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Fountas & Pinnell Benchmark Assessment SystemPrepared by Kimberly A. SharpPrepared for Yvonne Frey and Ivy Creek Elementary SchoolNovember 1, 2010Executive SummaryBackground InformationIvy Creek Elementary School is a seven year old school located in Buford, Georgia. It is comprised of 886 students in grades PreK-Fifth Grade with the following demographics: 58% Caucasian, 20% Hispanic, 10% African – American, 8% Asian and 4% Multi-Racial. The majority of students come from families with an average socioeconomic status. The school was recently invited to pilot the Fountas & Pinnell Benchmark Assessment System largely as a result of the efforts of the reading coach at Ivy Creek Elementary School. The Fountas & Pinnell Benchmark Assessment Program is designed to measure student’s reading levels with the use of benchmark books. The information gained from a personalized assessment session with each student provides the teacher with valuable insight into the reading ability of the student and the concepts that need to be addressed during reading instruction (Fountas & Pinnell, 2008.) PurposeThe administrative staff at Ivy Creek Elementary School requested that this program be evaluated to determine the impact of the assessment system on reading instruction and student achievement in reading. This assessment system is closely aligned with the district’s views of reading instruction. The Language Arts Department feels confident that the Fountas & Pinnell Benchmark Assessment Program meets the needs of reading teachers.Now that this formative evaluation project is complete, the leaders at Ivy Creek Elementary School can examine how the Fountas & Pinnell Benchmark Assessment System is impacting classroom teachers and their reading instruction. Additional professional learning opportunities will be offered to teachers based on the needs outlined in this evaluation. Evaluation QuestionsWhat impact do professional learning sessions have on teachers as they implement the Fountas & Pinnell Benchmark Assessment System?How does the Fountas & Pinnell Benchmark Assessment System impact reading instruction?How does the Fountas & Pinnell Benchmark Assessment System compare to the assessment program used last year?Should the Fountas & Pinnell Benchmark Assessment System be adopted for use at Ivy Creek Elementary School next year?MethodsAll 37 certified staff members who administer the Fountas & Pinnell Benchmark Assessment System at Ivy Creek Elementary were asked to participate in this study. Qualitative data was gathered from open-ended and closed-ended questions in surveys (Appendix A) and one member from each grade level was interviewed using the interview guide approach (Appendix B.) Informal student assessment data was used to determine if students appear to be progressing in the area of reading achievement. Because the formal assessment was not administered before the end of this project, the evaluator examined student work and relied on teacher observation to determine if students are showing signs of achievement. Key FindingsThe results of the survey indicated that teachers were pleased overall with the training they received and that the initial professional development session during pre-planning was the most helpful. Several teachers indicated that they especially appreciated watching the video of an expert conducting an actual assessment and comparing the expert results with their own. All of the teachers interviewed expressed a desire to spend more time with the supplemental materials in the kit. According to the survey, teachers found that the Fountas & Pinnell Benchmark Assessment Program was implemented smoothly. In each of the subsequent interviews, teachers shared that the results of their assessments were extremely accurate. They were pleased with the program in that it has enabled them to form solid reading groups and paint a truer picture of each student’s reading ability. Notably, they described that the assessment period was originally scheduled to last for two weeks, but it actually took four weeks to complete. Teachers also explained that they believed this process would be faster next year because all of the students who were tested this year would begin with a consistent starting point.One of the reasons the assessments took so long was a result of the inaccuracies with the Word Lists. This was a significant source of frustration for many teachers. However, the teachers did like the recording forms as a communication tool to use during parent-teacher conferences. They especially found that having copies of the recording forms and assessments available in the teacher workrooms was helpful for logistical reasons. The majority of teachers found that they liked the Fountas & Pinnell Benchmark Assessment Program as much as or more than programs they have used in the past. They cited the accuracy of the results and the amount of information gathered for each student as a benefit. They also liked the fact that the assessment books were shorter with more complex text. The survey showed that teachers like this program enough to agree with adopting the program at Ivy Creek and within Gwinnett County. There were no noticeable differences in the responses of teachers when cross-referenced by age, teaching experience and degree.RecommendationsTraining and Professional DevelopmentProfessional development instructors should take into consideration the meeting schedule as well as the number of days available to prepare for the beginning of school. Training should be adjusted to account for experiential differences by allowing teachers to attend a beginning, intermediate or advanced session based on their needs. When possible, instructors should use an actual assessment as a model for teachers attending training.Future professional learning sessions should be focused on the contents