8/2/2019 S. Murphy Executive Summary Presentation Final

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Evalua&onofXtremeReading

Implementa&on

SeanMurphy

NorthEastLeadershipAcademy

Cohort1Spring2012,NCSU

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ProblemofPrac&ce

STRATEGIES OBJECTIVES ULTIMATEGOAL

A:Trainteachersonthe

13instruc&onalstages

usedyearlongascore

instruc&onalstrategies

Teachersknowanduse

research-based

strategieseffec&vely

D:Provideon-going

supportforXtreme

readingteachersand

students

Teachersdifferen&ate

instruc&on

Studentsuseliteracy

strategiesproficiently

At-riskstudents

aremore

confidentand

successful

readers.

Teachersknow

howtoreach

strugglinglearners

C:TrainteacherstousePossibleSelvesstrategy

Studentscollaborate

duringclass

B:Trainteacherson

researchbasedliteracy

strategiesthroughXtreme

ReadingProgram

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STRATEGIES Evalua5onQues5ons

A:The13instruc&onal

stagesprovidedan

instruc&onalrou&neof

pedagogicprac&ce

(thehow).

D:On-goingsupportfor

XtremeReadingteachers

andstudentsincluded

coaching,planning

assistanceandmodeling.

Forthepurposeoftheproject,resultswereinsignificant.

C:PossibleSelveswasamo&va&onal

strategy.

Onhowmanystrategieswere

teacherstrained?B:XtremeReading

included8research-based

literacystrategies

explicitlytaughtto

students(thewhat).

Howmanyhourswerespenttraining

teacherson13stagesofinstruc9on?

Howmanyhourswerespent

suppor,ngteachersonthe13stages

ofinstruc9on?

Didtheteachersthinkthesessionwas

ofhighquality?

Howmanyprofessionaldevelopment

trainingsessionsweregiven?

Towhatextentdidteachersthinkthe

trainingswereusefulfortheirinstruc9on?

Howmanyhoursofsupportwere

providedforthestrategies?

Howsupporteddidteachersfeel

duringtheprocess?

Trainingagendas

Supportlogs

ProfessionalDevelopment

Ques&onnaire

LikertScale

FocusGroup

Trainingagendas

Supportlogs

ProfessionalDevelopment

Ques&onnaire

Data

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Objec5ves Evalua5onQues5ons

1:Teacherscanexplicitly

teachliteracystrategies

tostudents(thewhat).

4:Studentsuseliteracy

strategiesproficiently

HowoEendostudentscollaborateduring

class?

3:Studentscollaborate

duringclass,aslaidoutin

the13instruc&onalstages

(thehow).

HowoEendoteachersdifferen9ate

instruc9on?

2:Teachersdifferen&ateinstruc&on,aslaidoutin

the13Instruc&onalStages

(thehow).

Howconfidentdoteachersfeelusing

research-basedstrategies?

HowoEendoteachersuseresearch-

basedstrategies?

Howmanystudentsusedthe

strategiesproficiently?

ProfessionalDevelopment

Ques&onnaire

LearningStrategiesWalk

ThroughRubric

TeacherSelf-ReportSurvey

Pre-PostAssessmentsfor

EachStrategy

Retrospec&vePre/Post

StudentSurvey

Data

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Results

Accordingtotrainingagendas,teachersreceivedapproximately4hoursoftrainingonthe13stagesofinstruc&onatthebeginningoftheyear.

Accordingtothesupportlogs,teachersreceived7hoursofsupportspecificallyregardingteacherprac&ces(13stagesofinstruc&on).Teachersdidnotreceivesupportfor13stagesofinstruc&on(asawholemodel)a`erini&altraining.However,therewasspecificsupportfordifferen&a&onandstudentcollabora&on.Fortheformerteachingstrategy,Iprovided3hoursofsupport(mainlythroughdirec&vesupportandmodeling)andcurriculumcoaches

provided.5hours.Teachersreceived1hourofsupportonstudentcollabora&onfrommyselfand2.5hoursofsupportfromcoaches.

A:The13instruc&onalstagesprovidedaninstruc&onalrou&neofpedagogicallyprac&ce(thehow)

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Results

Teachersweretrainedonatotalof3strategiesduringthefirstsemesterofimplementa&on,conductedover4trainingsessions.Teachersreceivedatotalof12hoursoftrainingeachduringtheFallSemester.Teachersweretrainedon2

strategiesfromJanuarythroughMarchin3trainingsessions,totaling8hoursforeachteacher.

Overthecourseofthesemesterteachersweretrainedonliteracystrategies.Theirreac&onwasmixed.Duringthe

firstsession,1outof3teachersstronglyagreedthattrainingwasusefulfortheirinstruc&on,2/3disagreed.Forthesecondsession,1/3stronglyagreedand2/3agreed.Withthethirdsession,allteachersstronglydisagreedthatitwasuseful.Allagreedthefourthsessionwasuseful.

