Reading First Internal Evaluation Leadership Tuesday 2/3/03

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Reading First Internal EvaluationLeadership
Tuesday 2/3/03

• Scott K. Baker
• Barbara Gunn
• Pacific Institutes for Research
• University of Oregon
• Portland, Oregon
• February 3, 2004

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3 Components of Federal Reading First Reporting
Requirements
Student Reading Achievement
Professional Development
Research-Based Instruction, Materials, and
Activities
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Two Evaluation Components of Oregon Reading
First

• External Evaluation Texas Center for Reading and
  Language Arts
• Summative purposes
• Internal evaluation Oregon Reading First Center
• Formative purposes

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Primary Objective of the Internal Evaluation
All primary components of the Oregon Reading
First program will be evaluated in terms of the
progress being made by individual students,
classrooms, schools, and the state in the number
and percentage of students improving their
reading ability. The evaluation will also focus
on building capacity to provide high quality
reading programs and the capacity of individual
schools and classrooms to successfully implement
and sustain those programs. (p. 152 of the
Oregon Reading First application)
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Framework for the Internal Evaluation

• Context
• Students
• Reading programs
• Identifying and meeting students instructional
  needs
• Capacity building at the district and school
  levels
• Input Processes
• Implementation of the Schoolwide Beginning
  Reading Model
• Professional development and technical assistance
• Products
• Student reading outcomes
• Student reading growth
• Potential mediating variables for both

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Summary of Effectiveness
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Internal Evaluation Goals

• Research-Based Instruction, Materials, and
  Activities
• Primary Data Sources
• Fidelity of Implementation Checklist
• Focus on core programs
• Common tool across all core programs
• Two related sections
• Fidelity according to program features
• Implementation based on student instructional
  needs
• Two Essential Purposes
• Tool for coach/teacher communication and planning
• Measure of core program implementation
• This Year Development, field-testing, and trial
  implementation
• Goal Reliable implementation

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Internal Evaluation Goals

• Research-Based Instruction, Materials, and
  Activities
• Primary Data Sources
• Lesson Planning Report
• Summarizes important program elements for all
  Reading First students
• Common tool across all districts, schools, and
  classrooms
• Charts progress through the core reading program
• Summarizes student assessment results on core
  program measures
• Two Essential Purposes
• Tool for coach/teacher communication and planning
• Index of progress in the core program over time
• This Year Development, field-testing computer
  paper versions, initial implementation

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Internal Evaluation Goals

• 2. Professional Development
• Primary Data Sources
• Teacher Survey
• Key components of reading of instruction last
  year
• Surveys distributed collection in progress
• IBR Evaluations
• Content Delivery
• Linkage to adequate preparation
• Used in planning subsequent institutes
• Teacher Focus Groups
• Planning for Spring
• Focus on Year 1 implementation and priority areas
  for Year 2 implementation

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Internal Evaluation Goals

• Student Reading Achievement
• Establishing an Oregon Reading First Database
• Student reading database with screening, progress
  monitoring, and outcome measures
• Linking student reading database to other ORF
  databases (e.g., implementation fidelity
  database)
• This Year Establishing separate databases with
  common links
• Collecting ELL and Special Education data
• Accurate identification of students for analysis
• Determining different methods of ELL
  identification
• Move toward common methods for identification

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Internal Evaluation Goals

• Student Reading Achievement
• DIBELS Screening and Progress Monitoring
• Three times per year with all students
• The key measure for grouping students and
  planning instruction
• A central feature of school-based Reading First
  team meetings
• SAT-10 Outcome Assessment
• Group administered in the Spring -- Grades K, 1,
  and 2
• All subtests administered
• Training by Oregon Reading First Center
• Administered by classroom teacher with support
  from coaches and Regional Coordinators

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Oregon Reading First Interconnected Websites

• Oregon Reading First
• oregonreadingfirst.uoregon.edu
• Big IDEAS in Beginning Reading
• http//reading.uoregon.edu/
• Dynamic Indicators of Basic Early Literacy Skills
  (DIBELS)
• http//dibels.uoregon.edu/