of the assessment kits and the use of the supplemental materials provided by the Fountas & Pinnell Benchmark Assessment Program. It would be appropriate to offer a variety of scheduled sessions (i.e. before or after school, summer, etc.) in an effort to accommodate everyone.Implementation and Reading InstructionAdditional professional learning on how to practically use the error information in reading instruction would be valuable to teachers. In order to overcome the time constraints of teachers trying to assess all students in a timely fashion, perhaps classes could be covered by support staff or substitute teachers for a period of time so that teachers’ schedules were free to conduct assessments during the first two weeks of school. Professional development could also be offered to share practical strategies for conducting assessments throughout the school day. The issue of mid-term grading is a concern that should also be addressed by grade levels. A common strategy for reporting student progress needs to be developed. Informal assessments revealed that students had improved at least one or two levels since the beginning of the school year. However, it is unclear if this was because of the strategies implemented as a result of the Fountas & Pinnell Benchmark Assessment Program, the efforts of the teachers conducting quality reading instruction or a combination of both.Resource materials that accompany the program need to be adjusted as well. The recording forms and assessments need to be modified so that they are easier to read. It was suggested that these documents be placed on the Share Drive for all teachers to easily access in addition to providing copies in the teacher workrooms.Finally, Ivy Creek should invest in three more kits to share with intermediate grade levels. This will eliminate the need for sharing kits amongst grade levels during the limited time available for assessments to be parison to Other ProgramsWhile teachers liked the variety of texts offered by this program, they would like to have several options available so that students are looking at a new text for each of the upcoming assessments. This may be beyond the control of the local school or county officials, but it is a suggestion worth offering to the company producing the Fountas & Pinnell Benchmark Assessment Program materials.Adoption for Ivy Creek and GwinnettOverall, teachers recommended that the Fountas & Pinnell Benchmark Assessment Program be adopted by Ivy Creek Elementary and by Gwinnett County. There was some confusion about this portion of the survey that will need to be addressed with teachers during the presentation of the findings of this evaluation report. I believe that the confusion was due to the teachers’ familiarity with the work of Fountas & Pinnell. However, contrary to the opinion of some, Ivy Creek had not utilized the Fountas & Pinnell Benchmark Assessment Program in the past.ConclusionThe key findings of this evaluation report on the Fountas & Pinnell Benchmark Assessment Program were overwhelmingly positive. Teachers at Ivy Creek Elementary School indicated that they were pleased with the professional development sessions, the quality of the materials, the impact the program had on reading instruction and student achievement. Generally, they felt that this assessment program was as good as or better than programs they had previously used and they recommended that the Fountas & Pinnell Benchmark Assessment Program be adopted for continued use at Ivy Creek Elementary School and within Gwinnett County. While the initial indications are very positive, by following the recommendations mentioned above, the school has an opportunity to make the Fountas & Pinnell Benchmark Assessment Program even more beneficial to teachers. Based on the findings in this report, I believe that the Fountas & Pinnell Benchmark Assessment Program has the potential for improving reading instruction and student achievement at Ivy Creek Elementary. Professional development will be more focused on the specific needs of teachers now that the general instruction is complete. As teachers grow more comfortable with utilizing the program, I believe they will become more efficient in conducting their assessments and they will begin to apply what they learn about student errors to their reading instruction. Ultimately, both the students and teachers will benefit from the implementation of this program.Evaluation Report: Fountas & Pinnell Benchmark Assessment SystemIntroductionBackground InformationIvy Creek Elementary School is located in northeastern Gwinnett County in Buford, Georgia. Founded in 2003, the school is comprised of 886 students in grades PreK-Fifth Grade. At a recent faculty meeting, the principal of Ivy Creek, Yvonne Frey, shared statistics about the students attending the school. Demographically, the student population is 58% Caucasian, 20% Hispanic, 10% African – American, 8% Asian and 4% Multi-Racial. Approximately 29% of students receive free or reduced price lunch while the majority of students come from families with average socioeconomic status (Y. Frey, personal communication, May 17, 2010).Gwinnett County prides itself on becoming a system of world-class schools. As a member of the largest school district in the state of Georgia, Ivy Creek Elementary has enjoyed the support of an active Language Arts Department. The school was recently invited to pilot the Fountas & Pinnell Benchmark Assessment System largely as a result of the efforts of the reading coach at Ivy Creek Elementary School. The administrative staff at Ivy Creek Elementary School requested that this program be evaluated to determine the impact of the assessment system on reading instruction and student achievement in reading. This evaluation was designed to provide valuable information to the Ivy Creek Elementary School Stakeholders: Principal, Assistant Principals, Reading