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Agency Evaluation (2)
 

Agency Evaluation (2)

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    Agency Evaluation (2) Agency Evaluation (2) Document Transcript

    • Evaluating Read Naturally <br />A Reading Intervention Program <br />Currently Used at Douglas Intermediate School<br />Jessica Hollon<br />ADED 5610<br />Prepared for <br />Ms. Shelly DeJean<br />Douglas Intermediate School Principal<br />November 28, 2009<br />Abstract <br />The purpose of this evaluation is to determine whether the program Read Naturally, is a useful intervention for Douglas Intermediate School in Douglas, Wyoming. The school is currently using the Read Naturally program as a tier one intervention on the RTI (Response to Intervention) scale. This means that when a child is experiencing difficulties in the classroom in this subject area, after classroom interventions done by the teacher, the student is then referred to the Read Naturally program. <br />In order for the Read Naturally program to be beneficial to all stakeholders of this intervention, it needs to be aiding in the higher reading achievement of the referred students. This evaluation will study how the Read Naturally program is currently functioning.<br />Introduction <br />The purpose of this evaluation is to determine how the Read Naturally reading intervention program is impacting students, teachers, and parents of Douglas Intermediate School. If the program is successful in raising struggling students’ reading scores on in class assignments, then these students, parents, and teachers will all be positively benefitting from the program. However, if it is not making a significant impact on the students, and therefore the teachers and parents, then the monetary cost of running the program, and the cost of time both on the part of students and teachers running and participating in the program along with the time lost on another possible interventions may be a negative effect. It is the goal of this evaluation to find out whether the Read Naturally program is beneficial as it is currently being used at Douglas Intermediate School.<br />Stakeholders <br />Students: <br />Douglas Intermediate School is a third through fifth grade school, with 382 students. Among this student population, there are a currently 64 students who have been identified as struggling readers and who attend the Read Naturally program. This group makes up the primary stakeholders in the program. The students themselves put in the time with the program in the hopes of seeing their reading improve. <br />Teachers:<br />The 19 classroom teachers at Douglas Intermediate School who are currently referring students to the Read Naturally program are also stakeholders. It is through this program that they hope to get struggling readers more help then they can give on a daily basis. <br />Parents:<br />Also amongst the stakeholder of this program are the parents of the students who attend. This group of stakeholders need to be included, because of the age of the student stakeholders. It is the parents who make the finally decision of their child attend the program once students are referred by teachers. <br />Program Goals<br />The goals of the Read Naturally program are set out by the school administration as such:<br /> To heighten students’ reading performance on a daily basis within the regular educational classroom.<br />To prevent students’ from needing additional reading intervention in the future.<br />Current Usage <br />All students grades three through five at Douglas Intermediate school are given the DIBBELS reading fluency test at the beginning of each year. This test calculates words per minute a student reads from an unfamiliar passage at grade level vocabulary. The DIBBELS test has pre determined benchmarks for third, fourth, and fifth grade words per minute scores, and if a student does not meet this benchmark when tested, the student is put on a list of students to watch that is given to the classroom teacher.<br />Once a student is on the watch list, the classroom teachers monitor their fluency, comprehension, and reading progress and may in some cases give modified lessons and work to these students. Teachers may also at this time put into place in classroom interventions such as reading tests to students, or teaching specific reading skills where these particular students have a deficiency.<br />Once a teacher goes through these steps, if they do not think the student is making adequate progress, and the student’s monthly DIBBELS test is still below grade level benchmark, then the student is referred to the Read Naturally intervention program. <br />A student referred to this program is admitted to the program after parental consent of their participation is obtained by the school. Once in the program, the student’s teacher sets up a time for them to attend a thirty minute block of time with the Read Naturally computer lab monitor each school day.