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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

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Saxon phonics evaluation executive summary

Saxon Phonics Evaluation: Executive Summary

Presented By:

Roland T. Coleman, Jr.

Ruth Ann Horn

Sherry Saunders


Introduction
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
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
Context

Influential Factors

  • Pilot

  • Rivalry

  • Competitive

  • Resistant

Assumptions

  • PALS scores low

  • Weak phonics

  • Scripted Text

  • Reduced remediation

  • Open to change





Findings

Recommendations


Training
Training

Findings

Recommendations

Provide varied trainings

Offer lead teacher workshops

Provide yearly updates

  • Details needed

  • Usage questions

  • Training needs

  • Essential Components

  • Patterned lessons


Usage
Usage

Findings

Recommendations

Improve fidelity

Integrate training models

Increase evaluation accountability

  • Component usage confusing

  • Inconsistent implementation


Resources and support
Resources and Support

Findings

Recommendations

Purchase books

Offer lead teacher workshops

  • Leveled books

  • Manipulatives and games


Impact on reading
Impact on Reading

Findings

Recommendations

Continue to use the program

Provide additional training

Monitor program

  • Positive impact on teaching reading

  • Positive impact on student achievement

  • PALS scores increased





Recommendations
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



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