Assessing the Early Intervention Grant Program: Implementation and Outcomes

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Assessing the Early Intervention Grant Program
Implementation and Outcomes April 2006 Ada B.
Simmons, Ed.D. Executive Associate
Director Center for Evaluation Education
Policy Indiana University
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Todays Presentation

• Address the need for program assessment
• Describe the assessment-related requirements of
  the Early Intervention Grant
• Describe the preferred instruments for baseline
  and post-intervention assessment
• Assess the interest in training related to DIBELS
  or IRA

Assessing the Early Intervention Grant Program
Implementation and Outcomes
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The Need for Program Assessment
Why assess students? To diagnose and track the
progress toward reading proficiency, so that
students learning plans can be tailored to
address their specific needs To document
empirically the impact of interventions to enable
better decision making by practitioners and
policy makers
Assessing the Early Intervention Grant Program
Implementation and Outcomes
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Assessment-Related Requirements of the Early
Intervention Grant

• Implementation report and baseline assessment
• Post-implementation report and assessment

Assessing the Early Intervention Grant Program
Implementation and Outcomes
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Implementation Report and Baseline Assessment

• To collect baseline reading/language arts data on
  the students participating in the literacy
  intervention
• To collect information on the progress made
  toward implementing the fundamental components of
  the early grades reading intervention
• To be completed in October 2006

Assessing the Early Intervention Grant Program
Implementation and Outcomes
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Post-Intervention Implementation Report and
Assessment

• To collect additional information on the extent
  to which grant recipients were successful in
  implementing key components of the proposed
  literacy interventions
• To collect data on student outcomes related to
  participation in the early grades intervention
  funded by the grant
• To be completed in March 2007

Assessing the Early Intervention Grant Program
Implementation and Outcomes
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Preferred Assessment Instruments

• DIBELS Dynamic Indicators of Basic Early
  Literacy Skills
• For further information, consult these web
  sites
• http//dibels.uoregon.edu/
• http//reading.uoregon.edu/
• Is responsive to changes in student performance
• Indicators focused on essential skills that are
  predictive of later reading proficiency
• Identifies students who need additional support
  and evaluates student response to intervention

Assessing the Early Intervention Grant Program
Implementation and Outcomes
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Preferred Assessment Instruments, (continued)

• 2. IRA Indiana Reading Assessments
• For further information, consult this web
  site
• http//www.cia.indiana.edu/assessments_IRA.htm
• Scientifically based
• Three versions availableKindergarten, Grade 1,
  Grade 2
• Free to Indiana schools
• Aligned to Indianas Academic Standards for
  Reading

Assessing the Early Intervention Grant Program
Implementation and Outcomes
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Assessing the Early Intervention Grant Program
Implementation and Outcomes April 2006 Ada B.
Simmons, Ed.D. Executive Associate
Director Center for Evaluation Education
Policy Indiana University