Edith Cowan University The Fogarty Learning Centre School

Edith Cowan University The Fogarty Learning Centre School

Edith Cowan University The Fogarty Learning Centre School of Education Module 5 Session 2 Sharing Literacy Interventions Assoc Prof Deslea Konza Edith Cowan University The Fogarty Learning Centre School of Education Sharing Literacy Interventions School stories in progress Aims

Module 2 have a working understanding of up to six school literacy interventions share benefits and problems associated with those interventions make tentative judgments about the value of particular intervention actions Edith Cowan University The Fogarty Learning Centre School of Education Sharing Literacy Interventions Table discussions - groups of six Appoint Chair and timekeeper

Each participant has 10 minutes Module 2 Distribute one-pager Outline intervention purpose, evidence used, what is being done, teaching and learning outcomes to date Provide opportunity for questions Edith Cowan University The Fogarty Learning Centre School of Education Sharing Literacy Interventions Group summary using Sharing Interventions Our Discussion Findings sheet Module 2

Common features of interventions Benefits Problems Common leadership issues Session summary and conclusion Collection of one-pagers and summary sheet Edith Cowan University The Fogarty Learning Centre School of Education Module 5 Session 4 Evaluating Literacy Intervention: Building the Evidence-Based Picture Assoc Prof Deslea Konza

Edith Cowan University The Fogarty Learning Centre School of Education SESSION 4 Introduction What questions should be asked? Module What data can be collected to answer the questions? Need to consider wide range of information sources Need to collect data on continuing basis 2

Edith Cowan University The Fogarty Learning Centre School of Education Areas of focus 1. 2. 3. 4. 5. Student achievement Teacher knowledge Teacher practice School-wide systems Spillover effects

Module 2 Edith Cowan University The Fogarty Learning Centre School of Education 1. Student achievement How can you evaluate effects of literacy interventions? Module What measures can you use? What other evidence can you use? 2 Edith Cowan University

The Fogarty Learning Centre School of Education Student achievement cont. Standardised instruments Teacher-made assessments; teacher Module judgements Student work samples/portfolios quality? volume? reading more? More difficult texts? 2 Edith Cowan University

The Fogarty Learning Centre School of Education Student achievement cont. Opinion of experienced teachers? Children moving through RR levels more Module quickly? Is comprehension improving in AL? Are children progressing more quickly in alphabetic knowledge? Cite or include examples of Student portfolios Dated student work samples 2

Edith Cowan University The Fogarty Learning Centre School of Education Student achievement cont What evidence can other other professionals provide Module 2 Examine SP, OT, Literacy Specialist, ESL reports Interview or survey other professionals What are the perceptions of parents, paraprofessionals and volunteers and students? Children more enthusiastic? More willing? Reading more?

Using better vocabulary? Edith Cowan University The Fogarty Learning Centre School of Education 2. Teacher knowledge How can you determine changes in teacher knowledge? Module 2 What evidence can you collect? What evidence can you Edith Cowan University The Fogarty Learning Centre

School of Education Teacher knowledge Have teacher conversations changed? Is different language being used? Module Are more accurate terms being used? Different contributions to staff meetings? What evidence can you 2 Edith Cowan University

The Fogarty Learning Centre School of Education 3. Teacher practice How can you determine changes in teachers classroom practice? Module 2 What evidence can you provide? Edith Cowan University The Fogarty Learning Centre School of Education Teacher practice

Do the classrooms look different? Has there been a change in teacher Module feedback?2 More focused? Is teacher planning different? More targeted? Explicit? Have assessments changed? More? Fewer? Is literacy being embedded across the curriculum? Edith Cowan University The Fogarty Learning Centre School of Education

Teacher practice cont. Is teaching more explicit?? Are children more engaged? Is feel of classroom different? Use of LPG as evidence Module 2 Edith Cowan University The Fogarty Learning Centre School of Education

4. School-wide systems Are there changes at the school level as a result of the interventions? Module Tangible? Less tangible? 2 Edith Cowan University The Fogarty Learning Centre School of Education School-wide systems Changes in timetabling to include Literacy Blocks?

