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Two Years of Data from Reading First: What we have Achieved and What Remains to be Done Joseph Torgesen Florida Center f

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…. Latest results from the National Assessment of Educational Progress. No difference.

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Two Years of Data from Reading First: What we have Achieved and What Remains to be Done Joseph Torgesen Florida Center f

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  1. 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

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

  3. 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% 1st Grade 50% 55% 65% 70% 75% 80% 2nd Grade 45% 50% 60% 70% 75% 80% 3rd Grade 40% 45% 55% 65% 75% 80%

  4. 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% 1st Grade 50% 55% 65% 70% 75% 80% 2nd Grade 45% 50% 60% 70% 75% 80% 3rd Grade 40% 45% 55% 65% 75% 80%

  5. 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% 1st Grade 50% 55% 65% 70% 75% 80% 2nd Grade 45% 50% 60% 70% 75% 80% 3rd Grade 40% 45% 55% 65% 75% 80%

  6. 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 66 55 52 48 42 39 40 38

  7. 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 67 63 58 59 53 52

  8. We have 317 Schools that have participated in the Reading First program for two year—how are they doing? % of 1st grade students at “grade level” at Assessment 4 on DIBELS measures 85 81 62 55 52 52

  9. We have 317 Schools that have participated in the Reading First program for two year—how are they doing? % of 1st grade students at “grade level” at Assessment 4 on DIBELS measures 80 71 48 38

  10. We have 317 Schools that have participated in the Reading First program for two year—how are they doing? % of students above the 40th percentile on the PPVT 47 47 42 39 38 37 34 29

  11. Could differences in scores from year to year have been influenced by changes in student demographics? Student Demographics for Kindergarten in 318 RF schools 75 73 61 61 16 13

  12. 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 75 74 61 59 14 12

  13. 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 73 73 60 59 12 11

  14. Could differences in scores from year to year have been influenced by changes in student demographics? Student Demographics for 3rd Grade in 318 RF schools 74 74 60 59 11 10

  15. We have 317 Schools that have participated in the Reading First program for two year—how are they doing? % of students above the 40th percentile the GM Reading Voc. 54 54 52 52

  16. 65 65 60 55 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 67 59 58 58 57 55 55 55

  17. Percent of students “failing” the FCAT and percent at grade level or above 67 65 63 59 57 52 30 27 25 23 22 20

  18. 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. 1st 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 1st grade next year— our over all rate of improvement is not sufficient to meet our long term goals.

  19. 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% 1st Grade 50% 55% 65% 70% 75% 80% 2nd Grade 45% 50% 60% 70% 75% 80% 3rd Grade 40% 45% 55% 65% 75% 80%

  20. How much variability was there among our schools in the amount they improved from the 1st to 2nd 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 20th percentile) from year 1 to year 2?

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

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

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

  24. 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?

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

  26. K year 1 year 2 82% 87% 45% 55% 1st year 1 year 2 57% 65% 14% 16% 6% 5% 15% 14% 2nd year 1 year 2 3rd year 1 year 2 70% 71% 84% 81% Core and Intervention effectiveness in year 1 and 2 Core Program Intervention

  27. K year 1 year 2 82% 87% 45% 55% 1st year 1 year 2 57% 65% 14% 16% 15% 14% 6% 5% 3rd year 1 year 2 2nd year 1 year 2 84% 81% 70% 71% Core and Intervention effectiveness in year 1 and 2 Core Program Intervention New New 85 52 69 21 7 70 81 16

  28. Percent of students who began the year “at risk” but ended at “grade level” Year 1 Year 2New 45% 55% 52% Top ten schools for intervention effectiveness in K FR/Lunch Examples from Reading First—Intervention effectiveness indicator in Kindergarten Ivey Lane Elementary Orange 91 93 Reading Edge Acad. Volusia 90 53 Pinecrest elementary Collier 90 99 Eastside Elementary Columbia 90 61 Berkley Elementary Polk 88 88 Hilliard Elementary Nassau 86 47 Highlands Elementary Collier 85 92 Carver Elementary Duval 85 100 Lauderdale Manor Broward 84 98 Alta Vista Polk 83 91

  29. Percent of students who began the year “at risk” but ended at “grade level” Year 1 Year 2New 14% 16% 21% Top ten schools for intervention effectiveness in 1st FR/Lunch Examples from Reading First—Intervention effectiveness indicator in First Grade Reading Edge Acad. Volusia 100 53 Ivey Lane Elementary Orange 69 95 Melrose Elementary Putnam 60 68 Orangewood Lee 53 56 Malone School Jackson 53 70 Carrabelle High Franklin 50 65 Chattahoochee Gadsden 50 88 Bond Elementary Leon 50 100 Allamanda Elementary Palm Beach 50 47 South Ward Pinellas 50 68

  30. Percent of students who began the year “at risk” but ended at “grade level” Year 1 Year 2New 6% 5% 7% Top ten schools for intervention effectiveness in 2nd FR/Lunch Examples from Reading First—Intervention effectiveness indicator in 2nd Grade Hampton Elementary Bradford 75 63 Ivey Lane Elementary Orange 44 100 Malone School Jackson 33 88 Brooker Elementary Bradford 33 73 Lake Gem Elementary Orange 28 81 Zellwood Elementary Orange 28 78 Trapnell Elementary Hillsborough 27 79 Greenway Elementary Marion 25 76 Poplar Springs High Holmes 25 74 Reynolds Lane Duval 24 100

  31. Percent of students who began the year “at risk” but ended at “grade level” Year 1 Year 2New 15% 14% 16% Top ten schools for intervention effectiveness in 3rd FR/Lunch Examples from Reading First—Intervention effectiveness indicator in 3rd Grade Hampton Elementary Bradford 100 65 Brooker Elementary Bradford 73 54 John Ford Elementary Duval 67 99 Eastside Elementary Columbia 54 73 Freedom Elementary Volusia 51 41 Joseph Littles Palm Beach 50 100 Ivey Lane Elementary Orange 47 100 Cambridge Elementary Brevard 41 83 Benoist Farms Palm Beach 38 85 Foster Elementary Hillsborough 38 86

  32. 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%

  33. 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 Core Programs (ECP) Effectiveness of Interventions(EOI) 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

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

  35. 37th percentile 53rd percentile

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

  37. One problem that arises from so many students coming into 2nd 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

  38. December, 3rd Grade Correct word/minute=60 19th 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. 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…..

  39. December, 3rd Grade Correct word/minute=128 78th 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. 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…..

  40. One problem that arises from so many students coming into 2nd 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

  41. 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

  42. 31rd percentile 32nd percentile

  43. 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

  44. 47th percentile 62nd percentile Over ½ of our students did not make the benchmark on time

  45. 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. 2001. How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2: 31-73.

  46. 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

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

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

  49. One reason, among many, for our work…

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