Increased teacher use of READ in the classroom (early/short-term)
In what ways and how often did teachers use READ in the classroom with students? **Note frequency, duration, and nature of use.
Improved teacher use of READ in the classroom with students
By November, 25% of teachers will score a 2 or above (out of 4) on the READ implementation rubric.
By January, 50% of teachers will score a 2 or above on the READ implementation rubric.
By November, one-third of teachers (33%) scored a 2 or above on the READ implementation rubric.
By January, over half the teachers (58%) scored a 2 or above on the READ implementation rubric.
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Logic Model Components Evaluation Questions
Indicators Targets Evaluation Findings
Increased student exposure to standards- based learning opportunities (early/short-term)
In what ways and how often did teachers use READ in the classroom with students? **Note frequency, duration, and nature of use.
Increased number of teachers using READ in the classroom with students
By October, all teachers will be using READ in the classroom with students.
→
By October, all teachers (100%) reported some classroom use of READ, while a little over half (58%) reported regular (at least weekly) use of READ in the classroom.
By October, over one-quarter of teachers (30%) reported that they had only used READ in the classroom once or twice in the last month.
Increase d student exposure to standards-based learning opportunities (early/short-term)
To what extent did students complete READ homework assignments? **Note frequency and duration of use.
Increased number of students completing READ homework within a reasonable time
By December, over 50% of students will be completing weekly READ homework. Students will spend no more than 20 minutes to complete weekly READ homework. (Note: Completion rates and duration of use are available through the READ online system.)
→ By December, most students (70%) in the classroom where the READ homework component was used were completing the assignment. These students spent, on average, 15 minutes to complete the weekly READ homework.
Increased availability of READ standards-based, formative assessment data on student reading performance (early/short-term)
How often did teachers access READ student assessment data? **Note frequency and type of access.
Increased number of teachers accessing READ student assessment data
By October, 50% of teachers will have accessed READ student assessment data.
By November, all teachers will have accessed READ student assessment data.
→
By October, over half the teachers (58%) had accessed the READ student assessment data.
By November, one-fifth of teachers (20%) had not accessed the READ student assessment data. Thirty-two teachers (80%) had accessed the READ assessment data, while over half (58%) accessed the READ assessment data on a regular (at least weekly) basis.
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Logic Model Components Evaluation Questions
Indicators Targets Evaluation Findings
Increased teacher use of standards-based READ assessment data (early/short-term)
In what ways did teachers use READ student assessment data?
Improved teacher use of READ student assessment data
By January, 25% of teachers will score a 3 or above (out of 4) on the READ implementation rubric.
In January, 11 teachers (28%) scored a 3 or above on the READ implementation rubric.
Eight teachers (20%) scored a 1 on the READ implementation rubric.
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Increased student interaction during learning (intermediate)
To what extent and how did students interact during classroom instruction when READ was used? **Note frequency and type of interaction.
Increased student interaction during learning
By February, 25% of classrooms will have a score of 3 or above (out of 4) on the READ implementation rubric.
By April, 50% of classrooms will score a 3 or above on the READ rubric.
In February, 11 classrooms (28%) scored a 3 or above on the READ implementation rubric.
In April, 21 classrooms (52%) scored a 3 or above on the READ implementation rubric.
Improved integration of READ into classroom instruction (intermediate)
In what ways and to what extent did teachers integrate READ into their classroom instruction? ** Note the quality with which READ was integrated into classroom instruction by teachers.
Improved integration of READ lessons into classroom instruction
By March, 50% of teachers will score a 3 or above on the READ implementation rubric.
By May, 75% of teachers will score a 3 or above and 25% of teachers will score a 4 on the READ implementation rubric.
By March, 21 teachers (52%) scored a 3 or above on the READ implementation rubric.
Twelve teachers (30%) scored a 2 on the READ implementation rubric, while seven (18%) scored a 1 on the rubric.
By May, 27 teachers (68%) scored a 3 or above on the READ implementation rubric.
Nine teachers (22%) scored a 2 on the rubric, while four (10%) scored a 1 on the rubric.
By May, 15 teachers (38%) scored a 4 on the READ implementation rubric.
→
→
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Logic Model Components Evaluation Questions
Indicators Targets Evaluation Findings
Improved differentiation of instruction (intermediate)
In what ways and to what extent did teachers use READ assessment data to plan and differentiate instruction? ** Note what data were used and how data were used in instructional planning.
Increased number of teachers using READ assessment data to plan instruction
Improved use of READ assessment data to differentiate instruction
By December, all teachers will be using READ assessment data on a weekly basis to plan and differentiate instruction.
By March, 50% of teachers will score a 3 or above on the READ implementation rubric.
By May, 75% of teachers will score a 3 or above and 25% of teachers will score a 4 on the READ implementation rubric.
On the December teacher survey, less than half the teachers (48%) reported using READ assessment data on a weekly basis to plan and differentiate instruction.
→ Also on the December survey, most teachers (88%) said they had used the READ assessment data at least some to plan instruction, while a little over 10% said they had never used the READ assessment data in their classroom lesson planning.
By March, 21 teachers (52%) scored a 3 or above on the READ implementation rubric.
→ Twelve teachers (30%) scored a 2 on the READ implementation rubric, while seven (18%) scored a 1 on the rubric.
By May, 27 teachers (68%) scored a 3 or above on the READ implementation rubric.
→ Nine teachers (22%) scored a 2 on the rubric, while four (10%) scored a 1 on the rubric.
By May, 15 teachers (38%) scored a 4 on the READ implementation rubric.
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Table 15: READ Evaluation Results—Long-Term Goals
Logic Model Components Evaluation Questions
Indicators Targets Evaluation Findings
Increased student engagement in reading
To what extent and in what ways did READ foster student engagement during reading lessons?
Increased frequency and improved quality of student engagement in the classroom, as measured by the READ implementation rubric
By February, 25% of classrooms will have a score of 3 or above (out of 4) on the READ implementation rubric.
By April, 50% of classrooms will score a 3 or above on the READ implementation rubric.
By June, 75% of classrooms will score a 3 or above and 25% of teachers will score a 4 on the READ implementation rubric.
By February, 28% of classrooms scored a 3 or above on the READ implementation rubric.
By April, 52% of classrooms scored a 3 or above on the rubric.
By June, 68% of classrooms scored a 3 or above on the rubric.
By June, 38% of classrooms scored a 4 on the rubric.
Improved student reading skills
To what extent did READ improve student learning in reading?
To what extent did student learning improve after READ was implemented?
Increased scores on tests assessing students’ reading ability (state and READ assessments)
Within 2 years, the increase in student scores on the state standards-based reading assessment will be statistically significant for those students who participated in READ versus those students who did not participate in READ.
First year results indicate that state reading scores for READ students were higher than those for non-READ students, and the difference was statistically significant.
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Logic Model Components Evaluation Questions
Indicators Targets Evaluation Findings
Improved student reading skills
To what extent did READ improve student learning in reading?
How did student performance on the READ assessments correlate with student performance on state assessments?
Increased scores on tests assessing students’ reading ability (state and READ assessments)
Reading scores on the state assessment will be analyzed in relation to scores on the READ assessment data, in order to determine the degree to which READ assessments correlate with the state assessments.
Student scores on READ assessments had a statistically significant and strong positive correlation with student scores on the state reading assessment, indicating that the assessments are likely well aligned.
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