Evaluation Plan Part I The purpose of the evaluation is to analyze the Fast ForWord Reading Program on preschool students

at Statesboro High School's Child and Development Preschool. The study of this program will evaluate the effectiveness on student's reading abilities after a semester of using the program. Does the program increase student participation and involvement? Does the Fast ForWord program improve CRCT scores? Do these students benefit from this reading program in that it promotes a desire for independent reading? Does it improve reading comprehension? Part 2 Checklist for Determining When to Conduct an Evaluation (Page 272, Figure 11.1)

Check One for Each Item Yes No

Step 1. Is there a contractual requirement to evaluate? _____ _____ (If yes, initiate the evaluation; if no, go to step 2.) Step 2. Does the object of the evaluation have enough impact or _____ _____ importance to warrant formal evaluation? (If yes, go to step 3; if no, formal evaluation is unnecessary, and you should discontinue further use of this checklist.) Step 3. Is there sufficient consensus among stakeholders on the model _____ _____ for the program? Its goals and objectives? (If yes, go to step 4; if no, consider a needs assessment study.) Step 4. If the program has begun, are its actions consistent with the program _____ _____ model? Is achievement of goals feasible? (If yes, go to step 5; if no, consider a needs assessment or monitoring evaluation to study program

modifications.) Step 5. Is the proposed evaluation feasible given existing human and fiscal _____ _____ resources and data availability? (If yes, go to step 6; if no, find more resources before proceeding or revise the scope of your plan.) Step 6. Do the major stakeholders agree on the intended use of the _____ _____ evaluation? (If yes, go to step 7; if no, discontinue or focus on those stakeholders who can use the information effectively.) Step 7. Are the stakeholders in a position to use the information _____ _____ productively? (If yes, go to step 8; if no, discontinue or focus on other stakeholders who can use the information to make decisions or take action.) Step 8. Will the decision of your primary stakeholders be made exclusively _____ _____ on other bases and be uninfluenced by the evaluation data? (If yes, evaluation is superfluous-discontinue; if no, go to step 9.) Step 9. Is it likely that the evaluation will provide dependable _____ _____ information? (If yes, go to step 10; if no, discontinue.) Step 10. Is the evaluation likely to meet acceptable standards _____ _____ of propriety? (If yes, go to summary. If not, consider other means of data collection or discontinue.)

Justification of Evaluation: Step 1: The evaluation is not a contractual agreement. Step 2: The stakeholders want to know if the Fast ForWord program improves foundational skills, participation, and involvement. If the scores show improvement in foundational skills, then the program will be approved for continual use.

Step 3: Each stakeholder knows what kind of games the students will be playing in order to improve their foundational skills. Each of the different games works on reading readiness as well and allows students to build on foundational skills. Step 4: Yes, the goals are feasible and actions are consistent. The students work on the program for thirty minutes each day. The games the students play progress with their improvement and once all goals for one particular game are achieved, new games are added and the cycle repeats itself with new goals and games. Step 5: Yes, the evaluation is feasible given existing human and fiscal resources and data availability. The program is currently available to all students in the classroom and each student is allowed to work on the program for thirty minutes each day. This program has been used by many students in Bulloch County Schools for several years now and will be possible to perform with the preschool students. Step 6: The major stakeholders do agree on the intended use of the evaluation. The data collected from the evaluation will allow stakeholders to make decisions on the continuation of using Fast ForWord for preschool students. Step 7: The stakeholders will be able to use the data productively to determine the future use of Fast ForWord with the preschool students at Statesboro High School. Step 8: No, the decisions of the primary stakeholders will not be uninfluenced by the data of this evaluation. The stakeholders will use the information gathered to make future decisions about the use of Fast ForWord in the preschool class. Step 9: Yes, the evaluation will provide information that is dependable because it will be evaluated by both internal and external evaluators. The findings from this evaluation will be subjective but from three different sources, all of which are professional. Step 10: Yes, this evaluation will meet acceptable standards of propriety. Part 3 Guiding Question Criteria Standard Does the Teachers allow From the beginning program help their students to of the year to the

use the program daily. students better comprehend directions and successfully carry out directions?

Teachers regularly pull student reports to monitor student achievement. Teachers will print and share error reports with students and teachers. Teachers allow their students to use the program daily. Teachers will regularly(at least each week) converse with students about achievement using the program Teachers allow their students to use the program daily. Teachers will teach students success indicators to help increase participation.

middle of the year, student's eye-hand coordination, following directions, listening and understanding simple sounds, and brain processing efficiency will improve by at least 10%.

Do these students benefit from this reading program in that it promotes a desire for independent reading?

The students participation level will go up 10% based on the Student Data Manager.

Does the program increase student participation and involvement?

CAPS reports will be accessed to see the participation from students