Evaluation Approach
Program Rationale
Why choose an Outcome-Impact Approach?
This program will be used for
e a r l y i d e n t i fi c a t i o n a n d
Intervention of students who
are at risk in the area of
literacy. This program will be
evaluated based on an
Outcome-Impact Approach.
This approach will inform the
evaluators and stakeholders, in
a relatively short time, whether
the Reading Intervention
Program is appropriately
targeting students’ reading
a b i l i t y. We w i l l l o o k f o r
improvements in their overall
acquisition of literacy skills.
The program will be evaluated
based on the expected
outcomes of the program and
feedback will be provided
based on the data collected
over the school year, and will
be carried forward into
upcoming school years. The
data collected over the school
year will be used to make
recommendations to improve
programming and to indicate
areas that may need to be
addressed. We would be able
to gain perspective on how we
can possibly extend this
program in other ways. It will
also allow us to view reading
performance when compared
to our original objectives. The
outcomes of this program may
help up to obtain funding that
would support a program
expansion. This approach will
have both short and long-term
effects.
 Outcome-Impact Approach
Emphasis on Student Success
Identification
An Outcome-Impact
approach is will help to
determine if our programs are
remediating reading in at risk
students as well as, help to
identify and promote effective
practices. Further information
communicated in a Response
from this Outcome-Impact
Approach will help to develop
and improve procedures for
measuring reading outcomes.
Results from this approach
may help our organization to
understand that more about
what the program was
intended to achieve and also
clarify their understanding of
how the effectiveness of this
program will affects our
students academically.
programs.
Description
Our students are
generally assessed in May or
June of the school year.
These grade level appropriate
benchmark assessments are
collected and collated to
s h o w h o w s t u d e n t s a re
making improvements.
The initial assessment
for this year will be used as
our baseline data for this year.
As the program progresses
students are assessed about
every 6-8 weeks and the
results are compared to their
previous reading level. These
assessments are used
throughout the year to
continuously make
improvements to reading
Rationalization
Having these results
communicated to our staff
and administrations will help
to further plan and determine
where changes can be made.
The results will be
to Intervention (RTI) diagram
to give teachers a visual of
their classroom in terms of
need. Information is
communicated in relation to
Guided Reading, Phonics,
Spelling and Word Study, and
Independent Reading that are
being implemented. We
communicate improvements,
in the area of students
moving from tier 3 to tier 2 or
movement from tier 2 to tier
1.

Program Impact
This program represents a comprehensive picture for teachers to know or understand the gravity of
our low literacy levels and how it affects learners through the years. Understanding that the needs
of learners are complex and diverse, and through appropriate programming we can establish the
change that is required.

Many students have missed key parts of literacy acquisition and find themselves confused and this
in turn creates challenges in acquiring deeper understanding in other areas of curriculum. To
achieve appropriate results teachers will need to work collaboratively and responsibly.

Also understanding that this reading program encompasses the parts of literacy that include
phonics, spelling, word study, grammar usage and strategies for reading will help to broaden the
scope of the areas that are deficient. The hope is to understand that the more students can solve
words and derive meaning unconsciously the more fluent of a reader they will become.
 Approach in Context
• We currently have three(3) Learner Support Teachers. Each teacher is dedicated to grade
grouping based on designated students

• We have four(4) English Language Teachers. Two are dedicated to Kindergarten to grade 3 and
two are dedicated to grades 4-7.

• Students receive direct instruction for four-30 minute blocks per week of intensive reading,
phonics, word study

• Each student in the program has take-home books to continue to practice independent reading at
their level.

• Students will be assessed after each cycle of lessons to determine if improvements in literacy has
been made.

• If students are showing progress within one group then they may be moved to appropriate reading
groups at their new independent level, or graduated from the intensive reading program.

Phonics, Spelling, Independent

Guided Reading
This portion of the
program will help students to
gain understanding through
systematic instructions that
promote reading behaviours as
well as how to use those
reading strategies to improve
reading. These strategies can
be applied to all books
including curricular reading.
Word Study
Literacy involves the
knowledge that letters have
sounds that create words that
develop into sentences. Students’
phonological awareness will be
developed to allow for isolation,
deletion and substitution of
sounds to make new words. They
will improve their overall ability to
connect sounds to letters.
Reading
Independent reading
gives the child many
opportunities to practice the
skills and strategies they are
developing in the small group
settings. Students are given
books at their independent
reading level, and are taught
how to apply those strategies.
 Reading Correlation Chart
Guided Reading
Reading GroupingChart
Level Correlation Guide

Grade Reading Fountas-Pinnell Basal Lexile

Level Recovery Guided Reading DRA Equivilant Levels
A,B A
A Readiness
1 1
Kindergarten
2 B 2
PreP rimer 1
3 3
C
4 4

5 PrePrimer 2
D 6
6

7 PreP rimer 3
E 8
8

9
F 10
Grade 1 10 Primer

11
G 12
12

13
H 14
14 Grade 1
200-299
15
I 16
16

18 J,K 20 300-399
Grade 2 Grade 2
20 L,M 28 400-499

30
22 N 500-599
Grade 3 34 Grade 3

24 O,P 38 600-699

Grade 4 26 Q, R, S 40 Grade 4 700-799

Grade 5 28 T,U,V 44 Grade 5 800-899

Grade 6 30 W,X, Y Grade 6 900-999

Grade 7 32 Z Grade 7
1000-1100
Grade 8 34 Z Grade 8
References:
Donaldson, S. I., & Lipsey, M.W. (2006). Roles for theory in contemporary evaluation practice:
Developing practical knowledge. In I. Shaw, J.Greene, & M. Mark (Eds.), The Handbook of
Evaluation: Policies, Programs, and Practices (pp. 56-75). London: Sage.

Fountas, Irene C. and Gay Su Pinnell. (2010). Fountas & Pinnell benchmark assessment system
1. Grades K-2, levels A-N. Portsmouth, NH :Heinemann.

Huey-Tsyh, C. (2005). Practical program evaluation: Assessing and improving planning,

implementation, and effectiveness. Thousand Oaks, CA: Sage Publications