NELA Evaluation Plan (Increasing Student Reading Achievement with RTI)

Internship Project Goals 1. 2nd Grade teachers will feel more confident matching reading interventions to students needs 2. Increase 2nd Grade reading achievement levels as measured by Reading 3D Internship Project Strategies (What did you do?): 1. Train 2nd Grade teachers to assess students reading abilities using Reading 3D 2. Train 2nd Grade teachers to analyze reading assessment data 3. 2nd Grade teachers will identify sources of interventions that correlate to the assessment Activities:

data

1. Trained 2nd Grade teachers to administer the Reading 3D benchmark and Progress Monitoring assessments to students 2. Trained 2nd Grade teachers to analyze Reading 3D assessment data 3. Trained 2nd Grade teachers to identify research-based intervention sources and match interventions to assessment data
Measures/Data Sources How will you find out? a. Sign-in sheets and agendas from training sessions b. Pre & Post training surveys using a Likert scale Results What were the results? a. 6 sessions were offered on administering Reading 3D and analyzing assessment data to group students for intervention, and all 5 second grade teachers attended all 6 training sessions. b. 4 teachers responded to the survey and 4 out of 5 teachers stated that they felt more confident administering the assessments after the trainings than they did before the trainings.

Evaluation Questions What do you need to know? Strategy 1 a. How many teachers attended training sessions on administering Reading 3D? How many training sessions were offered? (quantity) b. Do teachers feel more comfortable administering the assessments than they did before the training? (quality)

Strategy 2 a. How many teachers attended training sessions on data analysis? How many sessions were offered? (quantity) b. How comfortable do teachers feel analyzing student data? (quality)

a. Sign-in sheets and agendas from training sessions b. Pre & Post training surveys using a Likert scale

a. 3 training sessions were offered on data analysis, and all 5 second grade teachers attended all 3 sessions. b. 4 out of 5 teachers responded to the survey. On a scale of 1 to 5 with 1 being extremely unconfident and 5 being extremely confident, 2 teachers ranked themselves at a 2 and 2 teachers ranked themselves at a 3 before the training. After the training, 2 teachers rated themselves at a 5 and 2 teachers ranked themselves at a 4 in their confidence level of accurately analyzing student data. All teachers reported an increase in confidence. a. All 5 second grade teachers can identify at least two sources of research-based interventions.

Strategy 3 a. How many teachers can identify at least 2 resources for research-based reading interventions? (quantity)

a. Teacher surveys b. Teacher surveys using a Likert Scale

b. 4 out of 5 teachers responded to the survey. On a scale of 1 to 5 with 1 being extremely unconfident and 5 being extremely confident, I b. How comfortable do teachers feel teacher rated themselves as a 1, two teachers matching interventions to student rated themselves as a 2, and one teacher rated assessment data? (quality) themselves as a 4 before the training. After the training, 3 teachers rated themselves as a 5 and one teacher rated themselves as a 4. All teachers reported an increase in confidence. Decisions (Guiding Questions: What do the results mean? What are you going to do now?) Summary of Results (Interpretation of Data): Teachers feel more confident assessing students critical skill deficits in reading utilizing Reading 3D benchmark and progre ss

monitoring assessments All teachers are able to accurately assess student critical skill deficits based on benchmark data to determine if additional offgrade level assessments are needed to determine areas of need All teachers are able to accurately match students to intervention groups for critical skill deficits based on assessment data analysis

Next Steps (Action Steps): Train teachers to analyze individual student error patterns to determine missing sub-skills in order to better match interventions to specific sub-skill areas of need Train teachers to how to identify sources of research-based interventions Train teachers to analyze weekly progress monitoring data to determine effectiveness of individual interventions Provide reading content area professional development to teachers to help them better understand sub-skill developmental patterns for over-arching critical skills Internship Project Goals 1. 2nd Grade teachers will feel more confident matching reading interventions to students needs 2. Increase 2nd Grade reading achievement levels as measured by Reading 3D Internship Project Outcomes (Why did you do it?):

A. 2nd Grade teachers will assess students reading skills with fidelity B. 2nd grade teachers can match the critical reading skill to the associated assessment C. 2nd grade teachers will provide daily interventions to address the critical reading skill deficits
Evaluation Questions What do you need to know? Objective 1 a. How many teachers are able to give the reading assessments with fidelity? (quantity) Measures/Data Sources How will you find out? a. assessment completion reports b. fidelity checks by a trained trainer Results What were the results? a. Before the trainings began, none of the 5 teachers were giving the appropriate progress monitoring assessments to students before the training. After the training sessions, 4 out of 5 teachers were administering the correct progress

b. How accurately are teachers administering the assessments? (quality)

monitoring assessments at the appropriate frequency. b. Fidelity checks determined that all 5 teachers were accurately administering the assessments to students. a. All teachers progress monitored red students weekly, yellow students biweekly, and green students once every six weeks in their lowest identified skill areas. Teachers met every month to regroup students and provided interventions to students daily. b. Based on progress monitoring data and intervention grouping charts, all 5 teachers are placing all second grade students into the appropriate skill level intervention groups. a. All second grade students are participating in daily intervention groups to address their reading skill deficits. b. Of the 97 students in second grade, 17 were referred to the Student Support Team for working well below grade level. After interventions were provided daily, only 4 students were referred for evaluation by the EC department due to a lack of adequate growth.

Objective 2 a. How often do teachers assess students reading abilities and regroup students for intervention? (quantity) b. How well are teachers matching student interventions to students critical reading skill deficits? (quality)

a. weekly progress monitoring reports and weekly student intervention grouping charts b. student progress monitoring reports in Reading 3D

Objective 3 a. How many students participate in daily reading intervention groups to address reading skill deficits? (quantity) b. How effective were the interventions provided in increasing students proficiency levels in reading? (quality)

a. weekly student intervention logs b. Reading 3D student growth reports

Decisions (Guiding Questions: What do the results mean? What are you going to do now?) Summary of Results (Interpretation of Data): Teachers feel more confident assessing students critical skill deficits in reading utilizing Reading 3D benchmark and progress monitoring assessments

All teachers are able to accurately assess student critical skill deficits based on benchmark data to determine if additional offgrade level assessments are needed to determine areas of need All teachers are able to accurately match students to intervention groups for critical skill deficits based on assessment data analysis

Next Steps (Action Steps): Train teachers to analyze individual student error patterns to determine missing sub-skills in order to better match interventions to specific sub-skill areas of need Train teachers to how to identify sources of research-based interventions Train teachers to analyze weekly progress monitoring data to determine effectiveness of individual interventions Provide reading content area professional development to teachers to help them better understand sub-skill developmental patterns for over-arching critical skills

Strategies
1. Train 2nd Grade teachers to assess students reading abilities using Reading 3D 2. Train 2nd Grade teachers to analyze reading assessment data 3. 2nd Grade teachers will identify sources of interventions that correlate to the assessment data

Objectives
A. 2nd Grade teachers will assess students reading skills with fidelity II.

Goals
2nd Grade teachers will feel more confident matching interventions to student needs.

B. 2nd grade teachers can match the critical reading skill to the associated assessment C. 2nd grade teachers will provide daily interventions to address the critical reading skill deficits

I.

2nd Grade reading achievement will increase

Jennifer Berry Logic Model Increasing Student Reading Achievement with RTI