Logic Model: “Xtreme Reading” South Johnston High School

STRATEGIES OBJECTIVES ULTIMATE GOAL A: Train teachers on the 13 instructional stages used year long as core instructional strategies Teachers know and use research-based strategies effectively D: Provide on-going support for Xtreme reading teachers and students Teachers differentiate instruction Students use literacy strategies proficiently At-risk students are more confident and successful readers. Teachers know how to reach struggling learners C: Train teachers to use Possible Selves strategy Students collaborate during class B: Train teachers on research based literacy strategies through Xtreme Reading Program

STRATEGIESEvaluation Questions A: The 13 instructional stages provided an instructional routine of pedagogically practice (the “how”) D: On-going support for Xtreme reading teachers and students included coaching, planning assistance and modeling. For the purpose of the project, results were insignificant C: Possible Selves was a motivational strategy. On how many strategies were teachers trained? B: Xtreme Reading included 8 research-based literacy strategies explicitly taught to students (the “what”) How many hours were spent training teachers on 13 stages of instruction? How many hours were spent supporting teachers on the 13 stages of instruction? Did the teachers think the session was of high quality? How many professional development training sessions were given? Data Sources To what extent did teachers think the trainings were useful for their instruction? How many hours of support were provided for the strategies? How supported did teachers feel during the process? Training agendas Support logs Professional Development Questionnaire Likert Scale Focus Group Training agendas Support logs Professional Development Questionnaire

ObjectivesEvaluation Questions 1: Teachers can explicitly teach literacy strategies to students (the “what”) 4: Students use literacy strategies proficiently How often do students collaborate during class? 3: Students collaborate during class, as laid out in the 13 instructional stages (the “how”) How often do teachers differentiate instruction? 2: Teachers differentiate instruction, as laid out in the 13 Instructional Stages (the “how”) How confident do teachers feel using research-based strategies? How often do teachers use research- based strategies? Data Sources How many students used the strategies proficiently? Professional Development Questionnaire Learning Strategies Walk Through Rubric Teacher Self-Report Survey Pre-Post Assessments for Each Strategy Retrospective Pre/Post Student Survey

Implementation Questions: Strategy A: Quantity: How many students were selected for Xtreme Reading classes? How many times did teachers use 13 stages of instruction? How many sessions were provided on the 13 stages of instruction? How many support sessions were provided on the 13 stages of instruction? Quality: Did the teachers think the session was of high quality? (quality) Strategy B: Quantity: On how many strategies were teachers trained? How many professional development training sessions were given? What percentage of trainings did Xtreme Teachers attend? What were the total number of training hours given to teachers? Quality: How did teachers rate each training? To what extent did teachers think the trainings were useful for their instruction? Strategy C: Quantity: To what extent did the session include an introduction to Possible Selves, discussion of how to use Possible Selves in the classroom, and sharing lessons that used Possible Selves? (quality) Quality: How did teachers rate the quality of the training? Strategy D: Quantity: How many support sessions were given? What? Quality: Did the teachers rate th

Impact Questions: Objective 1: Quantity: What percentage of Xtreme teachers “agreed” or “strongly agreed” that their mentor is a positive, supportive role model? Quality: What did the A.B. Combs students like best and least about their mentors? Objective 2: Quantity: What percentage of A.B. Combs students rated themselves higher on a pre- and post-survey in the four key areas after the program? What percentage of A.B. Combs teachers rated Camp Pack students higher on a pre-and post-survey in the four key areas after the program? How often do students report using the four key skills? Quality: To what extent do students believe that their skills in the four key areas increased? What skills do students say they use in their academic work? Ultimate Goal: Quantity: What percentage of A.B. Combs students met their growth goals in reading? In math? Quality: What elements of the Camp Pack program do students say contributed most to their growth?