1. Saxon Phonics Evaluation: Executive Summary
Presented By:
Roland T. Coleman, Jr.
Ruth Ann Horn
Sherry Saunders

2. Introduction Program search to address the reading needs
Saxon Phonics and Spelling (Saxon) program was chosen
No formal evaluation has taken place
Purpose of this evaluation is to assess Saxon Phonics planning and implementation

4. Evaluation Questions
How effectively were the teachers’ needs met in the Saxon Phonics training?
To what extent are teachers using the components of this program?
What resources or support are needed to enhance and sustain the program?
How has the program usage affected reading achievement for all students?

5. Context Assumptions Influential Factors Pilot Rivalry Competitive
Resistant
Assumptions
PALS scores low
Weak phonics
Scripted Text
Reduced remediation
Open to change

6. Review of Literature

7. Evaluation Procedure Teacher Focus Groups Themes Information Needed
Analysis
Data Collection
Information Needed
Themes
Teacher Focus Groups

8. Logic Model
Inputs
Outputs
Outcomes

9. Usage
Resources
Impact
Training
Findings
Recommendations

10. Training Findings Recommendations Details needed Usage questions
Training needs
Essential Components
Patterned lessons
Provide varied trainings
Offer lead teacher workshops
Provide yearly updates

11. Usage Findings Recommendations Component usage confusing
Inconsistent implementation
Improve fidelity
Integrate training models
Increase evaluation accountability

12. Resources and Support Findings Recommendations Leveled books
Manipulatives and games
Purchase books
Offer lead teacher workshops

13. Impact on Reading Findings Recommendations
Positive impact on teaching reading
Positive impact on student achievement
PALS scores increased
Continue to use the program
Provide additional training
Monitor program

14. PALS Achievement Data

15. Conclusion Plan for appropriate training1
Plan for appropriate training 2
Identify and model effective usage 3
Continue and monitor use of program

16. Limitations
Supervisor Bias
Time
Data Validity

17. Recommendations Solicit outside evaluators Use observations
Allow adequate time for focus groups
Consider training, perceptions, usage, and student achievement as components of future implementation models

18. Questions?