Coach, Teachers and Staff. In addition, the results of the evaluation are available for review by the county office staff. These data may have an impact on whether the program is recommended to all elementary schools in the county. As the media specialist at Ivy Creek Elementary School and one of the few teachers not directly involved with administering the Fountas & Pinnell Benchmark Assessment System, I conducted an objective evaluation of the program.Evaluation ProgramFountas and Pinnell have spent more than twenty years establishing a leveling system for educators to use when evaluating students’ reading ability. Teachers are able to determine whether a student is meeting the standards set for each grade level by using leveled books and measuring a student’s reading fluency and comprehension. Levels follow a twenty-six point scale from the easiest level (A) to the most challenging level (Z.) These alphabetical levels correspond with reading ability levels ranging from Kindergarten to 8th Grade (Fountas & Pinnell, 2008.)The Fountas & Pinnell Benchmark Assessment Program is designed to measure student’s reading levels with the use of benchmark books. These leveled books are used during a one-on-one session between the teacher and the student. During these sessions, the student reads the book aloud and discusses the book while the teacher observes and codes the behavior of the reader. This system of coding allows the teacher to identify student errors with regards to fluency and comprehension. The information gained from this personalized assessment session provides the teacher with valuable insight into the reading ability of the student and the concepts that need to be addressed during reading instruction (Fountas & Pinnell, 2008.)PurposeThe purpose of conducting an evaluation of the Fountas & Pinnell Benchmark Assessment System at Ivy Creek Elementary School was to determine the impact it has on reading instruction and student achievement. The program is designed so that teachers administering the assessment are able to use student errors to guide instruction. As a result, reading instruction is more focused and allows students to progress more rapidly through the stages of reading.This assessment system is closely aligned with the district’s views of reading instruction. Specifically, the program correlates with the use of guided reading and reading workshops as methods of delivery. In a program study of a reading initiative designed to improve reading achievement, Al Otaiba and Hosp recommended that assessment programs should align with district reading programs (2008.) The Language Arts Department feels confident that the Fountas & Pinnell Benchmark Assessment Program meets the needs of reading teachers.Unfortunately, complete student achievement data was unavailable during the time constraints for this project. While there is some indication of student progression in reading, official midterm and year-end assessments will not be administered until January and again in May. Therefore, the focus of this project was on professional learning related to implementing the assessment system and the impact this program is having on teacher instruction.Now that this formative evaluation project is complete, the leaders at Ivy Creek Elementary School have a true picture of how the Fountas & Pinnell Benchmark Assessment System is impacting classroom teachers and their reading instruction. Additional professional learning opportunities will now be offered to teachers based on the needs outlined in this evaluation. This training will be provided to teachers prior to the administration of the midterm and year-end assessments. The data collected during the course of this project has also provided professional learning instructors with specific feedback on how to further guide teachers in administering effective reading instruction. These steps reinforce the ideas suggested by Engstrom and Danielson (2006) in their review of a professional development program on Howard Gardner’s multiple intelligence theory. They found that teachers need ongoing support when implementing a new program. Additionally, they recommended that action research be conducted throughout program implementation so that professional development could be focused on the needs of teachers. It is also critical for teachers to have sufficient time and resources to understand the intent of new standards and the structure of new curriculum (Obara & Sloan, 2009).Once the needs of teachers have been identified, professional development opportunities can be designed to address those needs. It is important to narrow the focus of these sessions to the most relevant topics while integrating specific content and teaching ideas. It is also necessary to provide teachers with networking time and long-term support (Hutchins, Arbaugh, Abell, Marra, & Lee, 2008) to ensure that the implementation of the Fountas & Pinnell Benchmark Assessment Program is done correctly.After teachers have administered the mid-term and post-evaluations, the evaluator and the client plan to review student reading achievement data; CRCT scores, Guided Reading Levels, and Reading Standards. These hard data should serve to reinforce the qualitative data obtained as a result of this evaluation project (Kaufman, Guerra, & Platt, 2006.) Although these data will be obtained beyond the scope of this evaluation, it will be necessary to include student achievement results in order to complete the full program evaluation. This summative evaluation is scheduled for completion by the end of the 2010-11 school year.Evaluation QuestionsIn order to provide meaningful information to Ivy Creek Elementary School stakeholders through this evaluation, the following questions were answered: What impact do professional learning sessions have on teachers as they implement the Fountas & Pinnell Benchmark Assessment