B:XtremeReadingincluded8research-basedliteracystrategiesexplicitlytaughttostudents(thewhat)

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Results

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Results

Ques&onnairesshowedthat3/3teachersfeltconfidentandpreparedtoteachthePossibleSelvesstrategya`ertraining.

Accordingtointerviews,teacherswereintroducedanddiscussedhowtousePossibleSelvesstrategiesintheclassroom.SharingofPossibleSelveslessonswasfacilitatedby

administra&onduringweeklyPLCsessions.Only1lessonwasshared,studentar&factswerecollectedbutnotreviewed.

C:PossibleSelveswasamo&va&onalstrategy.

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Results

Supportlogsshowedadministra&onprovided26hoursofsupporteitherindividuallyorwithXtremeteachersasaPLC,overthecourseoftheschoolyear.Supportcameintheformofcoaching,modelingandfacilita&ngplanning.UniversityofKansascoachesprovided6hours.Supportincludedcoachingandfacilita&ngplanning.

Accordingtoself-reportlikertscales,3outof3teachersstronglyagreedthatadministratorspreparedthemforimplemen&ngstrategies.Theyalsostronglyagreedthatadministra&onsupplied

adequateon-goingsupporttoeffec&velyteachstrategies.However,thefeelingsaboutcurriculumcoacheswerelessenthusias&c.2teachersagreedthatthecoachespreparedthemforimplemen&ngstrategiesand1disagreed.Regardingtheon-goingsupportfromcurriculumcoaches,1teacherfeltneutralaboutthelevelofsupportand2feltinadequatelysupported.

Ina30-minutefocusgroup,teachersvoicednega&vefeelingstowardsupport18&mesandposi&vefeelingstowardsupport6&mes.Itwasstatedthatmoreon-goingsupportandcoachingwasneededa`erini&altraining.Specifically,teachersfeltneglected,abandoned,andusedbythecurriculumcoachesa`ertraining.Theygenerallyagreedthatadministra&onprovidedon-going

support(4of6posi&vecommentsweredirectedtowardadministra&on).

D:On-goingsupportforXtremereadingteachersandstudentsincludedcoaching,planningassistanceandmodeling.

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Results

Basedonsurveydata,66%ofteacherstheystronglyagreedthattheywereconfidentteachingthreeoutoffourofthestrategiestheyreceivedtraining.TheywereleastconfidentteachingtheWordIDstrategy.In

comments,teacherssaidthistrainingwasineffec&vebecauseitwasconductedvirtuallythroughFaceTimelink.

26copiesoftheLearningStrategiesWalkThroughrubricshowedthatteacherswereusingresearch-basedstrategieson12occasions;4inJanuary,6inFebruary,2inMarch.

1:Teacherscanexplicitlyteachliteracystrategiestostudents(thewhat)

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Results

Accordingto26copiesoftheLearningStrategiesWalkThroughRubric,teachers

differen&atedinstruc&on18&mes;2inJanuary,6inFebruaryand10inMarch.

Differen&a&onconsistedofpurposeful

organiza&onofgroupwork,leveledtexts,task

varietyandindividualsupport.

2:Teachersdifferen&ateinstruc&on,aslaidoutinthe13Instruc&onalStages(thehow)

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Results

Accordingtoaretrospec&vepre/postsurvey,XtremeReadingstudentssaidthenumberof&mestheycollaboratedintheclassroomincreasedfromthefirstdaysofschooltothemiddleofspring.Specifically,inresponsetoapromptasking,howo`endidyoucollaboratethebeginningoftheschoolyear,33%responded

aboutonceaweek,29%respondedonceortwiceaweekand14%collaboratedeveryday.Inthesamesurvey,apromptaskedstudent,howo`endoyoucollaboratenow?20%ofstudentsmarkedthattheycollaboratedonceaweek,42%reportedonceortwiceaweekand25%saidtheycollaboratedeveryday.

In26copiesoftheLearningStrategiesWalkThroughRubrictakenfromDecember-March,studentswerecollabora&ng18&mes.Collabora&onconsistedofstudentpaired-reading8&mesandcollabora&ononprojects10&mes.2inJanuary,6inFebruary,10inMarch.