Module 2 Changes in format of Literacy Blocks? Changes in implementation of SSR/DEAR? More people involved in school-wide literacy planning? New buddy classes operating? Word of the day/week? Edith Cowan University The Fogarty Learning Centre School of Education 5. Spillover effects Are there any other possible effects of the literacy intervention? Module 2

Edith Cowan University The Fogarty Learning Centre School of Education Spillover effects Has library borrowing changed for target group? Module 2 Library borrowing increased? Greater range of texts being borrowed? More difficult texts? Examine library records Has attitude changed to other literacy events?

More enthusiasm for Book Week? Premier's Reading Challenge? Edith Cowan University The Fogarty Learning Centre School of Education Spillover effects cont. Any changes in broader student engagement and behaviour? Behaviour referrals down or up? Reports of student engagement? Changes in student absences? Module 2 Is there a new excitement about literacy?

More aha moments mentioned? Do children approach you to show off their reading? Are children more word conscious? Edith Cowan University The Fogarty Learning Centre School of Education Sources of Evidence Pre- and post- LPG Standardised assessments Module 2

Student work Surveys/Interviews teachers, paraprofessionals, other professionals, parents, volunteers (esp. experienced ones) Planning documents Photographs Journals Edith Cowan University The Fogarty Learning Centre School of Education Evaluating Big Six Interventions 1. 2. 3. 4.

5. 6. Oral language/early literacy experiences Module Phonological awareness Letter-sound knowledge Vocabulary Fluency Comprehension 2 Edith Cowan University The Fogarty Learning Centre School of Education

Oral language/early literacy experiences Observation Survey (Clay) Concepts about Print (CAP) (Clay)Module Oral Language Assessment (Crevola & Vineis) Peabody Picture Vocabulary Test (PPVT) Receptive and Expressive Language Indicators 2 Edith Cowan University The Fogarty Learning Centre School of Education Oral language/early literacy experiences Teacher, parent, speech pathologist, OT

reports Module Student writing samples Improved oral comprehension Greater student engagement in class Journal entries 2 Edith Cowan University The Fogarty Learning Centre School of Education 2. Phonological awareness Astronaut Invented Spelling Test (AIST) Module

Sutherland Phonological Awareness Test 2 Revised (SPAT-R) Other school-based phonemic awareness assessments Improved letter-sound knowledge Greater engagement in classroom Teacher, speech pathologist reports Edith Cowan University The Fogarty Learning Centre School of Education 3. Letter-sound knowledge Astronaut Invented Spelling Test (AIST) Module Sutherland Phonological Awareness

Test 2 Revised (SPAT-R) Educheck/school-based assessments Names Test High frequency sight words (Oxford Word List) Examination of student writing (Tooth fairy?) Edith Cowan University The Fogarty Learning Centre School of Education 4. Vocabulary

PPVT Module Teacher, parent, speech pathologist reports 2 Improved comprehension Improved oral language ability (journal entries) Examples of students writing Edith Cowan University The Fogarty Learning Centre School of Education 5. Fluency Increased reading rate; closer to year level

averages Module 2 Prosody Check; teacher and parent reports Comprehension improvement Edith Cowan University The Fogarty Learning Centre School of Education 6. Comprehension Standardised assessments: IPI, PROBE, PAT-R, TORCH, Neale Analysis ofModule Reading 2 Ability Informal assessments: Five finger method; Oral reading assessments (are more children operating at year level?); Running Records

(record level of orientation); Miscue analyses; Cloze Improved performance across the curriculum Edith Cowan University The Fogarty Learning Centre School of Education Remember to Record all information, inc. disappointments

Module Present both quantitative and qualitative data 2 Document the surprises Provide evidence Cite examples Short case studies of individual students are useful to present data from a range of sources Edith Cowan University The Fogarty Learning Centre School of Education Conclusion From the data collected, principals should be able to draw some conclusions about Module 2

Whether or not their intervention had a positive impact in the targeted area for the targeted group Whether the intervention was more successful for some groups than others (boys? girls? certain year levels? ESL? Indigenous? higher achievers? strugglers?) Edith Cowan University The Fogarty Learning Centre School of Education Conclusion cont. Whether there were any strategies or aspects of the intervention that were a particularModule hit with 2 students (or teachers)

What resources were more helpful or less helpful Where significant gaps in learning still remain Whether different school-wide practices are now in place Whether systems are in place to make changes sustainable

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