System?How does the Fountas & Pinnell Benchmark Assessment System impact reading instruction?How does the Fountas & Pinnell Benchmark Assessment System compare to the assessment program used last year?Should the Fountas & Pinnell Benchmark Assessment System be adopted for use at Ivy Creek Elementary School next year?MethodsParticipantsAll certified staff members who administer the Fountas & Pinnell Benchmark Assessment System were asked to participate in this study. This group included thirty-three classroom teachers in Grades 1-5, the reading coach, one intervention specialist and two gifted reading teachers. Design and Procedures A variety of activities were designed to address all of the objectives outlined in this evaluation report. A qualitative research approach was used in that data was gathered from teacher surveys (Appendix A) and interviews (Appendix B). Questions were designed to evaluate teachers’ perceptions of their professional learning experience as related to the Fountas & Pinnell Benchmark Assessment System. Additional questions addressed the impact the program had on the way teachers delivered reading instruction. Comparing the Fountas & Pinnell Benchmark Assessment System to the reading programs used in years past was an important factor in determining whether or not to proceed with the adoption of the Fountas & Pinnell model. Qualitative data was gathered from open-ended and closed-ended questions in both surveys and in-person interviews. InstrumentsA comprehensive survey was developed by the evaluator for approval by the client. Because only one survey was administered for the purpose of this project, a select group of three teachers was asked to review the survey for clarity. All certified staff members responsible for reading instruction were asked to complete the survey. Questions were both open and closed-ended. Twenty-eight of the thirty-three teachers responded to the survey for a response rate of 85%.Once the surveys were complete, in-person interviews were conducted with five teachers who were willing to participate. One member from each grade level was interviewed using the interview guide approach (Appendix B.) This qualitative data collection method allowed for topics and issues to be specified in advance while allowing for variance in the sequence and wording of the questions as the interview progressed. This method kept the interview conversational which perhaps elicited more meaningful data (Johnson & Christensen, 2007).Finally, informal student assessment data was used to determine if students appeared to be progressing in the area of reading achievement. Because the formal assessment was not administered before the end of this project, the evaluator examined student work and relied on teacher observation to determine if students were showing signs of achievement. ObjectiveSurveyInterviewInformal Student AssessmentWhat impact do professional learning sessions have on teachers as they implement the Fountas & Pinnell Benchmark Assessment System?xxHow does the Fountas & Pinnell Benchmark Assessment System impact reading instruction?xxHow does the Fountas & Pinnell Benchmark Assessment System compare to the assessment program used last year?xxxShould the Fountas & Pinnell Benchmark Assessment System be adopted for use at Ivy Creek Elementary School next year?xxxSummary of Key FindingsWhat impact do professional learning sessions have on teachers as they implement the Fountas & Pinnell Benchmark Assessment System?The results of the survey indicated that teachers were pleased overall with the training they received and that the initial professional development session during pre-planning was the most helpful. Several teachers indicated that they especially appreciated watching the video of an expert conducting an actual assessment and comparing the expert results with their own. The training sessions also offered detailed instructions on completing running records. While this was helpful to teachers new to the process, at least three teachers commented that this session should have been optional for those who were already proficient at completing running records. Another classroom teacher suggested that it might have been helpful to hear a “short and sweet” version of the training including a sample assessment and details about how this program was different from the programs used in the past. Some of the information presented was redundant.All of the teachers interviewed expressed a desire to spend more time with the supplemental materials in the kit. They commented that many materials available to them have been left unused. They would like time to explore these resources and to dig deeper into what the Fountas & Pinnell Assessment System has to offer. At the time of the survey, many had not watched the DVDs. However, at the time of the individual interviews, they had seen them and found them to be ments in both the surveys and interviews indicated that additional training should be centered around using the coding system within running records (MSV) and on how to proceed with grouping students once you have determined student levels and how they progress into higher groups. By far, the majority of teachers prefer to receive this type of training at the beginning of the school year. Several comments in the interviews revealed concern over trying to attend to such important training during pre-planning. Because of the furlough days, there was less time to prepare for the first day of school and that was a distraction for many trying to learn how to implement the Fountas & Pinnell Benchmark Assessment Program. Some teachers indicated they like to receive training throughout the school year. Additionally, some teachers expressed a preference for half-day planning while others asked for training in smaller chunks of time throughout the year. These questions received the widest range of responses, but