1. E VALUATION T OOLS A S I MPLEMENTATION D RIVERS An Example from the California SPDG’s ERIA: Effective Reading Interventions Academy 1

2. E ARLY ERIA: E FFECTIVE R EADING I NTERVENTIONS A CADEMY 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 RtI 2 ?” “What is ‘intervention’ and where do we get it?” How do we Evaluate this? 2

3. 3 H OW ?

4. 4 Evaluation Tools as Implementation Drivers H OW ?

5. T WO I NTEGRATIVE E VALUATION T OOLS S ERVE AS I MPLEMENTATION D RIVERS 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 5

6. E VALUATION D RIVES ERIA’ S E VIDENCE - BASED P RACTICES 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 6

7. ERIA’ S E VIDENCE - BASED P RACTICES The Program Guide articulates a comprehensive set of practices for all stakeholders. 7 Implementation PracticesIntervention 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

8. 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 E VALUATION T OOL : T HE P ROGRAM G UIDE 8

9. 9 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 the Program Guide.

10. 10 There is a Table of Contents for ease of use.

11. 11 Implementation practices are outlined over a three-year schedule.

12. 12 Implementation practices are described in detail.

13. 13 The Site Team is key to implementing ERIA. It and its supporting structures are detailed.

14. An expansive list of key roles are described in detail. 14

15. 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: Identify Step 2: Assess Step 3: Deliver Step 4: Monitor Step 5: Improve 15

16. Step 1: Identify “Identify struggling readers through universal literacy screening early in the school year using statewide English- language Arts test scores.” 16

17. Step 2: Assess (1 of 2) “Assess the decoding, reading fluency, and comprehension skills of struggling readers to guide intervention placement and instruction.” 17

18. Step 2: Assess (2 of 2) Presents a variety of assessment tools and strategies, both for basic and advanced implementation. 18

19. 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.” 19

20. 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. 20

21. Step 4: Monitor “Monitor the progress of struggling students to ensure that interventions are helping students improve and to adjust intervention placements accordingly.” 21

22. Step 5: Improve “Improve content literacy instructional practices to actively and effectively engage all students in the core curriculum.” 22

23. Student Outcomes Past successes, increasing English- Language Arts proficiency inclusive of Students with Disabilities, is detailed. 23

24. E VALUATION T OOL : I MPLEMENTATION R UBRIC The 10 items are intervention practices-focused mostly, with site team and fidelity items The overall tool and process of how the rubric is used 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. 24

25. I MPLEMENTATION R UBRIC, A DAPTED FROM “G OAL A TTAINMENT S CALES ” Amy Gaumer Erickson and Monica Ballay presented “goal attainment scales” on a June 17 SIG Network webinar: http://www.signetwork.org/content_pages/78 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. 25

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31. I MPLEMENTATION R UBRIC E XCEL F ILE : M ULTI - YEAR TRACKING AND A UTOMATED R EPORTS The same file is used in all three years of ERIA, reporting both the trend and most-recent entries. 31

32. E VALUATING P ROFESSIONAL D EVELOPMENT : G USKEY ’ S F IVE C RITICAL L EVELS 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 32

33. E VALUATING P ROFESSIONAL D EVELOPMENT : G USKEY ’ S F IVE C RITICAL L EVELS 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 33

34. 34 Evaluation Tools as Implementation Drivers

35. ERIA on the Web: http://calstat.org/effectivereading.html Li Walter: li@sonic.net Alan Wood: alan.wood@calstat.org (707) 287-0054 http://calstat.org/effectivereading.htmlli@sonic.netalan.wood@calstat.org 35