuing with careful student assessments And a relentless focus on the needs of every child

One reason, among many, for our work…

Questions/ Discussion Science of reading section