overall the survey showed that teachers disagreed with attending training during the summer.How does the Fountas & Pinnell Benchmark Assessment System impact reading instruction?According to the survey, teachers found that the Fountas & Pinnell Benchmark Assessment Program was implemented smoothly. In each of the subsequent interviews, teachers shared that the results of their assessments were extremely accurate. They were pleased with the program in that it has enabled them to form solid reading groups and paint a truer picture of each student’s reading ability. Teachers found that the levels of text were appropriate with challenging vocabulary. Those interviewed indicated that all of their students had improved one or two levels since the initial testing at the beginning of the school year.The survey results also indicated that teachers are using the results of the Fountas & Pinnell Benchmark Assessment Program to guide instruction and that it helps them understand student errors and incorporate those errors into their guided reading instruction. However, in the interviews, the teachers expressed a desire to use the assessment information in this way, but they had not effectively implemented this concept. Notably, they described that the assessment period was originally scheduled to last for two weeks, but it actually took four weeks to complete. One teacher commented, “I am concerned with the amount of instructional time it took to conduct 27 assessments. I started all of them too low initially, and will need to make adjustments for next year.” Another expressed concern over grading. “Mid-term grades are due and there are few grades due to the amount of time it takes to implement the reading workshop program and to test the students’ independent reading levels.” Teachers explained that they believed this process would be faster next year because all of the students who were tested this year would begin with a consistent starting point.One of the reasons the assessments took so long was a result of the inaccuracies with the Word Lists. This was a significant source of frustration for many teachers. Comments included, “The Word Lists were off by at least two levels for almost every student,” and “The Word Lists do not adequately equate with the student comprehension level. Many times students can word call from a list but when they read that particular level book, they struggle.” Because the Word Lists were used as a tool for determining on what level to begin assessing a student, the process took longer than intended to complete each individual assessment.The teachers liked the recording forms as a communication tool to use during parent-teacher conferences. It took some getting used to the layout of the forms, but they found that the fluency rubric was easy to code and was more objective than previous programs. They especially found that having copies of the recording forms and assessments available in the teacher workrooms was helpful for logistical reasons. The only complaint about these materials was that the font size was too small.Another concern shared by second, third and fourth grade teachers was that they really needed access to both the upper and lower grade kits. Some students were reading significantly above or below grade level and they found themselves asking other teachers to borrow materials in order to properly assess their students. Those teachers needed their materials, so it was difficult to coordinate sharing them so that all assessments could be completed in a timely fashion.How does the Fountas & Pinnell Benchmark Assessment System compare to the assessment program used last year?The majority of teachers found that they liked the Fountas & Pinnell Benchmark Assessment Program as much as or more than programs they have used in the past. They cited the accuracy of the results and the amount of information gathered for each student as a benefit. They were also pleased with the fact that the books are shorter with more complex text. One teacher indicated that this program was better because it did not just test the student’s stamina for reading. Another shared that the variety of text was a nice change of pace, but she wished that there was more than one book offered at each level so that students were exposed to different texts during subsequent testing. Another teacher liked that the reading levels in this program stretched well above grade level so that her students were assessed more accurately.Several teachers expressed that the Fountas & Pinnell Benchmark Assessment Program was more time-consuming to administer than other programs they had used. One shared that she didn’t think it was any better or worse. “It's the same type of assessment with a different company's name on it.” Should the Fountas & Pinnell Benchmark Assessment System be adopted for use at Ivy Creek Elementary School next year?This question seemed to prompt some confusion amongst survey participants and yet they obviously like this program enough to agree with adopting the program at Ivy Creek and within Gwinnett County. However, some believed that the program had been adopted in 2003 when reading workshop was implemented during Ivy Creek’s first year. Others were concerned that we had spent money on a program that might not be used in the future. “I would like for us to find ONE program and use it consistently. It seems like we are continuously changing mid stream which makes it difficult to use the information in a meaningful way. The constant change also has an effect on teacher moral because we feel like we are always learning how to implement a "new and better" method.”RecommendationsTraining and Professional DevelopmentTeachers found that receiving initial training at the beginning of the school year during pre-planning was most beneficial as the assessments needed to be completed as soon as the school year began. However, those