Transcript Saxon Phonics Evaluation: Executive Summary

Saxon Phonics
Evaluation:
Executive
Summary
Presented By:
Roland T. Coleman, Jr.
Ruth Ann Horn
Sherry Saunders
Introduction
 Program
search to address the reading
needs
 Saxon Phonics and Spelling (Saxon)
program was chosen
 No formal evaluation has taken place
 Purpose of this evaluation is to assess
Saxon Phonics planning and
implementation
Evaluation Questions
 How
effectively were the teachers’ needs
met in the Saxon Phonics training?
 To what extent are teachers using the
components of this program?
 What resources or support are needed to
enhance and sustain the program?
 How has the program usage affected
reading achievement for all students?
Context
Influential Factors
 Pilot
 Rivalry
 Competitive
 Resistant
Assumptions
 PALS
scores low
 Weak phonics
 Scripted Text
 Reduced
remediation
 Open to change
Review of Literature
Evaluation Procedure
Teacher Focus Groups
Themes
Information Needed
Data Collection
Analysis
Logic Model
Inputs
Outcomes
Outputs
Findings
Usage
Training
Resources
Impact
Recommendations
Training
Findings
 Details
needed
 Usage questions
 Training needs
 Essential
Components
 Patterned lessons
Recommendations
 Provide
varied
trainings
 Offer lead teacher
workshops
 Provide yearly
updates
Usage
Findings
 Component
Recommendations
usage
confusing
 Inconsistent
implementation
 Improve
fidelity
 Integrate training
models
 Increase
evaluation
accountability
Resources and Support
Findings
 Leveled
books
 Manipulatives and
games
Recommendations
 Purchase
books
 Offer lead teacher
workshops
Impact on Reading
Findings
 Positive
impact on
teaching reading
 Positive impact on
student
achievement
 PALS scores
increased
Recommendations
 Continue
to use
the program
 Provide additional
training
 Monitor program
PALS Achievement Data
100%
97%
90%
93%
80%
84%
70%
71%
73%
60%
ES2 Grade 1
58%
ES1 Grade 1
50%
ES2 Grade 2
40%
ES1 Grade 2
30%
20%
10%
0%
2007
2008
2009
2010
2011
2012
Conclusion
1
•Plan for appropriate training
2
•Identify and model effective
usage
3
•Continue and monitor use of
program
Limitations
Supervisor
Bias
Data
Validity
Time
Recommendations
 Solicit
outside evaluators
 Use observations
 Allow adequate time for focus groups
 Consider training, perceptions, usage,
and student achievement as components
of future implementation models
Questions?