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Leveled Literacy Proposal Template
Transcript of Leveled Literacy Proposal Template
Barb Olszewski Purpose of the Evaluation Program Background and Theory Program Description Evlaluation Approach, Type and Design Beginning of Study: Data Collection Leveled Literacy Intervention Evaluation Proposal Data Analysis Anticipated Outcomes Beginning and End of Study: Reporting of Information -formal written report
-Power Point presentation
-audience: administrators, teachers, parents, Board of Education End of Study: LLI Teacher Classroom Teacher Parent Student Observation of LLI Lesson by Administrator NWEA MAP Test Scores DIBELS Test Results DRA Reading Levels Student Selection Lowest performing students selected using 3 assessments:
Northwest Evlauation Association (NWEA) computer based, standards alligned MAP assessment in literacy
Dynamic Indicators of Basic Early Literacy Skills (Dibels) Nonsense Word Fluency (NWF) and Oral Reading Fluency (ORF)
Developmental Reading Assessment (DRA) reading level Small group intervention
3 students per group
Instruction delivered in a quiet area outside of the classroom
30 minute lesson each day
Delivered in addition to daily reading instruction Program Delivery Program Components Leveled Readers Carefully chosen leveled readers providing just the right amount of success and challenge
Take home version of each book to promote reading at home Writing Books Writing activites that promote connections to words, ideas and the stories that have been read Word Work Activites Alphabet linking charts
Sight words Who? Why? What? Resources and Evaluability Timeline * First grade students selected to take part in the LLI program through scores on the following three assessments: the Developmental Reading Assessment (DRA), Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Northwest Evaluation Association, (NWEA) test scores
* Teachers who are giving instruction as part of the LLI program
* Administrators who are looking for gains in student acheivement, increases in teachers' instructional strategies, and resources for demonstrating school improvement
* Parents who are invested in their children's educational well-being Dilemma: Early reading struggles lead to difficulty in higher grades and higher risk for drop out. Solution: Early intervention in core reading skills. Core Reading Skills Phonemic Awareness * Using reading to obtain meaning from print
* Having frequent and intensive opportunities to read
* Being exposed to frequent regular spelling-sound relationships
*Learning about the nature of the alphabetic writing system
* Understanding the structure of spoken words Fluency * Accuracy in decoding
* Automaticity in word recognition
* Appropriate use of prosodic features such as stress, pitch and appropriate text phrasing Oral Language * Phonological awareness
* Comprehension Comprehension * Reading success is dependent upon the relationship between fluency and comprehension RTI Tier 1 * Grade Level instruction
* All students receive
* Includes: screening, differentiation, beginning intervention based on assessments Tier 2 * Targets students falling below the benchmark
* Work in small groups
* Receive systematic instruction in addition to Tier 1
* Frequent monitoring
* Intervention often provided by reading specialist Tier 3 * For students who show minimal progress at Tier 1 or 2 and need intensive, need-based instruction
* Students in Tier 3 often qualify for Special Education services or are ELL
* Often done in a 1:1 or 1:2 ratio with a reading specialist or special education teacher LLI Leveled Literacy Intervention System Program Design:
* Struggling children learn best when lessons follow a predictable sequence
* Children who are struggling with reading and writing need to learn fast, automatic processing of oral and written language
* Literacy interventions should link classroom instruction to home.
* Ongoing formative assessments...can inform instructional decision making Study Results that support LLI * LLI is a helpful short-term measure to improve reading abilities
* One study showed 68% of LLI students made 8 months worth of progress in just 4 months time
* 12% of students in the same study went up seven or more reading levels in that time 1. Are the reading skills of students in the program improving? 2. After 20 weeks, have the reading skills of the students improved enough that they are reading at grade-level? 3. What progress do qualifying students who receive LLI make compared to qualifying students who receive only regular classroom instruction? 4. Are teachers and LLI specialists effective in incorporating LLI literacy practices and instructional strategies in the classroom? 5. What are the perceptions of student participants, LLI teachers, classroom teachers and parents in regard to the LLI program? Short Term Outcomes 80% of the students will meet grade-level benchmarks by the end of the 20 week program.
Teachers, parents, and administrators will feel positively about the effectiveness of the LLI program. Outcomes Understanding of...
-smoothness of Implementation
-perceptions of students, parents, teachers, and admistrators
-effect of LLI on classroom literacy instructional practices
-impact of LLI on gains in student reading achievement
-determination of program continuation
-ideas for improvement of LLI program
-recommendations for interested schools Long Term Outcomes Evaluation of Outcomes What effect does the LLI program have on the reading scores of participants?
Are teachers appropriately implementing the LLI program?
Do parents and teachers have positive views of the LLI program and its implementation? Quasi-Experimental Design Participants for the LLI program are chosen by entrance criteria
Average growth scores of LLI participants (Treatment Group) will be compared to those of the students that are not receiving LLI services (Control Group). The purpose of the LII intervention is to accelerate growth and close the gap between the lowest readers and grade level readers. It is through the growth comparisons of these groups that the ability to close the gap will be evidenced. Objectives-Based Evaluation Is the LLI program achieving the goal of closing the gap between the lowest achieveing readers and grade level readers? Program has clearly defined goals
Likely that the program will fulfill its intended purposes
Program managers are interested/invested in program improvement
Program success is objectively quantifiable
Experiemental and control groups are stable populations
Teachers giving assessments have been given special training
= program is highly evaluable Resouces include:
Feedback from teachers, students,
parents and administrators through surveys
Reading scores obtained at the beginning of the program and at the end of the program through the Dibels, NWEA and DRA assessments
The Classroom Literacy Instruction Observation Instrument (CLIOI) will be used as a tool
allowing administrators to evaluate instructional strategies in regard to the program
The Leveled Literacy Intervention Teacher Questionnaire (LLITQ) and the
Classroom Teacher Literacy Instruction Questionnaire (CTLIQ), will be used to evaluate LLI
and classroom teacher perceptions about the LLI program
The Elementary Reading Attitude Survey and The Parent Reading Survey will also be used to evaluate student and parent perceptions of the literacy program Funding and Anticipated Outcomes The LLI program will begin in September 2013 and run 20 weeks, with 2 additional weeks for analysis. The effectiveness of the Leveled Literacy Intervention (LLI) program during the course of 20 weeks, for selected students who are reading below grade-level
If the literacy skills among students in the program improve sufficiently to bring those students up to grade level by the end of the program
If the teachers providing LLI instruction use effective and consistent techniques specific to the LLI method.
If parents, students and teachers involved with the program have positive feelings about the program. Funding for the evaluation will come from Title I Funds
It is estimated that the total cost of the evaluation will not exceed $500 and time allocated for administrators and teachers will not exceed 2 hours 80% of the students participating in the LLI program will be able to demonstrate grade-level literacy skills by the end of the 20 week program
Teachers, parents and administrators will feel positively about the program and its use as a tool in helping students achieve higher levels of literacy
Teachers will be effective and consistent in their use of instructional techniques specific to the program The evaluation is being requested by the curriculum director to answer the following questions: Conclusion Every child that is in the classroom deserves the opportunity to an excellent education through proficient literacy skills. Choosing the right program to deliver these skills involves choosing a program that is effective, implemented with fidelity, and positively received by staff, students and parents. In the words of Barack Obama in the NAACP Centennial Speech (2009) "...there is no stronger weapon against inequality and no better path to opportunity than an education that can unlock a child's God-given potential." Make sure that your program is delivering that opportunity. “Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development... Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential.”
- Kofi Annan