leading professional development should take into consideration the meeting schedule for the week as well as the number of days available to prepare for the beginning of school. In the event of a shortened pre-planning week, it is possible that teachers could receive training during the first week of school. Professional development instructors should also keep in mind that teachers will have varying degrees of experience with conducting the assessments and running records. Training should be adjusted to account for these differences by allowing teachers to attend a beginning, intermediate or advanced session based on their needs. These sessions should include any differences between the assessments that teachers are currently using and the Fountas & Pinnell Benchmark Assessment Program. When possible, use an actual assessment as a model for teachers attending training.Future professional learning sessions should be focused on the contents of the assessment kits and the use of the supplemental materials provided by the Fountas & Pinnell Benchmark Assessment Program. Teachers expressed an interest in find out more information about effectively using the coding system within running records (MSV), grouping students and using errors for instruction. Preferences as to the length and timing of these sessions varies widely. It would be appropriate to offer different options in an effort to accommodate everyone.Implementation and Reading InstructionSurvey results indicated that teachers are effectively implementing the Fountas & Pinnell Benchmark Assessment Program. However, personal interviews with teachers from each grade level revealed that while they have a desire to utilize student errors in their lesson planning and reading instruction, the reality is that this is not happening. I believe that the discrepancy is a result of teachers answering the questions with what they feel they are supposed to be doing as opposed to what they are actually doing. To overcome this discrepancy, additional professional learning on how to practically use the error information in reading instruction would be valuable to teachers.One of the biggest challenges with implementing the Fountas & Pinnell Benchmark Assessment Program was the time it took for teachers to conduct the assessments. While teachers believe that this process will go more quickly next year, it is important to address this issue. Perhaps classes could be covered by support staff or substitute teachers for a period of time so that teachers’ schedules were free to conduct assessments during the first two weeks of school. Professional development could also be offered to share practical strategies for conducting assessments throughout the school day. The issue of mid-term grading is a concern that should also be addressed by grade levels. Because of the length of time needed to complete the assessments, some teachers found it difficult to have enough grades to accurately report reading progress. A common strategy for reporting student progress needs to be developed. During the interviews, teachers did indicate that all of their students had improved at least one or two levels since the beginning of the school year. However, it is unclear as to the specific reason for the improvement. It could have been because of the strategies implemented as a result of the Fountas & Pinnell Benchmark Assessment Program, but it is more likely the efforts of the teachers conducting quality reading instruction or a combination of both. On teacher remarked that this assessment program was just another “tool in the toolbox” to reach students and teach them how to read.Resource materials that accompany the program need to be adjusted as well. While the Word Lists were a critical component to finding a starting point for assessments this year, teachers should be able to rely on end of year assessment levels as a starting point for next year. This would make the obstacles encountered with the Word Lists obsolete next year. However, the recording forms and assessments need to be adjusted so that they are easier to read. It was suggested that these documents be placed on the Share Drive for all teachers to easily access in addition to providing copies in the teacher workrooms.Finally, Ivy Creek should invest in three more kits to share with intermediate grade levels. Second grade teachers need a kit for Grades 3-5 while third and fourth grade teachers need kits for Grades K-2. This will eliminate the need for sharing kits amongst grade levels during the limited time available for assessments to be parison to Other ProgramsThe majority of teachers found that they liked the Fountas & Pinnell Benchmark Assessment Program as much as or more than programs they have used in the past. While they liked hearing a variety of texts read by each student, they would like to have several options available so that students are looking at a new text for each of the upcoming assessments. This may be beyond the control of the local school or county officials, but it is a suggestion worth offering to the company producing the Fountas & Pinnell Benchmark Assessment Program materials.Adoption for Ivy Creek and GwinnettOverall, teachers recommended that the Fountas & Pinnell Benchmark Assessment Program be adopted by Ivy Creek Elementary and by Gwinnett County. There was some confusion about this portion of the survey that will need to be addressed with teachers during the presentation of the findings of this evaluation report. I believe that the confusion was due to the teachers’ familiarity with the work of Fountas & Pinnell. The leveled book room at Ivy Creek has been organized using the Fountas & Pinnell leveling system, but teachers used a variety of assessment programs (i.e. DRA, Rigby) to determine student reading levels. A correlation chart that matched student reading levels in other programs to the Fountas & Pinnell