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Literacy achievement of the C olumbus H earing I mpaired P rogram ( CHIP ) for The Ohio 8 Summit May 5, 2005

Literacy achievement of the C olumbus H earing I mpaired P rogram ( CHIP ) for The Ohio 8 Summit May 5, 2005. Presenter: Terri Gampp , M.A. R esource E ducator of A ssessment & D evelopment Columbus Public Schools tgampp@columbus.k12.oh.us. Focused Monitoring.

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Literacy achievement of the C olumbus H earing I mpaired P rogram ( CHIP ) for The Ohio 8 Summit May 5, 2005

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  1. Literacy achievement of theColumbus Hearing Impaired Program (CHIP)forThe Ohio 8 SummitMay 5, 2005 Presenter: Terri Gampp, M.A. Resource Educator of Assessment & Development Columbus Public Schools tgampp@columbus.k12.oh.us

  2. Focused Monitoring How CHIP is closing the achievement gap in Literacy Instruction in Columbus Public Schools

  3. Columbus Hearing Impaired ProgramStudents Served • Early Identification Program = 42 =Birth to age 3 • Preschool 1 and 2 = 51 =Ages 3, 4, 5 • Grades K-5 = 96 • Grades 6-12 = 79 Total children served: = 268

  4. History of CPS Reading Programs1999 to 2005

  5. Columbus Public Schools Reading Initiative L.A.C.E.S. Literacy Across Columbus Elementary Schools 2003-04 2004-05

  6. L.A.C.E.S • Aligned with current Ohio English Language Arts Academic Content Standards • GLIs at each grade level are fully embedded into every lesson • Currently utilized at Grades K, 1, 2, 3 in 31 schools (2004-05), (60+ in 2005-06) • Expanding to grades 4 & 5 in 2005-06

  7. Ohio ELA Content StandardsBased on National Reading Panel Report (2000) • 5 major Standards of instruction: Reading • Phonemic Awareness, Word Recognition, Fluency (includes Phonicsinstruction) • Vocabulary • Reading process: Concept of print, Comprehension, Self-Monitoring • Reading Applications: Informational, Technical and Persuasive Text • Reading Applications: Literary Text (includes genres) • 5 major Standards of instruction: Writing

  8. Components of L.A.C.E.S. • Literacy Board • Read Alouds • Guided Reading • Enrichment and Re-teaching • Daily Language and Oral Reading Analysis

  9. Literacy Board Focus: To provide explicit instruction in phonemic awareness and phonics. Components of Literacy Board Phonemic Awareness Phonics Word Study & Spelling Word Wall High Frequency Words Letter Formation Fluency

  10. Data Collection within CHIP • Development Reading Assessment data (DRA) has been collected 1999 to present • Began collecting Dominie Reading Assessment data in 2003-04. • New areas of assessment data: • Phonemic Awareness • Phonics • Spelling • Writing

  11. Progress for Reading Levels

  12. Progress for Phonemic Awareness using NO or limited visual accommodations First Semester Comparison Phonemic Awareness Skills: Kindergarten 2004-05 

  13. Progress over time for all Language Arts Areas

  14. Accommodations in assessment • Train the tasks of segmenting and deleting sounds in phonemic awareness skills • Post assessment: add visual information to phonics tasks of onsets (beginning sounds) and rimes (word families) to see if it was within the realm of possibility for instruction • Identify and define weaknesses to make program changes

  15. Findings • Could train 64% of K/1 students (23 out of 36) to complete segmenting task with minimal amount of accuracy with speech reading and fingerspelling • Could train 28% of K/1 students (10 out of 36) to complete deletion task with minimal amount of accuracy with speech reading and fingerspelling • When visual hand/sound cues (Visual Phonics) were added to phonics instruction, task accuracy increased substantially

  16. Accommodations in instruction:We use data to identify gaps…and to • Make changes in front line instruction for all students collectively • Determine need for-- and targeting groups for-- extended after school tutoring in reading (grades 3 and 4) • Address specific areas of weaknesses of individual students • Address needs for staff professional development and training

  17. Significant overall determination from data: Need for visual information to be added to front line instruction for PA and Phonics

  18. Implement closing the gap • Sought experts in Visual Phonics for partnerships in training: • Arranged for outreach courses for staff development from The Ohio State University • Formed partnership for cooperative research project at two levels of instruction with Visual Phonics = Kindergarten and Middle School • Began process of adding Visual Phonics as accommodation to PA and Phonics instructional tool on daily basis

  19. Other example implementations: • READ assists classroom teachers in designing daily written work to match format of high stakes testing in content and in format • Types of questions • Design of graphic organizers • Format of questions • Formed committees of teachers at PreK level to determine/implement instructional strategies for preparing preschoolers for test formats • Implemented Morning Message in PreK classrooms to model writing/reading on daily basis

  20. Closing the gap depends on… Teachers willing to work cooperatively with each other. Teachers closely observing literacy behaviors and tracking progress. Teachers willing to serve on committees and attend training. Parents willing to lend a hand.

  21. Focused Monitoring How CHIP is closing the achievement gap in Literacy Instruction in Columbus Public Schools

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