READING 180

Dept - Program EvaluationAction Plan

Spring 2016

Collect the READ 180 data

  • Pre- and Post-test scores using the SRI test for participating READ 180 students from 2014-2017
  • Information regarding student’s backgrounds and program eligibility
  • Responses from Campus and Teacher Survey that informs on the implementation of READ 180 on all the MS campuses (sample attached)
  • Information from READ 180 class observation tool that informs on READ 180 implementation

Submit program review executive summary which includes

  • Information regarding the implementation of READ 180 in Humble ISD
  • Information regarding the students enrolled in READ 180
  • Changes in students SRI scores over the course of student participation in READ 180 (Up to 3 years)
  • Changes in SRI scores for subgroups of participating students
  • Conclusions about the impact of READ 180
  • Department Recommendations

For 2016-2017 School Year

We will use the reading materials review committee to review READ 180 along with other CAI programs, such as Renaissance Learning, Voyager, and others. Proposals for this review will be submitted August 2016 and program recommendation will be presented to Curriculum & Instruction by January 2016.

Proposed Timeline of Responsibilities Deadlines

Weekly Timeline of Events
February 2016 / Week of 15-19
  • Contact READ 180 for data-gathering support
  • Submit READ 180 internal evaluation plan for approval
/ Week of 22-26
  • Establish Post-Assessment timeline
  • Submit Teacher Surveys, Campus surveys, and Observation Coding Form for feedback and suggestions
  • Establish READ 180 observation protocols (coding form, calibration, schedule) for Coordinator, Specialists, a few ALTs to visit campus READ 180 by March 12

March 2016 / Week of 2/29- 3/4
  • Communicate with principals and ALTs concerning review process and the information that information that will be collected from SAM, teachers, and ALTs
  • Meet with READ 180 Rep. and begin student data gathering
  • Begin READ 180 class Observations
/ Week of 3/7 – 3/12
  • Distribute Teacher’s Survey to teachers
    (due 4/1)
  • Distribute Campus Surveys to ALTs (due 4/1)
  • Continue READ 180 Observations

April 2016 / Week of 4-8
  • Begin coding collected information to determine varying course structures, frequency of use, degree of fidelity, teacher perceptions, etc.
/ Weeks of 11-29
  • Begin descriptive analysis of program use based on initial student data, campus forms, and teacher surveys.

May 2016 / Weeks of May 2-14
  • SRI Post-Test Window Open
  • Continue descriptive analysis of collected data
/ Week of 16-31
  • Begin data analysis of changes in SRI scores over time for all students, by campus, by sub groups.
/ Week 20-24
  • Make conclusions about the impact of READ 180 with current implementation models
  • Make recommendations about whether or not to consider READ 180 in program review for 2016-2017 school year.

June 2016 / June 30
  • Submit Executive Summary of findings and recommendations to Assistant Superintendent of Curriculum & Instruction and Director of Curriculum & Instruction

Sample READ 180 Teacher Survey (via google forms)

Teacher’s Name: ______Date: ______

School: ______

READ 180 Grade Levels Taught: ______

Below are some questions designed to help us better understand the impact READ 180 is having in your classroom, how you are implementing the program, and what your opinions are about the program’s strengths and weaknesses. Please tell us anything you think is important, and provide specific examples from your students.

1. Please indicate (check) your classroom program using the descriptors below:

_____90-minute class period

_____ 45-minute class period

_____no more than 15-20 students per class

_____ core class time consists of 3 rotating groups of students on core activities

_____ core activities are 20 minutes each consisting of

_____ independent reading (______with audiotapes ______without audiotapes)

_____ instructional reading on computers

_____ small group or 1:1 direct instruction

_____ other _____ class ends with 10 minute wrap-up

_____ modeled reading on audiobooks or independent reading is done daily

_____ modeled reading on audiobooks or independent reading is done twice a week

_____ modeled reading on audiobooks or independent reading is done three times a week

_____ individualized software instruction is done daily

_____ individualized software instruction is done twice a week

_____ individualized software instruction is done three times a week

_____ students participate in mini writing lessons

_____ students record their reading

_____ students attend the READ 180 class 5 days per week

_____ teachers integrate data from the Student Management Suite™ to guide student progress

_____ teacher was provided in-service training on READ 180

_____ within the past 3 years

_____ homework is part of program model

2. Explain any variations you have used in your classroom this year.

3. Explain the impact you think READ 180 has on your students’ reading achievement. Please provide specific examples from your classroom.

4. Explain the impact you feel READ 180 has on your students’ motivation to learn and improve their reading skills. Please provide specific examples.

5. Please explain how you integrate data from the Student Management Suite to monitor student progress and inform instruction.

6. What components of the READ 180 program do you feel MOST contribute to increases in student achievement? (i.e., Whole-Group Direct Instruction, Small-Group Direct Instruction, READ 180 Software for Instructional Reading, Audiobooks for Modeled Reading, Paperbacks for Independent Reading, Continuous Assessment, SRI, etc.)

7. Are there any components of the READ 180 program that you feel need additional support, that you are not comfortable with, or that you would like to modify? If so, please explain any suggestions or recommendations you have for the modification of READ 180?