levels was provided so that teachers could easily locate materials in the leveled book room. However, there was previously no consistency in the leveling systems used to assess student reading levels across grade levels and Ivy Creek had not utilized the Fountas & Pinnell Benchmark Assessment Program in the past.ConclusionThe key findings of this evaluation report on the Fountas & Pinnell Benchmark Assessment Program were overwhelmingly positive. Teachers at Ivy Creek Elementary School indicated that they were pleased with the professional development sessions, the quality of the materials, the impact the program had on reading instruction and student achievement. Generally, they felt that this assessment program was as good as or better than programs they had previously used and they recommended that the Fountas & Pinnell Benchmark Assessment Program be adopted for continued use at Ivy Creek Elementary School and within Gwinnett County. While the initial indications are very positive, by following the recommendations mentioned above, the school has an opportunity to make the Fountas & Pinnell Benchmark Assessment Program even more beneficial to teachers. Based on the findings in this report, I believe that the Fountas & Pinnell Benchmark Assessment Program has the potential for improving reading instruction and student achievement at Ivy Creek Elementary. Professional development will be more focused on the specific needs of teachers now that the general instruction is complete. As teachers grow more comfortable with utilizing the program, I believe they will become more efficient in conducting their assessments and they will begin to apply what they learn about student errors to their reading instruction. Ultimately, both the students and teachers will benefit from the implementation of this program.As we conduct future evaluations of programs at Ivy Creek Elementary, it is my hope that teachers will feel more and more comfortable sharing honest opinions with evaluators so that we can fine tune the instructional practices that work best at the school. ReferencesAl Otaiba, S., Hosp, J., Smartt, S., & Dole, J. (2008). The challenging role of a reading coach, a cautionary tale. Journal of Educational & Psychological Consultation, 18(2), 124-155. Retrieved from ERIC database.Engstrom, M., & Danielson, L. (2006). Teachers' perceptions of an on-site staff development model. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(4), 170-173. Retrieved from ERIC database.Fountas, I. & Pinnell, G. (2008). Assessment guide: A guide to the benchmark assessment system. Portsmouth: Heinemann.Hutchins, K., Arbaugh, F., Abell, S., Marra, R., & Lee, M. (2008). A consumer guide to professional development. Science Scope, 31(8), 16-19. Retrieved from ERIC database.Johnson, B., & Christensen, L. (2007). Educational research: Quantitative, qualitative, and mixed approaches (3rd ed.). Boston: Allyn and Bacon.Kaufman, R., Guerra, I., Platt, W. (2006). Practical evaluation for educators: finding what works and what doesn’t. Thousand Oaks: Corwin Press.Obara, S., & Sloan, M. (2010). Classroom experiences with new curriculum materials during the implementation of performance standards in mathematics: A case study of teachers coping with change. International Journal of Science and Mathematics Education, 8(2), 349-372. Retrieved from ERIC database.Pinnell, G. & Fountas, I. (2007). The continuum of literacy learning: A guide to teaching. Portsmouth: Heinemann.Purdue University Online Writing Lab (OWL) (May 5, 2010). APA formatting and style guide. Retrieved from ASurvey – Fountas & Pinnell Benchmark Assessment ProgramThe following survey is designed to evaluate the Fountas & Pinnell Benchmark Assessment Program (Fountas & Pinnell Program.) It should take approximately 5-10 minutes to complete. Your answers will provide valuable information in determining the effectiveness of the program as it relates to reading instruction and professional development. No names will be used at any time when reporting data for this evaluation, so please answer honestly!Background Information How old are you?20-2930-3940-4950-5960+How long have you been teaching?0-5 years6-10 years11-15 years16-20 years21 or more yearsWhat degree level do you currently hold?BachelorsMastersSpecialistDoctorateOther, please specifyHave you used the Fountas & Pinnell Benchmark Assessment Program this year?YesNoHave you previously used the Fountas & Pinnell Benchmark Assessment Program?YesNoTraining and Professional DevelopmentPlease indicate how you strongly you agree or disagree with each of the following statements:12345Strongly DisagreeStrongly AgreeThe one-hour pre-planning training session was beneficial to me.12345N/AThe two 40-minute professional learning sessions during the first two weeks of school were beneficial to me.12345N/AThe one-on-one coaching provided by the reading coach/intervention coach was beneficial to me.12345N/AThe training DVDs were beneficial to me.12345N/AI received adequate training on implementing the Fountas & Pinnell Program.12345I prefer receiving training at the beginning of the school year.12345I prefer receiving training during the summer.12345I prefer receiving training throughout the school year.12345Please add any additional comments about the nature of the Training and Professional Development as they relate to the Fountas & Pinnell Program:Implementation and Reading InstructionPlease indicate how you strongly you agree or disagree with each of the following statements:12345Strongly DisagreeStrongly AgreeI find the Fountas & Pinnell Program to be user-friendly.12345I believe that the Fountas & Pinnell Program accurately measures my students’ reading level.12345I use the Fountas & Pinnell Program to guide my reading instruction.12345I have a greater understanding of student errors as a result of working with the Fountas & Pinnell Program.12345I