IDAHO READING INITIATIVE STATUS REPORT

Transcription

1 IDAHO READING INITIATIVE STATUS REPORT Robert D. Barr, Boise State University Marybeth Flachbart, Reading Coordinator, Idaho Dept. of Education Roger Stewart, Boise State University Prepared by the Center for School Improvement and Policy Studies College of Education, Boise State University February, 2002 I

2 OUTLINE OVERVIEW BACKGROUND Reading Study Committee 1997 Reading Education Funding Interim Legislative Reading Committee 1998 Idaho State Board of Education Comprehensive Literacy Plan Idaho Comprehensive Literacy Act: 1999 Senate Bill No. 1116:2001 IMPLEMENTATIONS/PROGRESS REPORT Funding Development of Student Reading Assessment, K-3 Student Reading Levels, Comparison of Grade Levels, Student Cohort Comparisons, K-First Grade Teacher Education: Pre-Service Teacher Assessment Teacher In-Service Course: Development/Implementation: The Idaho Comprehensive Literacy Course OBSERVATIONS Positive Impact School/School District Success Stories Areas of Concern Plans Developments at the Federal Level: New Education Act i

3 Idaho Reading Initiative: Status Report Prepared by the BSU Center for School Improvement for the Idaho House Education Committee Overview Since the mid 1990s, members of the Idaho Legislature have become increasingly concerned about the effectiveness of the state s public school systems in teaching young children to read effectively. This concern grew out of a growing body of national research that documented reading as the primary, foundational skill associated with success in school as well as social and economic developments later in life. This concern prompted a number of actions: two interim legislative reading committees, testing of the reading levels of Idaho K-3 students, a legislative allocation of a million dollars to improve reading instruction, adoption by the State Board of Education of a Comprehensive Literacy Plan and passage in 1999 of a legislative package called the Idaho Comprehensive Literacy Act. An additional piece of legislation was passed into law in 2001 that established interim goals culminating in a requirement that schools insure that a minimum of 85% of all students were reading at grade level by the end of the third grade. The Comprehensive Literacy Act represented a significant shift in educational policy in Idaho. In addition to providing funding for local school districts to improve reading instruction, the Literacy Act held schools and school districts accountable for reading education. The Act required the assessment of K-3 students reading levels and the public reporting of the results of these assessments, it required additional training in reading for all elementary teachers in the state and it also held teacher education programs accountable for documenting that pre-service teachers were able to teach reading effectively. This Status Report will review the developments that led to the reading legislation, review the impact of the legislation on public schools and teacher education programs and summarize progress to date in achieving the goal of having every Idaho student reading at grade level by the end of the third grade. 1

4 Background Reading Study Committee 1997 Two concurrent resolutions passed by the House/Senate and the Education Committees directed the State Board of Education, in cooperation with the State Department of Education, to conduct a study of reading education in Idaho. As a result of these resolutions, a Reading-Study Committee was formed with former state superintendent, Ann Fox, as chair. This large committee, composed of over 25 members and a number of consultants met for several months. The committee commissioned Professor George Canny of the University of Idaho to conduct a preliminary reading test of Idaho school children. The conclusions of the reading committee report included: 1. Learning to read is the most important and challenging skill taught in elementary school. 2. Forty percent of fourth graders in school in Idaho were reading below grade level. 3. The numbers of poor and/or non-readers in the state and in the nation are too high. 4. For all young children to reach their potential as readers, there must be a collaborative effort on the part of parents, educators and community members. 5. The knowledge and technology is available to help every child achieve his or her birthright to become a successful reader. 6. A variety of initiatives need to be carried out to guarantee every Idaho child s right to read. Reading Education Funding In 1998, the Idaho Legislature allocated $1,000,000 to improve reading in the State s public schools. This included $500,000 for reading instruction training of grade K-6 teachers and $500,000 to support overall reading skills development of students in grades K-6. These funds were allocated to local school districts on a per-pupil formula. Interim Legislative Reading Committee 1998 Another interim legislative committee was appointed in This committee was co-chaired by Senator Betsy Dunklin from Boise, and Representative Lee Gagner, from Idaho Falls, and included the state superintendent, a state school board member and four other legislators: Senator John Andreason from Boise, Representative Darrel Deide from Caldwell, Representative Wendy Jaquet from Ketchum, and Representative Tom Trail from Moscow. This group continued the work of the 1997 Reading Committee and in the fall of 1998, began to draft legislation for the 1999 legislative session. 2