<br />Student who attend Rea Naturally are given the DIBBELS test on a weekly, instead of a monthly schedule to continue to monitor progress. Classroom teachers also continue to monitor daily progress of the students. <br />Evaluation Methodology <br />In order to evaluate the effectiveness of the Read Naturally program, 20 of the 64 student participants were chosen at random to be tracked. Their daily attendance, attitudes toward reading and the program and school in general, as well as their weekly DIBBELS scores and their classroom reading grades were all taken into consideration. This was done through a survey given to the students, as well as gathering information on their attendance and scores from teachers and Read Naturally facilitators.<br />The teachers, as well as the parents of the 20 randomly selected students were also given a survey to gage their thoughts and feeling of the Read Naturally Program. (see appendix 1 for the student survey, appendix 2 for the teacher survey, and appendix 3 for the parent survey).<br />Evaluation Results <br />The graph below shows students’ attendance to the program (listed as so many days out of 46 total- next to student identification number)., The graph also plots the students’ reading fluency progress monitoring scores (DIBBELS), and their quarter one classroom grades in reading (also next to student identification number). It should be noted that the students are from third grade (students 1-7) fourth grade (students 8-14) and fifth grade (students 15-20).<br /> <br />The results of the surveys given to all stakeholders were mixed. All of the parents reported being satisfied that the school was taking steps to help their children, and that they though the program was being successful. The teachers were split down the middle, with 9 teachers thinking that the Read Naturally program was helping their students and 10 thinking that it may not be helping at all. Out of this ten, 9 teachers reported that the time they had to schedule the intervention interfered with classroom instruction and was hurting the student because they were missing out on that instruction.<br />The student survey was very interesting. Most students reported that they didn’t mind going to the Read Naturally program, however; 16 out of 20 students reported that they felt bad at reading, and the 4 students who did not report this (students 2, 3, 19, and 20) are the students who are making study improvement on their fluency and who have attended the most regularly.<br />Evaluation Conclusion<br />After evaluating the data, it has been concluded that continuous attendance in the Read Naturally program is most likely, combined with attitude toward reading helping students improve. Since all teachers surveyed grade classroom assignments differently, and since fluency is not the only indicator of reading success within school it is much to presumptuous to determine with one hundred percent accuracy that the Read Naturally program is what is help the students improve in class and on daily reading assignments. There are too many other variables, such as home support, teacher/student dynamics, student health, and individual differences in teacher grading that influence student’s performance. It can be concluded, that Read Naturally seems to be working for those students who come regularly, but it cannot be said that the Read Naturally program is the only solution to raising students reading achievement and attitudes. <br />Appendix A <br />Read Naturally Student Survey<br />Please answer honestly, so that we can see how you are feeling about this program.<br />Name___________________<br />Are you a good reader? Yes No<br />Do you like going to Read Naturally? Yes No<br />Would you rather go to Read Naturally at a different time of day? Yes No<br />Do you think Read Naturally is helping you with your schoolwork? Yes No<br />Do you think Read Naturally is helping you get a better reading grade? Yes No<br />Appendix B <br />Read Naturally Teacher Survey<br />Please answer honestly, and to the best of your ability. The aim of this survey is to hopefully improve upon the Read Naturally Program. Thank you for your input.<br />Name of students in the Read Naturally program:___________________________________<br />______________________________________________________________________________<br />Time of day your students attend the program:_____________________________________<br />Would you say the program has been successful for all of your students? Yes No<br />Would you say the program has been successful to any of your students? Yes No<br />What other interventions do you currently use for any or all of these students within your own classroom? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________<br />Appendix C<br />Read Naturally Parent Survey<br />Dear Parent:<br />You have recently given permission for your student to attend the Read Naturally intervention program at DIS. In order to continue to serve you and your student, please fill out, and have your student return this survey to their Read Naturally teacher. Thank you for your participation.<br />Do you think the Read Naturally program is helping your student improve upon their reading skills? Yes No<br />Do you feel as though the regular education class time your student is missing to attend Read Naturally is justified? Yes No<br />Do you currently do anything at home to help your child improve upon their reading skills? (Such as read together, talk about books, encourage reading, help with homework, etc.) Please list below any and all things you do to help your child at home.<br />____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ <br />