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Evaluation Logic Model

The document outlines an internship project to improve reading proficiency within a Read to Achieve program. Key strategies include providing weekly collaborative planning between teachers and an instructional coach, monitoring instructional practices using student data, and focusing on guided reading. Evaluation questions assess the number of reading standards covered, importance of teacher comprehension strategies, and points needed for proficiency. Results show approximately 12 standards are covered, teacher understanding improves instruction, and 11 points are needed for proficiency. Next steps will be determined based on interpreting the results.

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165 views

Evaluation Logic Model

The document outlines an internship project to improve reading proficiency within a Read to Achieve program. Key strategies include providing weekly collaborative planning between teachers and an instructional coach, monitoring instructional practices using student data, and focusing on guided reading. Evaluation questions assess the number of reading standards covered, importance of teacher comprehension strategies, and points needed for proficiency. Results show approximately 12 standards are covered, teacher understanding improves instruction, and 11 points are needed for proficiency. Next steps will be determined based on interpreting the results.

Uploaded by

api-295389435
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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NELA Evaluation Plan

(Name of Problem of Practice)


Internship Project Goals
I. Increase the number of proficient students within the Read to Achieve Program
II. Increase parent involvement with the instrument PEP learning
III. Teachers will also improve reading strategies within given text
Internship Project Strategies (What did you do?):
Provide weekly collaborative planning for teachers within Read to Achieve with Instructional coach.
1. Instructional coach facilitates collaborative planning weekly.
2. Instructional coach maintains logs for completion of varied completed reading standards
3. Monitoring instructional practices based on student benchmark data, formative assessment data, and
teacher observation.
4. Guided reading will continue to be the focal point of passage administration.
Activities:

Evaluation Questions
What do you need to know?
How many standards are covered
throughout the Read to Achieve
Portfolio? (Quantity)

Why is important for teachers


comprehension of strategies essential
in the ultimate outcome of Read to
Achieve?
What are the total number of points
students must have to meet the

Measures/Data Sources
How will you find out?
The number of standards
covered may be found in
the Student Portfolio
Implementation Guide
2015-16.

Results
What were the results?
The student Portfolio Implementation guide
provided the written requirements of
approximately 12 standards that are covered
through the portfolio Implementation plan.

Teacher Survey followed by


discussion.

During the Questionnaire provided to teachers


involved with Read to Achieve, teachers stated
that knowing and having a clear understanding
of strategies gave a greater ease in instruction
of practice passages.

On-line based scoring


rubric for RTA, and the

Students must have a minimum of eleven


points to achieve the given goal for Read to
1

requirements of Read to Achieve


(Quantity)

Student Portfolio
Implementation Guide.

Achieve. Minimum 11 points while the


maximum points is 15.

Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
Summary of Results (Interpretation of Data): Using the Hollister Elementary School RTA Portfolio Implementation Action
Plan helped serve as a guide for teachers, Coach, and students which gave the monitoring intervals for the completion of
each standard of the portfolio process.
Next Steps (Action Steps):

Internship Project Goals


Internship Project Outcomes (Why did you do it?):
A.
B.
C.
Evaluation Questions
What do you need to know?
What students are identified to
participate in the portfolio process?

Measures/Data Sources
How will you find out?
Review of the Reading
Portfolio Implementation
guide

What strategies were implemented


during guided reading to enhance
comprehension skills?

We chose the
R.U.N.N.E.R.S. strategy to
model implement and
monitor.

Results
What were the results?
The varied areas in which students are
selected and or exempt includes the good
Cause exemption and use of the BOG
assessment prior to the begin of the school
year.
The analysis from the use of the RUNNERS
model provided successful evidence that
students were proving successful with this
model.
2

Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
Summary of Results (Interpretation of Data):
Next Steps (Action Steps):

Program Logic Model: Read to Achieve


GOAL:

The intended outcome is to increase the number of proficient students within the Read to Achieve Program, increase parent
involvement with the instrument PEP and ultimatelygive students a better love of readingand learning. Teacherswill also improvereading
strategieswithin given text.
INPUTS

OUTPUTS
Activities

Existing Resources

Weekly read to
achieve passages

Formative
Assessment s

Leveled readers

Guided Reading

Runners

Teachers

Short Term

OUTCOMES
Intermediate

Long Term

(Years 1-2)

(Years 3-5)

(Beyond Year 5)

_____________

_______________

Provide strat egies from data from comprehensive


assessment s such as the Begin of Grade will be
used to identify students who are at state identified
reading levels, and t his inst rument will provide
information pert aining to portfolios and other
ongoing requirements.

Weekly
benchmark

1 teacher
1 Instructional
Coach

Daily five and weekly benchmarks will provide


continual assessing through f ormative
assessment s.

Peer Workshops
_____________

_______________

Guided Reading
Centers

1 Teacher

Peer Workshops will provide Enhanced


communication skills:

_____________

_______________

BOG Testing

2 Teachers

_____________

_______________

EOG Testing

2 Teachers

_____________

_______________

Benchmark
Portfolios

1 Teacher
1 Instructional
Coach

Reading 3D

Daily Five

1 teacher
1 Instructional
Coach

Talking with peers about their work can strengthen


students ability to articulate specific reactions and
suggestions.
Gu ided Reading
Small-group reading is a small-group, assistedliteracy experience in which the t eacher supports
and guides t he students with text on their
instructional level. The teacher helps students
develop an understanding of the text while
prompting them to apply strat egies they will need
to become independent readers. Each small-group
reading group consists of approximately two t o six
members. This small-group setting allows the
teacher to introduce a new text each day and to
ensure that the challenges are manageable. I t also
allows t he teacher to assist and support the
students as they respond to the text in varying
ways.

I Increased st udent
independence in the
underst anding of reading
3-D reading
comprehension passage
selection.

Independently leveled
reading with enriched
text features.

Increased literacy
experiences t hrough
small groups.

Increased benefits of
Guided Reading can be
streamlined to meet t he
individual needs of each
student within a group.
This is essential in
teaching a critical skill
such as reading.
Instruction is easily
managed in small
groups and the teacher
is able t o give individual
at tention and meet t he
students where they are,
moving them along so
they can progress with
confidence.

Sustainability and Integration

School, district, and


state leadership
act ively plan for and
implement systems that
support best practice,
include on-going
program monitoring
and evaluation, and are
inclusive of all
initiat ives.

Comprehensive
implementat ion
includes development
of a full cont inuum of
academic and social
support for all students.

Prof essional
development is
informed by teacher
and program
evaluation, targets
student learning and
specific skill
development, and is
sust ained by ongoing
networking and
coaching.

Intentional scale-up at
all levels is guided by
fidelit y of
implementat ion, which
honors local context
and culture, to ensure
expected outcomes.

RtI is implemented as a
framework for school
improvement under
which all initiatives are
intentionally integrated.

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