5 Idaho State Board of Education Comprehensive Literacy Plan In January 1999, the State Board of Education set standards for student achievement in reading for grades K-3 based on the best available research. Idaho Comprehensive Literacy Act: 1999 In 1999, the Senate and House passed a set of reading-related legislation as part of the Idaho Comprehensive Literacy Act. This legislative action included four senate resolutions developed by the House/Senate Bi-Partisan Reading Committee: RS08631C1, RS08632C2, RS08633C2, and RS08666C2. (A fifth resolution focusing on preschool education was withdrawn.) The concepts found in these resolutions were written into House Bill Numbers 176, 177 and 178. This set of bills was passed by the Idaho Legislature and signed into law by the governor. The provisions of the law included the following: PUBLIC SCHOOLS Reading Assessment: All public school students in kindergarten and grades 1, 2 and 3 would have their reading skills tested, no less than two times each year. Additional assessment could be administered to students in the lowest 25% of reading progress. Intervention: Information obtained from the reading assessment would be used to provide intervention to sustain or improve a student s reading skills. Assessments Reports: Results from the reading assessments would be collected in the Department of Education and reported annually to the state board, the legislature, the governor and made available to the public. The legislation also provided direction regarding the preparation of test assessors, placement of assessment data in students permanent records, curriculum materials and student remediation. PRE-SERVICE TEACHER EDUCATION Program Review: Teacher education programs would be reviewed by the State Board to insure that the courses, offerings and graduation requirements were consistent with the Idaho comprehensive literacy plan. If needed, program revisions would be completed. Pre-Service Teacher Education Assessment: The State Board would be responsible for the development of a single pre-service assessment measure for all kindergarten through grade 8 teacher preparation programs. This assessment was required to include a demonstration of teaching skills and knowledge that were aligned with current research on best reading practices. The legislation also defined specific aspects of the assessment. By September 2002, all teacher candidates would be required to pass this assessment. It is still being debated whether or not this assessment is required for Idaho teacher certification or college/university graduation. Funding for the assessment is borne by the higher education institutions. 3

6 Annual Report: The State Board of Education would annually report to the legislature and the governor the number of pre-service teachers taking and passing the performance-based reading assessment. IN-SERVICE TEACHER/ADMINISTRATOR EDUCATION Required Training: In order to re-certify all teachers and administrators of K-8 classes plus Title I and special education teachers would be required to complete a three-credit or 45 contact-hour in-service training of a stateapproved reading instruction course based on the Idaho Comprehensive Literacy Plan. Senate Bill No. 1116:2001 Senate Bill No. 1116, sponsored by the Honorable Darrel Deide in 2001 established a number of goals for the student reading performance for public schools. Spring 2004 Goals: Spring 2005 Goals: Spring 2006 Goals: 55% at or above grade level for kindergarten level. 60% at or above grade level for first-grade level 55% at or above grade level for kindergarten level 65% at or above grade level for 1 st -grade level 70% at or above grade level for 2 nd -grade level 60% at or above grade level for kindergarten level 70% at or above grade level for 1 st -grade level 80% at or above grade level for 2 nd -grade level 85% at or above grade level for 3 rd -grade level The Idaho Department of Education will identify, report and issue a warning to public schools where average reading scores for any grade level have not met targeted levels by the specified date. Should a school experience a similar short fall during the next ensuing year, a school intervention program will be initiated. Implementations/Progress Report Funding Funds for the current FY 2001 Idaho Reading Initiative Testing $603, Intervention $2,407, Teacher Preparation $988, Development of Student Reading Assessment, A Reading Assessment called the Idaho Reading Indicator (IRI) was developed by a group composed of State Superintendent Marilyn Howard, representatives from the State Department of Education, and reading teachers from throughout the state. The Waterford Institute provided technical and professional assistance 4

