7/30/2019 Public Consulting Group Case Study - Reading Program Evaluation
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THE CHALLENGE
Despite district-wide eorts to improve achievement in reading, a largepercentage o Providence students continued to score below profciencyon the New England Common Assessment Program (NECAP) StateAssessment or Reading and on the Stanord 10 Reading Vocabulary andReading Comprehension tests. There was a long pattern o cumulativedefcits in reading as students moved through the grades. The districthad invested considerable resources in establishing a balanced approachto literacy at the elementary level and a disciplinary approach to literacyat the middle and high school levels, but had no inormation about thequality o implementation or instructional eectiveness. The district hadalso initiated a Response to Intervention (RTI) approach in the elementaryschools with no assessment o school readiness to implement RTI. In 2006,
the concerns o the school board and district leaders led to a mandate toconduct a K-12 Reading Program Evaluation.
THE PCG APPROACH
In 2006 Public Consulting Group’s Center or Resource Managemen(PCG-CRM) conducted a comprehensive K-12 reading program evaluationutilizing an evaluation approach that triangulated data rom three sources
1) robust analyses o student achievement patterns; 2) an integratedanalysis o program, school, and district actors that had an impact on
instructional eectiveness; and 3) best practices rom the research andpractice knowledge base that could inorm program improvement. Theevaluation provided a longitudinal growth analysis o the progress ospecifc student cohorts over time, and identifed actors that contributedto less than satisactory levels o achievement in reading. The evaluationprovided an analysis o reading instruction at the elementary, middle, andhigh school levels, and identifed implementation issues schools wereexperiencing with RTI. The comprehensive evaluation report providedaction-oriented recommendations or improvement.
THE RESULT The PCG-CRM K-12 Reading Program Evaluation contributed to thedevelopment o the Providence K-12 Comprehensive Reading Plan
in 2007. The plan proposed a more integrated vision o K-12 readinginstruction and the strengthening o the multi-tiered RTI approach toreading. Key elements included the addition o a core reading program atthe elementary level, supplemental instruction, and intensive interventionor struggling readers. A new elementary structure was created thaallowed strategic support to schools where reading achievement was th
lowest, and the district allocated resources to hire reading specialists othe 2007-08 school year A District Literacy Leadership Team was createdto establish a unifed leadership structure to support reading instructionacross the schools.
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THE CLIENT Providence Public Schools, Providence RI
THE PROJECT
K-12 evaluation o the district’s reading program
case study:K-12 Reading Program Evaluation
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