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EVALUATION TOOLS AS IMPLEMENTATION DRIVERS

An Example from the California SPDG’sERIA: Effective Reading Interventions Academy

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EARLY ERIA: EFFECTIVE READING INTERVENTIONS ACADEMY

ERIA established in 2003-04 before the Era of RTI upper-elementary and middle schools focus a diversity of approaches at sites in regional cohorts recently dev ERIA 2.0 middle and high school focus

Frequently Asked Questions “What is ERIA?” “How does this relate to RtI2?” “What is ‘intervention’ and where do we get

it?” How do we Evaluate this?

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HOW?

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Evaluation Tools asImplementation

Drivers

HOW?

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TWO INTEGRATIVE EVALUATION TOOLS SERVE AS IMPLEMENTATION DRIVERS Program Guide articulates PD model

introduces and illustrates contextualizes the training gets away from “you had to be there”

Implementation Rubric operationalizes PD model drives ongoing implementation enables fidelity checks is possible to evaluate

Everyone is on the same page Sustainability (beyond funding, staff turnover) Scale-up (recruit new sites/districts, beyond SPDG) Diversity of approaches enabled

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EVALUATION DRIVES ERIA’S EVIDENCE-BASED PRACTICES The Program Guide, a 16-page booklet, explicitly

addresses both implementation and intervention practices to guide the design of a site-based program.

The Implementation Rubric is a 10-item instrument which provides a framework for trainers, coaches, site team members, and teachers to evaluate and discuss implementation, fidelity, and next steps.

Some additional tools include: end-of-event training surveys and three-month follow-ups feedback and support from cohort coaches and site team fidelity observations student data

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ERIA’S EVIDENCE-BASED PRACTICES The Program Guide articulates a

comprehensive set of practices for all stakeholders.

Implementation Practices Intervention Practices Initial Training Team-based Site-level

Practice and Implementation

Implementation Rubric facilitates self-eval

Ongoing Coaching Booster Trainings Implementation Rubric

reflection on next steps

The 5 Steps of ERIA Data-informed

Decision-making Screening and

Assessment Progress Monitoring

Tiered Interventions and Learning Supports

Enhanced Literacy Instruction

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SPDG Evaluators

Li Walter and Alan Wood synthesized content expert input and worked to make it readily accessible to a variety of stakeholders.

“5 Steps”• Step 1: Identify• Step 2: Assess• Step 3: Deliver• Step 4: Monitor• Step 5: Improve

EVALUATION TOOL: THE PROGRAM GUIDE

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Stakeholders from every level were included to provide input both on implementation and intervention practices.A variety of existing documents and other resources were also synthesized into theProgram Guide.

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There is a Table of Contents for ease of use.

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Implementation practices are outlined over a three-year schedule.

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Implementation practices are described in detail.

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The Site Team is key to implementing ERIA.It and its supporting structures are detailed.

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An expansive list of key roles are described in detail.

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While the first half of the Program Guide focuses on implementation practices, the second half focuses on intervention practices and the 5 Steps:

Step 1: IdentifyStep 2: AssessStep 3: DeliverStep 4: MonitorStep 5: Improve

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Step 1: Identify“Identify struggling readers through universal literacy screening early in the school year using statewide English-language Arts test scores.”

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Step 2: Assess (1 of 2)“Assess the decoding, reading fluency, and comprehension skills of struggling readers to guide intervention placement and instruction.”

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Step 2: Assess (2 of 2)Presents a variety of assessment tools and strategies, both for basic and advanced implementation.

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Step 3: Deliver (1 of 2)“Deliver interventions to assess specific skill needs for success in the core curriculum using evidence-based programs and practices with fidelity.”

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Step 3: Deliver (2 of 2)Presents a variety of Intervention topics, programs, and models and how they may be appropriate for implementation, both in basic and advanced implementation.

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Step 4: Monitor“Monitor the progress of struggling students to ensure that interventions are helping students improve and to adjust intervention placements accordingly.”

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Step 5: Improve“Improve content literacy instructional practices to actively and effectively engage all students in the core curriculum.”

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Student OutcomesPast successes, increasing English-Language Arts proficiency inclusive of Students with Disabilities, is detailed.

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EVALUATION TOOL:IMPLEMENTATION RUBRIC The 10 items are intervention practices-focused

mostly, with site team and fidelity items

The overall tool and process of how the rubric isused drives the implementation practices Self-evaluate and reflect on learning and

implementation. Shared with coaches and trainers to guide activities Evaluates the fidelity of implementation of both the PD

model and the interventions

Former 26-item, 3-point ERIA Checklist lacked the specificity to be meaningful and useful.

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IMPLEMENTATION RUBRIC, ADAPTED FROM “GOAL ATTAINMENT SCALES” Amy Gaumer Erickson and Monica Ballay presented

“goal attainment scales” on a June 17 SIG Network webinar: http://www.signetwork.org/content_pages/78

Rubric explicitly describes 5 implementation levels for each of 10 items: Levels 1, 2, and 3 reflect the “Not started,” “In progress,”

and “Achieved” implementation levels of former checklist. Levels 4 and 5 detail concrete steps towards optimal

implementation, beyond the basics.

Each implementation level for each item is explicitly described, building more meaning into the tool than our previous checklist format allowed.

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IMPLEMENTATION RUBRIC EXCEL FILE:MULTI-YEAR TRACKING AND AUTOMATED REPORTS

The same file is used in all three years of ERIA,reporting both the trend and most-recent entries.

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EVALUATING PROFESSIONAL DEVELOPMENT:GUSKEY’S FIVE CRITICAL LEVELS All five levels are addressed through various

tools, structures, and practices over ERIA’s three year professional development schedule.

Level 1: Participants’ Reactions End-of-Event Evaluations 3-month Follow-up Surveys

Level 2: Participants’ Learning Enhanced Field-based Training Implementation Rubric Coaching Feedback/Support

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EVALUATING PROFESSIONAL DEVELOPMENT:GUSKEY’S FIVE CRITICAL LEVELS Level 3: Organizational Support and Change

Team-based Implementation Implementation Rubric Coaching Feedback and Support

Level 4: Participants’ Use of New Knowledge and Skills Fidelity Observations Integrated with Coaching Implementation Rubric’s advanced implementation levels

Level 5: Student Learning Outcomes Student Data guides Coaching and Booster Training

content to address gaps and capitalize on successes

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Evaluation Tools asImplementation

Drivers

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ERIA on the Web:http://calstat.org/effectivereading.html

Li Walter: li@sonic.net

Alan Wood: alan.wood@calstat.org (707) 287-0054