Thank you very much for your time and effort! Your input is greatly valued

Sample READ 180 Campus Survey (via google forms)

Campus: ______Date: ______

Name of Person completing this form: ______

Position: ______

Below are some questions designed to help us better understand your campus’s implementation of READ 180. An opportunity for you to share your opinion about READ 180 and its impact is provided.

1. Campus Details:

  • Number of READ 180 sections in 2015-2016 school year:______
  • Length of class period: ______
  • Grade Levels served in those sections: ______
  • Average class count for implemented sections: ______

2. Campus-Specific Implementation:

  • What are the enrollment requirements for the READ 180 course?
  • What are the exiting requirements for the READ 180 course?
  • How has your campus used the READ 180 student data in the past?
  • In your informal observations of the course, what aspects of the READ 180 program do you feel is most successful?
  • In your observations, what components of the READ 180 need additional support for you, the teacher, or the students?

3. Overall Program Perception:

  • As it is currently implemented, how effective is READ 180 in addressing the needs of readers? (Check one)

______4 Highly Effective

______3 Effective

______2 Somewhat Effective

______1 Not Effective

4. Please provide additional comments about the program implementation in your campus
below.

Thank you very much for your time and responses! Your input is greatly valued!

READ 180 – Program Evaluation – Classroom Observation Form

Observer: ______Length of Visit: ______

Teacher name: / Campus: / Date:
Instructional Fidelity Indicators / Examples of success(Including, but not limited to) / Fully / Partial / None
Classroom Structure and Organization
Classroom setup has designated appropriate rotational space, allowing for ease of movement / • Designated areas for each rotation: Whole group, small group, independent reading, and computers
• Posted procedures and routines for each rotation
All rotations are timed appropriately with smooth transitions / • Evidence of transition routines
• Rituals for students putting materials away
Materials and equipment are orderly and accessible to teacher and students / • Organizational system for student materials
• Student library organized and Lexiled
• System for keeping track of student work
NOTES:
Whole or Small Group Instruction
Use of R180 Materials as Primary Focus for Instruction: Teacher using lesson plans from rBook, RDI, or other related materials that appropriately extend rBook lessons / • Evidence of use of rBook engagement routines
• Use of sentence starters and other scaffolds
• During checkpoints, non-rBook lesson extensions are tied thematically or by skill
Teacher actively involving all students in lesson, checking for understanding and providing feedback / • Evidence of use of engagement routines
• Use of sentence starters and other scaffolds
• Immediate verbal feedback
Students are purposefully grouped with differentiated instruction taking place / • Student groupings are posted
• There is evidence of differentiated instruction with flexible groupings
NOTES:
Independent Reading Rotation
Paperbacks and audiobooks are organized and accessible for student use / • Paperbacks organized by Lexile level
• Classroom library poster posted
• Non-READ 180 books have been Lexiled
Students are actively engaged in reading silently (may be with accompanying audio) or working on their book related assignment / • Students in reading rotation all have books
• Students appear to be focused on reading
• Teacher re-directs off-task behavior
NOTES:
Instructional Software Rotation
Students are engaged in appropriate computer usage (READ 180, RC, SRI, or rSkills) / • Students working on READ 180 software
• As needed, students access other R180 software (Reading Counts, SRI, rSkills)
Enough working computers in place for 1/3 of class size / • All hardware and auxiliary equipment is functioning
NOTES:
Progress Monitoring through SAM
READ 180 Software: Overall and daily READ 180 Software usage is being monitored and used to diagnose student needs and differentiate instruction / • READ 180 usage reports are being viewed within recommended time periods
• Both class and student READ 180 reports are being utilized to make instructional decisions based on individual student
NOTES:

Email to Principals/ALTS:

Good Morning Middle School Principals,

The Academics Department is undergoing an internal program evaluation of Reading 180 and its impact on reading improvement. Over the next few months, the Secondary ELAR Department will be collecting information on program implementation and impact.

Information gathered will include -

  • Pre- and Post-test scores using the SRI test for participating READ 180 students from for the past three years
  • Information regarding student’s backgrounds and program eligibility
  • Responses from Campus and Teacher Survey that informs on the implementation of READ 180 in all MS campuses
  • Information from READ 180 class observation tool

We will work with campus Academic Lead Teachers as we try to gather necessary information, but we wanted to keep you informed of the process. We will communicate our findings as soon as our evaluation is complete in May/June 2016.

This program evaluation will allow our department to provide initial program conclusions before we initiate our review and comparisons of reading intervention programs in the 2016-2017 school year.

Please contact me with any questions,

Debbie Perez

Program Evaluation Report Template

  • Title Page
  • Table of Contents
  • Executive Summary – Page overview on key items within the full report
  • Introduction: Background and Rationale, Purpose of Evaluation, Guiding Questions
  • Methodology: Evaluation Design
  • Results: Key Findings and data analysis using Tables and Figures
  • Conclusion and Recommendations: as they relate to purpose of evaluation and guiding questions
  • References: as they relate to findings/conclusions
  • Appendices: Data collection tools