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

2. 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)

3. 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

4. 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.

5. 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

6. 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

7. 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

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

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

10. 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

11. 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

12. 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.

13. 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

14. 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 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

15. Our District Data 1st grade/ ITBS 54% 61% +7% 2nd grade/ ITBS 50% 64%
Grade/Test
ALL Reading 1st
Chapel Hill
Difference
Chapel Hill 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 from
04-05
2nd grade/ ITBS
50%
64%
+14%
+11%(53%)

16. after second administration
Our District Data
Grade/Test
ALL Reading 1st
Chapel Hill
Difference
Chapel Hill 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

17. What can we do at home?

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

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

20. Let your child see you as a reader.

21. 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?