Logic Model: “ Xtreme Reading”

1. Logic Model: “Xtreme Reading” South Johnston High School

2. STRATEGIES ULTIMATE GOAL OBJECTIVES A: Train teachers on the 13 instructional stages used year long as core instructional strategies Teachers know and use research-based strategies effectively Teachers know how to reach struggling learners Teachers differentiate instruction B: Train teachers on research based literacy strategies through Xtreme Reading Program At-risk students are more confident and successful readers. Students collaborate during class C: Train teachers to use Possible Selves strategy Students use literacy strategies proficiently D: Provide on-going support for Xtreme reading teachers and students

3. Data Sources STRATEGIES Evaluation Questions How many hours were spent training teachers on 13 stages of instruction? • Training agendas A: The 13 instructional stages provided an instructional routine of pedagogically practice (the “how”) How many hours were spent supporting teachers on the 13 stages of instruction? • Support logs • Professional Development Questionnaire Did the teachers think the session was of high quality? On how many strategies were teachers trained? • Training agendas B:XtremeReading included 8 research-based literacy strategies explicitly taught to students (the “what”) How many professional development training sessions were given? • Support logs • Professional Development Questionnaire To what extent did teachers think the trainings were useful for their instruction? C: Possible Selves was a motivational strategy. For the purpose of the project, results were insignificant D: On-going support for Xtremereading teachers and students included coaching, planning assistance and modeling. How many hours of support were provided for the strategies? Likert Scale How supported did teachers feel during the process? Focus Group

4. Data Sources Objectives Evaluation Questions How confident do teachers feel using research-based strategies? 1:Teachers can explicitly teach literacy strategies to students (the “what”) How often do teachers use research-based strategies? • Professional Development Questionnaire • Teacher Self-Report Survey 2: Teachers differentiate instruction, as laid out in the 13 Instructional Stages (the “how”) • Learning Strategies Walk Through Rubric How often do teachers differentiate instruction? • Retrospective Pre/Post Student Survey • Pre-Post Assessments for Each Strategy 3:Students collaborate during class, as laid out in the 13 instructional stages (the “how”) How often do students collaborate during class? 4: Students use literacy strategies proficiently  How many students used the strategies proficiently?

5. Implementation Questions: • Strategy A: • Quantity: How many students were selected for Xtreme Reading classes? How many times did teachers use 13 stages of instruction? How many sessions were provided on the 13 stages of instruction? How many support sessions were provided on the 13 stages of instruction? • Quality: Did the teachers think the session was of high quality? (quality) • Strategy B: • Quantity: On how many strategies were teachers trained? How many professional development training sessions were given? What percentage of trainings did Xtreme Teachers attend? What were the total number of training hours given to teachers? • Quality: How did teachers rate each training? To what extent did teachers think the trainings were useful for their instruction? • Strategy C: • Quantity: To what extent did the session include an introduction to Possible Selves, discussion of how to use Possible Selves in the classroom, and sharing lessons that used Possible Selves? (quality) • Quality: How did teachers rate the quality of the training? • Strategy D: • Quantity: How many support sessions were given? What? • Quality: Did the teachers rate th

6. Impact Questions: • Objective 1: • Quantity: What percentage of Xtreme teachers “agreed” or “strongly agreed” that their mentor is a positive, supportive role model? • Quality: What did the A.B. Combs students like best and least about their mentors? • Objective 2: • Quantity: What percentage of A.B. Combs students rated themselves higher on a pre-and post-survey in the four key areas after the program? What percentage of A.B. Combs teachers rated Camp Pack students higher on a pre-and post-survey in the four key areas after the program? How often do students report using the four key skills? • Quality: To what extent do students believe that their skills in the four key areas increased? What skills do students say they use in their academic work? • Ultimate Goal: • Quantity: What percentage of A.B. Combs students met their growth goals in reading? In math? • Quality: What elements of the Camp Pack program do students say contributed most to their growth?