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5 <br /> 1 working on letters training and have implemented the Heggerty Phonemic Awareness <br /> 2 curriculum. She said this has resulted in impressive command of beginning and ending sounds <br /> 3 in students K-2, as well as the ability to rearrange and recombine words to change one rhyming <br /> 4 word into another. She said the 10-12-minute daily curriculum, builds phonological and <br /> 5 phonemic awareness. She said this instruction is important because research shows that 75% <br /> 6 of students who do not read proficiently by third grade never reach reading proficiency. She <br /> 7 referenced the image below to demonstrate student achievement: <br /> STUDENT ACHIEVEMENT <br /> 5Y21-22 Beginning of Vt!ar(BOY)&Middle of Vt!ar(MG[Y) Reading and Math Data <br /> [--w C: ■•,ell Beow rseriu+rnd" a Be[,)*Ben{renark N At deAcnrrark f AAXa a WKl'. <br /> .r Nc IDF4 <br /> v Grade Ixetee,re uae, ICa„psarmerlsul�aga�raxa wldsr pa¢Ide[roq <br /> orange county I 4� .+•,� <br /> schiwls[NC] <br /> 'all 10,1 <br /> v brade4 raot-D=i.ICarnpWm Mm eresulaagairadawidarpapdxinrd <br /> orange caunly 2 Z tsar ia_ea„x,. 455 <br /> iehaw4s[hlCl 4511 <br /> ,% Grade 2 ReT@renoe�a[d 14 c++,paoe R,FSe rp5Ulr5 dgdlrG d'arider L@ <br /> Orange County - ._5':'.'r SIN <br /> schca4s[Me1 <br /> a _o.rscr 497 <br /> v made 3 Rarvia,¢.nary ICc pe,e Mme results agair-a rider—pu at—4 <br /> Drange C*unty ••. inku;y Ili, 4G¢i5Y Gni <br /> s,thaals[”'q <br /> 112117tti:i 210.55 . negtiA►yt E <br /> The data in this table shows the change in composite scores between the Beginning-of-Year(BOY)and <br /> Middle-of-Year(MOY) on the DIBELS 8th Edition reading assessment. This data showsthat each grade level has <br /> experien ced growth between the beg inning of the year and m iddl e of the year assessor ents. <br /> BOY Math at MCYtr Math,at % BOY Math% N40Y Maih% x BOY Math 96 MUY Math% % <br /> High Risk Hi4fh Risk Change at Moderate at Modera-e Change at Low Risk at Lava Risk Change <br /> 'Grade Risk Risk <br /> k 30% 19% 119 271/6 1695 996 43% 65% 23% <br /> 1 36% 24% 124 18$b 15% 3% 4696 61% 15% <br /> 2 28% 2716 1% 22% 15% 7% 50% 58% 8% <br /> 3 2946 23% 69 21•/ 1S9a 696 1 50% 62% 12% <br /> 4 25% 19% 6% 171,6 1596 2% 58% 66% 896 <br /> 5 23% 16% 7% 16:.+6 10% 5% 61% 74% 13% <br /> F ]'y, 29% -1D95 18% 17% 155 63% 54% -9% <br /> 18% 4% 19% 14% 54 59% 68% 95?: <br /> 8 =; 23% 1°0 22�; 1FS% 599% 55 <br /> Here we see the AWP Math BOY to MOY risktransition data in the same comparison format as the reading data <br /> was previously presented.We can look at our kindergarten data as an example of the overall trends seen from <br /> BOYto MOY in the area of m ath.I n thefall,30%of tested kindergarten students were at high risk aa:ording to <br /> AWP, and in the Winter,19%of tested kindergarten students were at high risk,for an 11%positive Mange.These <br /> 8 results are similar to results seen in almost all grade levels K-8 in math. <br /> 9 Carrie Doyle said OCS is continuing to grow in its ability to serve and engage its diverse <br /> 10 community. She said bilingual family liaisons were hired in the summer of 2020 and have been <br />