1 / 19

A Program Evaluation: The Saturday C.A.T.C.H. Academy

A Program Evaluation: The Saturday C.A.T.C.H. Academy. Jessica Cockroft – EDUC 711: Dr. Sopko. Agenda. What is Peer T utoring? Research behind peer tutoring What is a Program Evaluation? What is the Saturday C.A.T.C.H. Academy? How will I utilize data to evaluate the program?.

prescott-solomon
Download Presentation

A Program Evaluation: The Saturday C.A.T.C.H. Academy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A Program Evaluation: The Saturday C.A.T.C.H. Academy Jessica Cockroft – EDUC 711: Dr. Sopko

  2. Agenda • What is Peer Tutoring? • Research behind peer tutoring • What is a Program Evaluation? • What is the Saturday C.A.T.C.H. Academy? • How will I utilize data to evaluate the program?

  3. What is Peer Tutoring? • Peer tutoring is a flexible, peer-mediated strategy that involves students serving as academic tutors and tutees. (Council for Learning Disabilities, 2012) • “…A system of instruction in which learners help each other and learn (themselves) by teaching.” (Goodlad & Hirst, 1989, p.13) Cost-Effective!

  4. Most Frequently Used Peer-Tutoring Programs • Classwide Peer Tutoring (CWPT) • Cross-age Peer Tutoring • Peer Assisted Learning Strategies (PALS) • Reciprocal Peer Tutoring (RPT • Same-age Peer Tutoring***

  5. What does the research say about the benefits of Peer-Tutoring Programs? Academic Benefits • Reading Fluency • Mathematics Improvements Personal/Social Benefits • Self-Esteem • Self-worth, as a result of helping others

  6. Academic Benefits • Sixth-grade tutees made significant improvements in overall oral reading as a result of a 10-step reading intervention conducted by seventh-graders. • Dufrene, Horn, McButt, Olmi, Reisener & Zoder-Martell (2010) • PALS was implemented in ten first-grade classrooms for 16 weeks. This class-wide tutoring approach was responsible for increasing student performance by two percentile points on the Stanford Achievement Test for mathematics. • Fuchs, Fuchs, Powell & Yazdian, 2002

  7. Personal/Social Benefits • A meta-analysis of findings on peer-tutoring programs found that of the 65 analyzed studies, seven studies found that self-concepts were more favorable for students in classrooms with tutoring programs. • Cohen, Kulik & Kulik(1982) • Researches analyzed Pair Reading (PR), an application of peer tutoring, on self-esteem levels amongst elementary-aged students. Significant gains were found for tutors and tutees in the same-aged and cross-aged conditionson the Rosenberg Self-Esteem Scale (RSES). • Miller, Thurston & Topping (2010)

  8. What is a Program Evaluation? • Purpose: Provide the basis for making judgments about the effectiveness of a program • Daniels, Scottt & Sheperis, 2010 • Consumer-Oriented: Students, both mentors and mentees, are the main consumers of the program evaluation • Results are shared with stakeholders • Goal-free Model: provide consumers with an unbiased and complete view of the program through use of data and program testing

  9. What is the Saturday C.A.T.C.H. Academy? • A FREE, 11-week, peer-tutoring program • Meets every Saturday, from 10am-12pm, from January to May • Utilizes high-achieving mentors and supervising teachers to mentor students in need of academic instruction and guidance • Includes all grade levels and all subject areas, including End-of-Grade (EOG) preparation • Provides transportation to accommodate familial needs • An out-of-school component of C.A.T.C.H., implemented and established at Carrington Middle School in Durham, NC in 2010

  10. Incorporating Data to Evaluate the Saturday C.A.T.C.H. Academy • Behavioral Indicators: A specific behavior an individual (program participant) exhibits that may be observed and counted (Daniels et al., 2010) • Attendance Data • Academic Data • Self-Esteem • Opinion Surveys • Give to Students, Teachers, and Tutors

  11. Attendance Data • Students are required to check-in to each Saturday session • Stakeholders will analyze attendance data to: • Determine patterns of attendance • Determine if increased publicity is needed • Determine over or underrepresentation of grade levels

  12. Academic Development& Achievement • Mentors/Mentees monitor academic progress over the 11-weeks • A supervising educator at CMS works with PowerSchool to provide information on grades and missing assignments for students • It is hopeful that grades will improve from 2nd to 4th quarter

  13. Self-Esteem Data • Mentors/Mentees will fill out the Rosenberg Self-Esteem Scale (RSES) (Rosenberg, 1965) before and after the 11-weeks • RSES: • Ten-item scale that analyzes global self-worth by measuring both positive and negative feelings about the self. • A reliable and valid instrument • A self-reporting and self-scoring measure • It is hopeful that both mentors and mentees will show increased levels of self-esteem • Align with research

  14. RSES:

  15. Opinion Surveys • 3 different surveys distributed to: • ALL students and teachers at CMS • Mentors • Created based on research conducted by Boes & Grubbs (2009) • Meant to obtain feedback and determine areas of improvement

  16. Student Survey

  17. Teacher Survey

  18. MentorSurvey

  19. Questions/Comments?Thank you for listening!

More Related