7 and published the test manual. The assessment was developed and pilot tested during the school year. The IRI is quickly administered to students and seems to provide a series of benchmarks that teachers can use to accurately measure a student s progress in reading development. K-3 Student Reading Levels, Since 1999, when the Idaho Reading Indicator was first pilot-tested, there has been a significant improvement in student reading levels: Numbers of Idaho K-3 Students Reading Below Grade Level 1999 = 17,000 students 2000 = 13,000 students 2001= 11,000 students K-3 rd Grade IRI Proficiency Comparison Grade Level Near Grade Level Below Grade Level 2000: 49% 32% 19% 2001: 53% 31% 16% Comparison of Grade Levels, Different Students Being Compared Kindergarten Grade Level Near Grade Level Below Grade Level Fall % 39% 21% Fall % 37% 19% First Grade Fall % 22% 16% Fall % 19% 11% 2 nd Grade Fall % 30% 22% Fall % 30% 19% 3 rd Grade Fall % 36% 18% Fall % 35% 16% Student Cohort Comparisons, K-First Grade Same Students Compared a Year Later (Fall 2000 Fall 2001) Grade Level Near Grade Level Below Grade Level Kindergarten: % 39% 21% First Grade: % 19% 11% First Grade: % 22% 16% Second Grade: % 30% 19% Second Grade: % 30% 22% Third Grade: % 35% 16% 5

8 Teacher Education: Pre-Service Teacher Assessment Each of the pre-service teacher education programs in the state has made significant revisions in their elementary education/reading education program. These programs have been aligned with the Comprehensive Literacy Act. A committee of faculty from Idaho public and private universities developed the Idaho Comprehensive Literacy Assessment. The test assesses the three standards using both objective and written response formats. To meet the requirement of a performance-based assessment, the exam requires respondents to critically explore scenarios depicting literacy teaching and learning situations. It does not include evidence of direct work with elementary school students. It is being piloted during the academic year. As of February, 2002 three pilots had been completed. The data from each pilot is being used by the committee to revise and refine the instrument. The final test is expected in April, The pilots have been occurring on the campuses of the state institutions with students who volunteer from the education programs. Participation in these pilot exams has been widespread. Teacher In-Service Course: Development/Implementation: The Idaho Comprehensive Literacy Course In addition to new testing and extended program requirements, the Idaho Reading Initiative also set new expectations for the professional development of educators currently working in Idaho schools. The law specified that all K-8, special education and Title I teachers and administrators involved in reading instruction demonstrate knowledge of research-based reading practices. The initiative requires that they complete and pass a three-college credit course or 45-hour inservice course on reading instruction approved by the State Department of Education. The course requirement was linked to the renewal of an educator s professional certificate, which occurs once every five years. The law affects those educators who hold certificates that expire on, or after Aug. 31, In-Service Course Completion: o Over 7,500 educators are expected to meet this requirement within five years. o To date 4,111 have completed the course, an additional 582 have completed two of the three credits and 509 have completed at least one credit. As with the IRI reading assessment, Idaho Comprehensive Literacy Course did not exist at the time of the legislation was passed. State Department of Education staff working with college professors, college of education deans, teachers and administrators developed the framework for the course based on the specifications in the law and Idaho Comprehensive Literacy Plan. The course is based on three standards for K-8 educators in reading instruction including: 6

9 The practicing educator has knowledge, strategies and beliefs about language structures and literacy instruction that are based on current research and best practices in order to maximize student reading success. The practicing educator understands and applies/promotes research and best practices relating to comprehension instruction that maximize student reading success. The practicing educator understands, promotes, and applies appropriate strategies and multiple assessments and interventions to maximize studentreading success. Courses can be divided into one-credit classes that address a specific strand. Courses are tailored to meet the needs of the following sets of educators: K-8 administrators, K-3, 3-6 and 6-8 teachers. Observations Positive Impact While it is impossible to draw trend conclusions with only two years of data, the combined effects of the 1999 Idaho Comprehensive Literacy Act seem to be having a positive effect on K-3 reading education in the state. Some observations include: Idaho Reading Indicator: Parents, teachers and administrators are now receiving regular assessment of student reading levels. This statewide reporting has never happened before. Reading Emphasized: The Idaho Comprehensive Literacy Act has helped teachers, administrators and parents recognize the importance of reading. o Home/Pre-K Impact: As a result of increased publicity, students may be arriving at school better prepared to read. The State Department of Education is piloting a Pre-K version of the IRI. In the fall of 2001 it was made available to school districts, and private preschools, Head Start and Even Start providers. Over 80 programs are participating in the pilot and data on 668 children is being gathered and analyzed. A family literacy cabinet was established with representatives from universities and pre-school programs to focus on early literacy. State Superintendent Marilyn Howard launched a parent outreach initiative, Dinner and a Book, to focus parents attention on conversation and reading at home. o Greater Focus on Reading: Teachers may be focusing their instruction more on reading than they have in the past. 7