3:Studentscollaborateduringclass,aslaidoutinthe13instruc&onalstages(thehow)

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Results

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Results

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Recommenda&ons:Strategies

ProvideMoreSpiraledSupportfor13StagesofInstruc5on:Onemajorlessonlearned,inreflec&on,wasthenecessityforclarifyingtheneedforinstruc9onalchange.OneofthereasonsXtremeReadingwaschosenasaninterven&onprogramwasthatitrequireddifferen&atedandcollabora&vework.Atthe&meofini&altrainingitwasassumedthatthiswasalreadyarou&ne,tosomeextent,intheclassrooms.Thus,teachersdidnothaveampletrainingoneffec&vepedagogy,aspresentedinthe13instruc&onalstagesrou&ne.Informalandformalobserva&onsshowedthatSouthJohnstonteachersreliedheavilyondirectinstruc&onandassessment.Thiswastruebothbeforeanda`ertheprogram,provingtheneedtomeasuretheamountofdifferen&atedinstruc&onandcollabora&vework.Inpreparingfornextyearsimplementa&on,muchconsidera&onandfocusedsupportshouldbegivenoninstruc9onalchange.

Offermoresupport.Threemajorchangesshouldbemadeinsuppor&ngmethods:1)Frontloadsupport,2)Offermoreongoingsupport,3)Makesupportmoredirec&ve.First,a`erconsul&ngwiththeKUcoaches,itisclearthatamountofsupportshouldbemorefrontloadednextyear,withconsistentvisitsandupdatesduringthefirstquarter.Second,whiletheamountofsupportmightdecreaseinthesecondsemester,openandregulardialogueshouldpersistthroughouttheimplementa&on(includinganalysisofdatacollected).Thethirdpointwillbediscussedinmoredetailbelow.Atthispoint,though,itisworthmen&oningthatsupportshouldbemorerootedinthematerialsandincludespecificfollow-upabouthowinstruc&oncanbeimproved.

ManagetheTransi5on.Inhindsight,itisclearthatthetransi&onfromshouldhavebeenplannedandmanagedmoreeffec&vely.Manyoftheteachersmadeitclearinsupportsessionsthattheywereunfamiliarwithspecificstrategies.Theyvoicedapprehensionwithteachingreadingstrategiesexplicitlyandhadahard&melenggooftradi&onalinstruc&onalprac&ces(predominatelylectureandtest).Thiscouldbeexpected,butplansshouldhaveincludingpathwaysforward,includingmethodsforcelebra&ngaccomplishmentsandacknowledgingareasforimprovement.

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Recommenda&ons:Objec&ves

U5lizetheprogramsresources.Thiswasalludedtoaboveintheoffermoredirec&vesupportbullet.TheXtremeReadingprogramhasavastamountofresources,includinglessonplans,pacingoutlines,andforma&veassessmentsthatcaninforminstruc&on.Yet,almostallofthesupportweoffered(especiallyinthebeginningoftheyear)didnotputthesematerialstouse.Onaregularbasis,administra&onand/orinstruc&onalcoachesshouldsitdownwiththeteachersandthematerials.Thiscanbeusedtogroundconversa&on.Teachersshouldreflectonhowcloselytheirplanningandpedagogyfollowtheguidelines.Ofcourse,teachersshouldhavetheautonomyto

makemodifica&ons;however,theymustknowwhatthestandardlookslikeandtryadheringtotheprogramasitisdesigned.

MakeGoalsClearerandMoreProminent:Inretrospect,theoutcomesfortheprogramshouldvebeenframedinbothteacherandstudentterms.Weweretryingtochangeinstruc&onalhabitsasmuchascontent.However,thisisamoredelicateprocess,asformerteachinghabitswerealreadyinplace,demandingaen&ontothetransi&on.Whatsmore,theen&reinstruc&onalcycleshouldhavebeenemphasized,sothatteacherswereconstantlyremindedhowdifferen&atedteachingandcollabora&velearningfitintotheframeworkforteaching.Oncethegoalswerestatedmoreclearly,systemsshouldbeinplacetoregularlymonitorprogress.Thewalkthroughformcouldhavebeenusedmoreconsistentlywithteachers,anchoringcoachingconversa&ons.

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Evalua&onReflec&ons

Dontasksomanyques9ons.Tobeembarrassinglyhonest,IdidntmeanforthisPowerPointtobethislong.However,byaskingsomanyques&ons,Ile`myselfwithlilechoice.IrememberDr.Cornsaying,Keepitsimple,youllhavetocollectdataoneverythingyouask.Well,Iguesswelearnfromexperience.

Stopandsmellthedata.IwaitedtoolongtoreallystartanalyzingthedataIwascollec&ng.IfIhadstartedearlier,Iwouldveno&cedapaern(contentnotchanging,pedagogychanging)earlieron.Thiscouldhaveshapedstudentinterven&onsandteachersupport.

Senseofefficacyfromunderstandingtheprocess. Ingeneral,Ididnthavetheslightestideaabouthowtoconductanprogram

evalua&on.Thisprojectshelpedmetakethelong-view.Byseeinghowtheen&recycleiscompleted,Illbemorepreparedeverystepoftheway,fromplanningtoreflec&on.