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5 <br /> working on letters training and have implemented the Heggerty Phonemic Awareness <br /> curriculum. She said this has resulted in impressive command of beginning and ending sounds <br /> in students K-2, as well as the ability to rearrange and recombine words to change one rhyming <br /> word into another. She said the 10-12-minute daily curriculum, builds phonological and <br /> phonemic awareness. She said this instruction is important because research shows that 75% <br /> of students who do not read proficiently by third grade never reach reading proficiency. She <br /> referenced the image below to demonstrate student achievement: <br /> STUDENT ACHIEVEMENT k�w <br /> al <br /> SY21-22 Beginning cf Year(BGY) &Middle cf Year(MGY) Reading and Math Data <br /> �LA'L'Z lnl GO[: ■"1PII EP;�K B2W-War, BBn:rrr4 r1 -7rdl 5;uD� <br /> v NC DPi arrcnr ss ar 9371872 <br /> .. GY$de K Rerercn¢Dare Iconpale 71ee res ul es r¢p Iris.a xljer aopuaxw ryl. .. <br /> OrarygeCouniy 71-2ae0r 450 <br /> 73116%1 7811 7341 EHlsifi+ <br /> 5<[taal5[Pic] <br /> 23-22:mor i 455 <br /> 14TR3k: :IS-s 1126%, '58195L1 <br /> v Grade 1 FWN— ,D.L. IC—p—mrss res ales agiins.s wid.r pap-6-4 IF <br /> Ydtl$tCBUnII 212x9CY '� � a0f�8h7 1011,11W 93i2AL? 4q5 <br /> khaals[NCI <br /> z+-zs h+ar 47 <br /> I ietr.==: �s;vsl 123{2P7t} 1051239Y1 <br /> v Grade 2 RCiewce aa[a 14 P'nr.N�C PSC r[SUIn ain5�d W�dCr 90f}U a[Mrtr <br /> OrarkgeCounty L1-22Bar IIS 7aiasti} i zxx} ewirx} SW <br /> Schaal s f Nc} <br /> 21-22 ElY 497 <br /> i"Lain bXi#hl 1i1rpE4} 112p23M} <br /> '•` g5rade 3 IZef—.D.L. Ir-anp—Ih—rcula egalrrr.a wl�er,pnp--[ <br /> Orange Coun 21.2280r 70113241 5$ <br /> 5{hd41s[h#p <br /> 27-2£hear 9A!& <br /> I <br /> The data in this table shows the change in composite scores between the Beginning-of-Year (BOY) and <br /> Middle-of-Year(MOY) an the DIBELS Sth Edition reading assessment. This data showsthat each grade level <br /> experienced growth between the beginning of the year and middle of the year assessments. <br /> L40y Math at h9UY Ma[h al M ROY hhaihl.k� MOY Ntaih% T. DOY[41aih% MOY Math 96 <br /> c <br /> High Risk Hi§h Risk t_hanpe at Maderate at Modera_e Change at Late Risk at Law Risk Cht <br /> Gre:lp Risk Risk <br /> k 30% 19% 1L% 27% 16% 3;E 43% 65% 2 <br /> 1 36% 24% 12% 18% 151A 335 45% 61% 1'. <br /> 7 28% 27W. 1% 22% 15% 716 50% 58% 8 <br /> 29% 23 bqs 21% 1S?a 6;�.; 5096 6296 1: <br /> 4 25% 19% 6% 17% 151% 2,16 58% 66% 8 <br /> 5 23% 16% 7% 16% 10% 6% fi1% 74% 1: <br /> 6 IL 29% 1 299a -10% 1 18% 1 17% 1'ro 63% 5a% <br /> { 22% 18% 4% 19% 14% '1-A 59% 68% <br /> 24% 23% 1 22% 1S% aMo 54% 59% <br /> &L_ AI bjn r.—.1- 'S ,i_ r.n r'S 5 r _._I.&---_:i:-- J-i- '- iL - _---- i --iL- __-J'-- <br /> Carrie Doyle said OCS is continuing to grow in its ability to serve and engage its diverse <br /> community. She said bilingual family liaisons were hired in the summer of 2020 and have been <br />