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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 PowerPoint Presentation
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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. 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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slide1

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

focused monitoring

Focused Monitoring

How CHIP is closing the achievement gap in Literacy Instruction

in Columbus Public Schools

columbus hearing impaired program students served
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

slide5

Columbus Public Schools Reading Initiative

L.A.C.E.S.

Literacy Across Columbus Elementary Schools

2003-04

2004-05

l a c e s
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
ohio ela content standards based on national reading panel report 2000
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
components of l a c e s
Components of L.A.C.E.S.
  • Literacy Board
  • Read Alouds
  • Guided Reading
  • Enrichment and Re-teaching
  • Daily Language and Oral Reading Analysis
literacy board
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

data collection within chip
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
slide12

Progress for Phonemic Awareness

using NO or limited visual accommodations

First Semester Comparison Phonemic Awareness Skills: Kindergarten 2004-05

slide13

Progress over time for all

Language Arts Areas

accommodations in assessment
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
findings
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
accommodations in instruction we use data to identify gaps and to
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
significant overall determination from data
Significant overall determination from data:

Need for visual information to be added to front line instruction for PA and Phonics

implement closing the gap
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
other example implementations
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
slide20

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.

focused monitoring1

Focused Monitoring

How CHIP is closing the achievement gap in Literacy Instruction

in Columbus Public Schools