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Reading First Internal Evaluation Leadership Tuesday 2/3/03

The Oregon Reading First program focuses on evaluating student reading progress and building capacity at various educational levels. It aims to provide high-quality reading programs and support schools in implementing sustainable practices. The internal evaluation comprises two components: Research-Based Instruction, Materials, and Activities, and Professional Development. These components emphasize fidelity of implementation, lesson planning, teacher surveys, and student reading achievement through tools like DIBELS and SAT-10 assessments. The program also aims to establish a comprehensive student reading database for effective monitoring and analysis.

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Reading First Internal Evaluation Leadership Tuesday 2/3/03

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  1. 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

  2. 3 Components of Federal Reading First Reporting Requirements Student Reading Achievement Professional Development Research-Based Instruction, Materials, and Activities

  3. External Evaluation: Texas Center for Reading and Language Arts Summative purposes Internal evaluation: Oregon Reading First Center Formative purposes Two Evaluation Components of Oregon Reading First

  4. 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)

  5. 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 Framework for the Internal Evaluation

  6. Summary of Effectiveness

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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/ Oregon Reading First Interconnected Websites

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