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NELA Evaluation Plan

Literacy Design Collaborative (LDC)
Internship Project Goals
To provide collaborative tools and language for teachers to increase teacher effectiveness and student achievement
while seamlessly integrating CCRS into daily instruction in science, history, ELA, and CTE/exploratory classes
Internship Project Strategies (What did you do?):
1. Provide professional development sessions on LDC, literacy strategies, Core Tools, and collaborative protocols
Activities:
Create an iMovie for the Literacy Design Collaborative (LDC) overview and present it during September/October
professional development/staff faculty meetings
Create and present professional development (including iMovies) for teaching vocabulary, reading comprehension, and
implementing LDC during November and February professional development sessions
Create and present professional development on creating modules and mini-tasks for the second wave of LDC teachers
(RRGSD cohort 2) in April and May.
Model collaborative protocols in professional development sessions
Evaluation
Measures/Data
Results
Questions
Sources
What do you
How will you
What were the results?
need to know? find out?
September 2015 (1/2 day PD for RRGSD)
How many
LDC work log
September 2015 (1 day PD for SREB cohort 2)
professional
October 2015 (1 day PD for SREB cohort 2)
development
November 2015 (1/2 PD for RRGSD)
sessions did the
November 2015 (1 day PD for SREB cohort 2)
LDC local
December 2015 (Full day PD for LDC RRHS)
trainer facilitate
February 2016 (1/2 day PD for RRGSD)
and create
resources?
February 2016 (1 day PD for SREB cohort 2)
March 2016 (1 day PD for SREB cohort 2)
April 2016 (2 days PD for 16 [cohort 2] RRGSD)
April 2016 (1 day PD for SREB cohort 2)

To what extent
did the teachers
appreciate the
support of the
LDC local
trainer?

Teacher focus
group
December
2015 Exit
Survey

I facilitated December meeting for roll-out preparation and attended April 6, 2016,
training for new cohort.

How often did

the LDC local
LDC work log
trainer attend
meetings to
facilitate LDC
implementation?
Decisions (Guiding Questions: What do the results mean? What are you going to do now?)

Summary of Results (Interpretation of Data): The local trainer created resources for 12 professional development sessions. All
teachers appreciated the support they received, as evidenced in qualitative feedback.
Next Steps (Action Steps): Continue sharing modules and mini-tasks with all CMS and RRHS teachers. Facilitate peer
observations of current LDC teachers. Increase observation and feedback support to once a week.
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Internship Project Goals

To provide collaborative tools and language for teachers to increase teacher effectiveness and student
achievement while seamlessly integrating CCRS into daily instruction in science, history, ELA, and
CTE/exploratory classes
Internship Project Outcomes (Why did you do it?):
A. Understand objective and process of the Literacy Design Collaborative
Evaluation Questions
What do you need to know?

Measures/Data Sources
How will you find out?

To what extent did teachers increase in Pre/Post Survey

knowledge about the objective of LDC?
To what extent do teachers understand
the process of implementing the LDC
in Roanoke Rapids Graded School
District? (quantity)

Results
What were the results?
2.125 to 7.125 Teachers knowledge of LDC
increased by 5 points on a scale of 1-10.

Pre/Post Survey

2.125 to 5.625 Teachers knowledge of LDC

implementation in RRGSD increased by 3.5
points on a scale of 1-10.

Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
Summary of Results (Interpretation of Data): Teachers knowledge about LDC increased from the beginning of
implementation through the seventh month. While there knowledge of the implementation plan also increased, there is still
significant room for improvement.
Next Steps (Action Steps): Communicate clearly the implementation plan and expectations with all stakeholders. Be
intentional with a plan for sustainability.
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Internship Project Goals

To provide collaborative tools and language for teachers to increase teacher effectiveness and student
achievement while seamlessly integrating CCRS into daily instruction in science, history, ELA, and
CTE/exploratory classes
Internship Project Outcomes (Why did you do it?):
B. Understand and apply literacy strategies through mini-tasks in daily content lessons

Evaluation
Questions
What do you
need to
know?

Measures/Data
Sources

Results

How will you

find out?

What were the results?

How many LDC Core Tools Log

modules did
teachers
create?

5 teachers have created 2 modules. (10)

3 teachers have created 3 modules. (9)
Of the 24 modules scheduled for creation in year 1, 19 modules are finished.

What types of
skills were
taught through
minitasks/literacy
strategies?

How many
minitasks/literacy
strategies were
actually
implemented in
the classroom?

Teacher Log and

LDC local trainer
observation and
coaching
feedback notes

Teacher Log and

LDC local trainer
observation and
coaching
feedback notes

Teachers reported 85 total mini-tasks. The range is 2 to 20. The mean is 11 minitasks per teacher. The median and mode are 10.

Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
Summary of Results (Interpretation of Data): Teachers have taught 19 of 24 modules so far. All teachers have taught task
engagement and essential vocabulary. Seven have taught task analysis, active reading, and note-taking. At least two
teachers have taught all of the skills. Teachers report teaching 85 mini-tasks, averaging 11 each.
Next Steps (Action Steps): Continue to support the five teachers who need to complete their third module. Have new
teachers peer observe LDC teachers as they teach mini-tasks. Have conversations around the writing process with
teachers as only of them taught the mini-tasks in that cluster (controlling idea, claim, planning, development, revision,
editing, and completion).
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Internship Project Goals

To provide collaborative tools and language for teachers to increase teacher effectiveness and student
achievement while seamlessly integrating CCRS into daily instruction in science, history, ELA, and
CTE/exploratory classes
Internship Project Outcomes (Why did you do it?):
C. Increase content and pedagogical knowledge and reflective practices

Evaluation Questions
What do you need to know?

Measures/Data Sources
How will you find out?

To what extent did teachers increase

content knowledge?

Pre/Post Survey

To what extent did teachers increase

pedagogical knowledge?

Pre/Post Survey

To what extent did teachers increase

reflective practice?

Pre/Post Survey

Results
What were the results?
Teachers reported their content knowledge
increased from 8.125 to 8.5 on a scale of 1-10.

Teachers reported their pedagogical

knowledge increased from 7.125 to 7.875 on a
scale of 1-10.

Teachers reported their reflective practice

increased from 7.25 to 7.375 on a scale of 110.

Decisions (Guiding Questions: What do the results mean? What are you going to do now?)
Summary of Results (Interpretation of Data): Teachers reported their content knowledge, pedagogical knowledge, and
reflective practice increased during the time of LDC implementation on a quantitative measure. In qualitative short answer
responses, teachers noted an increased in the effectiveness of their planning process.
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Next Steps (Action Steps): Be intentional about building strong relationships and engagement. Continue to help teachers
content knowledge, pedagogical knowledge, and reflective practice grow through weekly observation and feedback
sessions with specific action steps in an observation tracker.