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Saxon Phonics Evaluation: Executive Summary
Presented By: Roland T. Coleman, Jr. Ruth Ann Horn Sherry Saunders
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Introduction Program search to address the reading needs
Saxon Phonics and Spelling (Saxon) program was chosen No formal evaluation has taken place Purpose of this evaluation is to assess Saxon Phonics planning and implementation
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Evaluation Questions How effectively were the teachers’ needs met in the Saxon Phonics training? To what extent are teachers using the components of this program? What resources or support are needed to enhance and sustain the program? How has the program usage affected reading achievement for all students?
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Context Assumptions Influential Factors Pilot Rivalry Competitive
Resistant Assumptions PALS scores low Weak phonics Scripted Text Reduced remediation Open to change
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Review of Literature
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Evaluation Procedure Teacher Focus Groups Themes Information Needed
Analysis Data Collection Information Needed Themes Teacher Focus Groups
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Logic Model Inputs Outputs Outcomes
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Usage Resources Impact Training Findings Recommendations
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Training Findings Recommendations Details needed Usage questions
Training needs Essential Components Patterned lessons Provide varied trainings Offer lead teacher workshops Provide yearly updates
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Usage Findings Recommendations Component usage confusing
Inconsistent implementation Improve fidelity Integrate training models Increase evaluation accountability
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Resources and Support Findings Recommendations Leveled books
Manipulatives and games Purchase books Offer lead teacher workshops
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Impact on Reading Findings Recommendations
Positive impact on teaching reading Positive impact on student achievement PALS scores increased Continue to use the program Provide additional training Monitor program
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PALS Achievement Data
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Conclusion Plan for appropriate training
1 Plan for appropriate training 2 Identify and model effective usage 3 Continue and monitor use of program
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Limitations Supervisor Bias Time Data Validity
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Recommendations Solicit outside evaluators Use observations
Allow adequate time for focus groups Consider training, perceptions, usage, and student achievement as components of future implementation models
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Questions?
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