Literacy achievement of the Columbus Hearing Impaired Program

(CHIP) for

The 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

How CHIP is closing the achievement gap in Literacy Instruction

in Columbus Public Schools

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

History of CPS Reading Programs1999 to 2005

Unified Reading Program:

L.A.C.E.S.Literacy Across Columbus Elementary Schools

Comprehensive Literacy:Four Blocks

CLP

Comprehensive Literacy:Literacy Collaborative

LC

Success For AllSFA

Direct InstructionDI

Columbus Public Schools Reading Initiative

L.A.C.E.S.Literacy Across Columbus Elementary Schools

2003-04

2004-05

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 StandardsBased on National Reading Panel Report (2000)

• 5 major Standards of instruction: Reading– Phonemic Awareness, Word Recognition, Fluency

(includes Phonics instruction)– 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.

• Literacy Board

• Read Alouds

• Guided Reading

• Enrichment and Re-teaching

• Daily Language and Oral Reading Analysis

Literacy BoardFocus: To provide explicit

instruction in phonemic awareness and phonics.

Components of Literacy Board

Phonemic Awareness

Word Study&

Spelling

LetterFormation

Fluency

Word WallHigh

FrequencyWords

Phonics

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

DOMINIE (LACES) Reading Benchmark Levels 2004-05 Grades K, 1, 2

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

1 1A 1B 2 2A 2B 3 3A 3B 4 4A 4B 5 5A 5B 6 6A 6B 7 7A 7B 8

Dominie Benchmark Levels

September-04

April-05

Grade Level Equivalent: K Grade Level Equivalent: Grade 1 GL Equivalent: Gd 2

Progress for Reading Levels

First Semester Comparison Phonemic Awareness Skills: Kindergarten 2004-05

DATA September, 2004 January, 2005  

  Oral TC Total Oral TC Total  

Student Demographics (# K students) 6 13 19 6 13 19  

   

Average % accuracy per studentPhonemic Awareness Skills: Segmenting & Deleting 8% 3% 5% 38% 17% 27%  

% Improvement       30% 14% 22%  

   

# Students showing improvement:       5 5 10 53%

# Students showing NO improvement:       1 8 9 47%

   

Range of Individual Student Accuracy:              

Highest % accuracy received: 20% 13%   77% 47%    

Lowest % accuracy received: 0% 0%   6% 0%    

Progress for Phonemic Awarenessusing NO or limited visual accommodations

1 1/2 -Year Longitudinal Study of Nine CHIP Students

using LACES September, 2003 to January, 2005

0%

10%

20%

30%

40%

50%

60%

70%

40%increase

33%increase

26%increase

36%increase

Language Arts Skill Area

Ave

rag

e %

Acc

ura

cy P

re a

nd

Po

st Writing

05

03

Spelling

Phonics

Phonemic Awareness

03

05

03

05

05

03

Progress over time for all

Language Arts Areas

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

• 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

• 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:

Need for visual information to be added

to front line instruction for PA and Phonics

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:• 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

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.

Closing the gap depends on…

Focused Monitoring

How CHIP is closing the achievement gap in Literacy Instruction

in Columbus Public Schools