Chapel Hill ISD Chapel Hill ISD Reading First InitiativeReading First Initiative

Basic Premises of Reading Basic Premises of Reading FirstFirst

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 Scientifically Based Research?Why Scientifically Based Research?

is not subject to fads and fashionsis not subject to fads and fashions

makes teaching more effective, makes teaching more effective, productive, and efficientproductive, and efficient

can be better generalized and replicated can be better generalized and replicated across many sitesacross many sites

Scientific Research…

What Works in Reading Instruction

Essential Components of K-3 Reading Instruction

Systematic and explicit instruction in:

• Phonemic awareness

• Phonics

• Fluency

• Vocabulary

• Comprehension

All K-3 Students Are ProvidedAll K-3 Students Are Provided

Minimum of 90 minutes uninterrupted, daily Minimum of 90 minutes uninterrupted, daily reading instructionreading instruction

Flexible grouping to meet individual student Flexible grouping to meet individual student needs in readingneeds in reading

Strong intervention, as needed, based on Strong intervention, as needed, based on assessment dataassessment data

Consistent curriculum across grade levelsConsistent curriculum across grade levels

Valid & Reliable AssessmentsValid & Reliable Assessments

The Texas Primary Reading Inventory (TPRI)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)

Screening

Diagnostic The Texas Primary Reading Inventory (TPRI)

Assessment PurposesAssessment Purposes

K-3 StudentsK-3 Students

3 Times Per Year 3 Times Per Year

Beginning, Middle and End of YearBeginning, Middle and End of Year

TPRITPRI

Diagnosis

Identifies students needing Intervention

Guides instruction

TPRI 3rd gradeTPRI 3rd grade

Word Reading Word Reading in Isolationin Isolation

Spelling (20)Spelling (20) Read a StoryRead a Story Answer Answer

ComprehensioComprehension Questionsn Questions

TPRI 2TPRI 2ndnd grade grade

Word Reading Word Reading in Isolationin Isolation

Spelling (20)Spelling (20) Read a StoryRead a Story Answer Answer

ComprehensioComprehension Questionsn Questions

TPRI 1TPRI 1stst grade grade

Letter Sounds, Word Reading, Blending PhonemesLetter Sounds, Word Reading, Blending Phonemes Phonemic AwarenessPhonemic Awareness Connecting Sounds with PrintConnecting Sounds with Print Reading a StoryReading a Story Answering Comprehension Questions Answering Comprehension Questions

TPRI KindergartenTPRI Kindergarten

Letters and Sounds, Blending PhonemesLetters and Sounds, Blending Phonemes Phonemic AwarenessPhonemic Awareness Connecting Sounds with PrintConnecting Sounds with Print Listen to a Story read aloudListen to a Story read aloud Answer Comprehension QuestionsAnswer Comprehension Questions

Assessment Purposes (cont.)Assessment Purposes (cont.)

ALLALL StudentsStudentsOnce each six weeks Once each six weeks Struggling ReadersStruggling Readers

Every 2 weeksEvery 2 weeks

Progress Monitoring

Determines studentProgress toward

benchmarks

Assessment Purposes (cont.)Assessment Purposes (cont.)

K-TPRIK-TPRI

11STST andand 2 2ND=ND=ITBSITBS 33RDRD = TAKS = TAKS

Outcome Measure

Evaluates outcomes forindividuals and

instructional programs

Our District DataOur District Data

Grade/Grade/TestTest

ALL ALL Reading Reading

11stst

Chapel HillChapel Hill DifferenceDifferenceChapel Hill Chapel Hill 05-06 from 05-06 from

04-0504-05

Kdg/TPRIKdg/TPRI

PAPA44%44% 43%43% -1%-1% -1% (44%)-1% (44%)

GKGK 90%90% 94%94% +4%+4% +8% (86%)+8% (86%)

COCO 59%59% 70%70% +11%+11% +8% (62%)+8% (62%)

Kindergarten Texas Primary Inventory

EOY Students Developed

Our District DataOur District Data

Grade/Grade/TestTest

ALL ALL Reading Reading

11stst

Chapel HillChapel Hill DifferenceDifferenceChapel Hill Chapel Hill 05-06 from 05-06 from

04-0504-05

11stst grade/ grade/ ITBSITBS 54%54% 61%61% +7%+7% -4%(65%)-4%(65%)

Grade/Grade/TestTest

ALL ALL Reading Reading

11stst

Chapel HillChapel Hill DifferenceDifferenceChapel Hill Chapel Hill 05-06 from 05-06 from

04-0504-05

22ndnd grade/ grade/ ITBSITBS 50%50% 64%64% +14%+14% +11%(53%)+11%(53%)

1st and 2nd grades Iowa Test of Basic Skills % of students performing at or above National Average

Our District DataOur District Data

Grade/Grade/TestTest

ALL ALL Reading Reading

11stst

Chapel HillChapel Hill DifferenceDifferenceChapel Hill Chapel Hill 05-06 from 05-06 from

04-0504-05

33rdrd grade/ grade/ TAKSTAKS 91%91% 95%95% +4%+4% +7%(88%)+7%(88%)

*3rd grade Texas Assessment of Knowledge and Skills (TAKS) % of students scoring proficient

after second administration

What can we do What can we do at home?at home?

Listen to your child practice his/her Listen to your child practice his/her DECODABLE BOOKDECODABLE BOOK

Encourage your child to Encourage your child to read his/her library booksread his/her library books

Jackson Elementary’s

Susan Solberg

Wise Elementary’s

Sue Burrow

Kissam Intermediate’s

Judy Fletcher

Let your child see you as a reader.Let your child see you as a reader.

Ask QuestionsAsk Questions

What was the most important part of the What was the most important part of the story to you?story to you?

What would you have done if you were that What would you have done if you were that character in the story?character in the story?

What do you think the author was trying to What do you think the author was trying to tell us?tell us?

What does this story remind you of?What does this story remind you of? How would you change the story?How would you change the story?