Early Reading Standards Plan for Consideration in Appropriate Student Instruction, Progress, and Placement

Transcription

1 Palestine Independent School District Early Reading Standards Plan for Consideration in Appropriate Student Instruction, Progress, and Placement

2 Purpose To provide vertical alignment across kindergarten through 2 nd grades in the identification of student progress in reading. These standards will be utilized to ensure consistency in measuring student mastery of curricular expectations. The ERS will be used as a primary determinant of promotion/retention decisions.

3 Assessment Format To ensure test validity, each campus will establish an assessment plan in which all instruments will be administered by a qualified staff member who is NOT the teacher of record. Assessment plans will be reviewed by the Assistant Superintendent of Instructional Services to maintain consistency, testing fidelity, and efficiency.

4 Assessment Instruments TPRI (Texas Primary Reading Inventory) Provides a standardized assessment which ensures consistent expectations for reading in kindergarten through third grade. DRA (Developmental Reading Assessment)- Used to measure a student s reading progress. A student must demonstrate adequate comprehension to be considered at an independent stage for that particular level. The student must also fall into the adequate range for fluency. Teachers individually assess students at various stages throughout the year.

5 Assessment Instruments Benchmarks - measures students academic progress of instructional objectives through a standardized, criterion-referenced assessment. Taken twice per year in the core content areas of reading and math. Data Review Report cards averages for reading in conjunction with teacher recommendations based upon students cumulative portfolios. Word Recognition Students ability to identify high-frequency words taken from the Dolch word list.

6 Assessment Timeline TPRI Assessed three times per year -September -January -May DRA Formal assessments three per year (Running records updated weekly) -The first two weeks of school -January -May Benchmarks District benchmarks are given twice per school year -December -May Data Review Each six weeks; Cumulative averages determined at the end of the third and sixth six weeks Word Recognition Assessed formally once per year

7 TPRI Inventory -Phonemic Awareness -Graphophonemic Knowledge -Reading Accuracy -Reading Fluency -Reading Comprehension

8 TPRI Includes SCREENING Measures K Letter sound - - Deleting onset rimes and phonemes Blending onset rimes Word reading - Blending phonemes Others measured at Middle of Year (MOY) or End of Year (EOY).

9 TPRI Includes INVENTORY Phonemic Awareness Blending word parts Blending Phonemes Deleting initial sounds Deleting final sounds Measures At grade K Rhyming Blending word parts - - Blending phonemes - - Deleting initial sounds - - Deleting final sounds - -

10 TPRI Includes Graphophonemic Knowledge - the recognition of the letters of the alphabet and the understanding of sound/symbol relationships and spelling patterns. Measures At grade K Spelling NA NA Initial consonants NA NA NA Final consonants NA NA NA Middle vowels NA NA NA Initial blends NA NA NA Blends in final position NA NA NA Letter name identification NA NA NA Letter to sound linking NA NA NA

11 TPRI Includes Reading Accuracy the ability to read text accurately. Scored as Independent, Instructional, or Frustration. Reading Fluency the ability to read connected text with speed, accuracy, and proper expression; not hurried reading. Reading Comprehension the understanding of what has been read. K Word list for story placement NA Final story read Accuracy level NA Fluency rate NA Comprehension questions

12 Mid-Year Checkpoint Students not meeting the following expectations by the end of the third six weeks should be referred to RtI and an individualized plan for success should be created with parent/guardian involvement. TPRI GRADE 2 GRADE 1 K Grade level/story # Accuracy Level Independent Instructional - Fluency Rate 45 WCPM 35 WCPM - Comprehension Developing Reader Assessment Story Level Accuracy Level Independent Instructional - Fluency Rate 45 WCPM 35 WCPM - Comprehension 3 of 4 3 of 4 3 of 4 Report Card 1 st Semester Average for Reading Benchmark 1 st Reading Benchmark

13 End of Year Standards TPRI GRADE 2 GRADE 1 K Grade level/story # Accuracy Level Independent Instructional - Fluency Rate 80 WCPM 50 WCPM - Comprehension BENCHMARK Final Reading Benchmark DRA Story Level Accuracy Level Comprehension 3 of 4 3 of 4 3 of 4 DATA REVIEW Report Card Information Teacher Recommendation A minimum of 70% mastery for end of year Reading report card average WORD RECOGNITION NA

14 End of Year Evaluation Student performance will be measured according to ERS. A grade placement committee will review all students who do not meet the majority of these standards to determine promotion/retention recommendation.

15 Parent/Guardian Communication The District will adhere to the requirements for parental notification of the Student Success Initiative. (SSI) Details of the SSI are included in the Texas Administrative Code (TAC) and any changes made to the TAC will result in the District s adjustment of communication requirements for the Early Reading Standards Plan. The commissioner s rules at TAC require: The district shall provide early notice to parents or guardians of students identified in a preceding grade to be at risk of failure on the first administration of the test required for grade advancement the next year. The superintendent must establish the instruments/procedures to be used to make this determination. The Early Reading Standards Plan identifies the instruments/procedures for grades K-2.

16 Dear Parent: PISD Beginning of the Year Parent s Letter First Grade Early assessment of a student s reading skills is important for future success in reading. The Texas Legislature had required that each student in Grade 1 be given a diagnostic inventory. The purpose of this assessment is to ensure that no child who needs help in developing reading skills will be overlooked and to ensure that all children receive assistance in learning to read at the earliest possible time. Your school has selected the Texas Primary Reading Inventory (TPRI). The TPRI contains a screening component and an inventory component. If a child is Still Developing on the screening component, the inventory component is given in order to gain further information about the child s strengths and weaknesses. The TPRI screening portion is divided into: Letter Sounds, Word Reading, and Blending Word Parts. The screening portion helps to identify students who have not developed critical reading skills. The TPRI inventory portion has five areas: Phonemic Awareness The ability to figure out sounds in spoken words. Graphophonemic Knowledge The ability to identify letters of the alphabet and understand the sounds that go with them in letter recognition and building words. Reading Accuracy The ability to read grade appropriate words accurately. Reading Fluency The ability to read words in a given amount of time. Reading Comprehension The ability to understand the meaning of what has been read. The information that follows will tell you how your child is progressing. If your child understands the concept (i.e. gets 4 out of 5 items correct), it is marked Developed. If your child is still working on the concept, it is marked Still Developing. Please call if you have further questions. Principal Sample Parent Information Letter

17 Sample Parent End of Year Report Date: Dear Parents of : PISD End of the Year Parent s Letter 2 nd Grade On (Date), your child was given the Grade 2 Texas Primary Reading Inventory (TPRI) reading assessment. The results of your child s test are attached. Your child met the passing standard for the reading test. Your child has met the state requirements for grade advancement under the Student Success Initiative. The campus will continue to monitor your child s reading progress throughout the year. We encourage you to spend time each day at home reading with your child. Sincerely, Principal

18 Sample Parent Extended Year Intervention Letter (Date) Palestine ISD To the parent/guardian of : As part of the Student Success Initiative to ensure grade-level academic achievement in reading by Grade 3, each student is required to be given a diagnostic reading inventory. Under Texas Law, as set forth in the SSI grade advancement requirements, your child must meet the passing standard. In the month of June your child attended the summer intervention program and did meet the passing standard on the reading assessment data, which included classroom progress grade, Star Reading test, and the TPRI (Texas Primary Reading Initiative). Because your child did meet the passing standard, he or she will be promoted to the third grade. Working together, we can help ensure your child s success. If you have any additional questions, please contact the school office at Sincerely, Principal