READING RECOVERY PROGRAM EVALUATION:
Intention: To provide students with the skills, knowledge and attitudes to reach grade-level
expectations in reading, writing, and speaking.
IMPACT EVALUATION QUESTIONS:
1. Have students reached their grade-level
expectations?
2. What reading level are students currently
reading at?
3. How many levels have students moved up since
beginning the intervention program?
4. How many letters can students identify?
5. How many sight words can students recognize?
6. Are students able to read and write new
vocabulary words learned?
7. Have students developed word recognition
strategies?
8. Have students developed decoding/blending
strategies?
INDICATORS
1. Running records to reflect student-reading
levels. (Beginning of grade, middle, end)
2. Running records indicate student reading levels
3. Pre support and current support running record
comparisons.
4. Literacy specialist/homeroom teacher letter
recognition assessment form.
5. Sight word assessment (pre support- current)
6. Writing assessment by teachers and literacy staff
(Pre and current)
7. Observation (anecdotal notes) of strategies
student uses.
8. Checklist of strategies being used to decode.
 9. Which strategies have students not yet 9. Checklist of strategies being used and those not.
developed or find challenging?

10.To what degree can students comprehend texts
read?
11.Have students developed concepts of print?
12.What writing strategies have students found
challenging?
10. Interview asking predicting, literal (main
events, characters, setting), inference questions
about text read.
11.
12. Teacher observation (anecdotal notes) of
strategies student is still struggling with.

Intention: To provide students with the support (school and home) necessary to develop literacy
levels that will allow for continuous development.

IMPACT EVALUATION QUESTIONS: INDICATORS

1. Are students showing continuous development in 1. Bi-weekly progress report.

reading, writing, and speaking?

2. What skills have students adopted to aid them in 2. Self-Regulation questionnaire.

becoming self-regulated learners?

3. To what degree are students receiving support at 3. 3. Parent survey indicating the degree and amount
home? of support child receives at home
4. Are classroom teachers implementing intervention 4. Teacher observation by literacy specialist
strategies for struggling students? (observational checklist)

5. Are classroom teachers differentiating instruction 5. Teacher survey indicating strategies used for
for at-risk students? differentiation.

6. Are students’ academic abilities improving in other 6. 6. Student progress report comparison before and
subject areas? after receiving support.