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

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Logic model xtreme reading

Logic Model: “Xtreme Reading”

South Johnston High School


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


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


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?


  • 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


  • 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?


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