10 o Statewide Reading Importance: Since the Idaho Reading Indicator was first used in 1999, there appears to be an overall improvement in the number of students reading at grade level. o Kindergarten Success: There was a significant improvement in reading effectiveness at the kindergarten level during the 2000 school year. School/School District Success Stories There are a large number of individual schools and a few school districts that have been unusually successful in improving reading education. In addition to their gains in reading, some schools have been recognized by the Education Trust as High-Flying for their success in educating at-risk children. A Comparison of Third Grade IRI Scores for High-Flying Schools Aberdeen Elementary Third Grade Scores 34% 39% 26% 43% 39% 19% Bickel Elementary (Twin Falls) Third Grade Scores 44% 42% 15% 62% 30% 8% Lincoln Elementary (Twin Falls) Third Grade Scores 43% 35% 22% 53% 35% 11% Bliss Public School Third Grade Scores 53% 47% 70% 30% Riggins Elementary (Grangeville) Third Grade Scores 36% 32% 32% 38% 50% 13% 8

11 A Comparison of School Districts Third Grade IRI Scores Horseshoe Bend Third Grade Scores 38% 50% 12% 68% 32% 0% Caldwell Third Grade Scores 39% 37% 34% 50% 31% 19% Mountain Home Third Grade Scores 47% 33% 21% 64% 27% 9% Pocatello Third Grade Scores 41% 39% 20% 50% 34% 16% Importance of Leadership: When reviewing the schools/school districts most successful in reading education, there seems to be vigorous leadership at all levels to emphasize reading education. Key components shared by these leaders appear to be commitment, accountability, sharing and leadership. Areas of Concern Concerns Regarding Overall Goal: While there seems to have been improvement in the numbers of students reading at grade level, the number of children reading at grade level is still significantly below the goal of all students reading at grade level or at least 85% of the students reading at grade level. First-Grade Concerns: While students seem to be arriving at school better prepared to read and are making great progress during the kindergarten year, there was a surprising drop-off in reading instruction effectiveness during the first grade in the 2000 school year. But even though the cohort comparison shows a surprising dropoff in the number of students reading at grade level, this might be because the second-grade test has a higher level of difficulty. In-Service Education: It is difficult to determine the impact that teachers in-service education has had on improving reading education effectiveness. 9

12 Pre-Service Teacher Education: There is still no decision whether or not the Pre-Service Reading Assessment will be a prerequisite for graduation or certification. The performance-based aspect of the assessment does not include documentation of work with K-6 students. Plans State Department of Education: The State Department of Education is targeting first-grade teachers as the grade level where greater attention is needed and a new approach to in-service education is being implemented. First-Grade Teacher Academies: The data gained from a longitudinal analysis of the IRI scores indicated a need to directly assist first-grade teachers. Eight, two-day, regional First Grade Reading Academies are being held by State Department of Education personnel. The academies will focus on implementing research-based reading programs. To date over 600 first-grade teachers have registered. Emphasis on Data Collection/Analysis: Teachers will receive Idaho Reading Indicator results for each student in their class two to three times per year. This will help teachers identify and address each student s strengths and weaknesses in specific reading skills and target on-going instruction accordingly. Developments at the Federal Level: New Education Act Requires Annual Reading and Math test for grades 3-8 to begin in ; tutoring or transport to other schools to raise scores; threat of funding cuts for non-compliance. Requires Reading and Math proficiency; all students under 12 years; eliminate gap due to income, ethnicity. Requires school report cards showing student test scores. Requires that teachers be qualified to teach in their subject within four years. 10