use student errors as identified by the Fountas & Pinnell Program to guide my reading instruction.12345The word lists assist me in my reading instruction.12345The recording forms assist me in my reading instruction.12345Having copies of the support documents in the teacher workroom is beneficial to me.12345Please add any additional comments about the implementation and reading instruction as they relate to the Fountas & Pinnell Program:Fountas & Pinnell Program vs. Other Reading Assessment ProgramsPlease indicate how you strongly you agree or disagree with each of the following statements:12345Strongly DisagreeStrongly AgreeThe Fountas & Pinnell Program provides me with more information about my students reading abilities than previous reading assessment programs.12345 The Fountas & Pinnell Program is more accurate than previous reading assessment programs.12345I prefer using the Fountas & Pinnell Program over previous reading assessment programs.12345Please add any additional comments about how the Fountas & Pinnell Program compares to other reading assessment programs you have used:Recommendation for AdoptionI would like to see the Fountas & Pinnell Program adopted for use at Ivy Creek Elementary School.12345I would like to see the Fountas & Pinnell Program adopted for use in Gwinnett County.12345Please add any additional comments about the Fountas & Pinnell Program. Is there anything you would like to see done differently next year?If you would be willing to participate in a short interview session to further share your opinions about the Fountas & Pinnell Program, please include your name: _______________________. Again, all identifying characteristics of individual responses will remain confidential.Thank you for taking time to complete this survey.Appendix BInterview Guide – Fountas and Pinnell Benchmark Assessment ProgramTell me about your experience with using the Fountas and Pinnell Benchmark Assessment Program.What are the strengths of the Fountas and Pinnell Benchmark Assessment Program?What are the weaknesses of the Fountas and Pinnell Benchmark Assessment Program?What part of the training benefitted you the most?Is there anything you feel should be done differently next year?In what ways has the Fountas and Pinnell Benchmark Assessment Program impacted your reading instruction?In what ways has the Fountas and Pinnell Benchmark Assessment Program impacted student achievement?What kind of growth have you seen in your students’ reading levels?How would you compare Fountas and Pinnell Benchmark Assessment Program to programs you have used in the past?What is the most valuable part of the Fountas and Pinnell Benchmark Assessment Program?What is the least valuable part of the Fountas and Pinnell Benchmark Assessment Program?Is there anything else you’d like to share?Appendix CLanguage Impact QuestionnaireWhich course of action would the evaluation report best support for 2011-12?Continue the Fountas & Pinnell Benchmark Assessment Program in the same way as 2010-11Modify the Fountas & Pinnell Benchmark Assessment Program Discontinue the Fountas & Pinnell Benchmark Assessment Program Based on the evaluation report, how would you describe the effectiveness of the Fountas & Pinnell Benchmark Assessment Program?Completely successful – meets all program goalsPartially successful – meets some goals, achievement of remaining goals is yet to be determinedPartially unsuccessful – meets some goals, remaining goals were not achieved and will not be achieved with the current approachUnsuccessful – none of the program goals have been achievedIn comparison to other reading programs, how would you rate the Fountas & Pinnell Benchmark Assessment Program based on the evaluation report?Clearly superiorSomewhat betterAbout the sameLess effectiveDefinitely worseAccording to the evaluation report, the main goals of the Fountas & Pinnell Benchmark Assessment Program are…. (list as many as apply): According to the evaluation report, the Fountas & Pinnell Benchmark Assessment Program’s important strengths or accomplishments are…. (list as many as apply): According to the evaluation report, the Fountas & Pinnell Benchmark Assessment Program’s important limitations or deficiencies are…. (list as many as apply): According to the evaluation report, the Fountas & Pinnell Benchmark Assessment Program is perceived positively overall by what percentage of the users?90% or higher80%-89%70%-79%60%-69%50%-59%30%-49%0%-29%According to the evaluation report, which statement best describes the likelihood that the Fountas & Pinnell Benchmark Assessment Program will positively impact Ivy Creek Elementary School’s performance?Virtually certain – positive impact is already evidentProbably – trends so far are positivePossible – program design is sound, but no evidence is available at this timeUnlikely – trends so far are negative and the basic program design is flawedProgram will not positively impact performance. No impact or negative impact is already evident.Questionnaire based on Table 7.1, p. 211-12 (Kaufman, Guerra & Platt, 2006)Data Collection Organization MatrixQuestionsRelated ResultsLevel (Mega, Micro, Macro)Required Data, Measureable IndicatorsData SourceData Collection Tools & ProceduresData Collected By (Date)Primary ResponsibilityWhat impact do professional learning sessions have on teachers as they implement the Fountas & Pinnell Benchmark Assessment System?Teachers will be confident and successful reading teachers.MACROTeachers will average a score of 4 or higher on the 5 point Likert scale on professional development questions.Teachers will express confidence in implementing the program.Teachers will indicate needs for additional professional learning with regards to implementing the program.TeachersSurvey ResultsInterviews10/18/10Kimberly SharpHow does the Fountas & Pinnell Benchmark Assessment System impact reading instruction?The program will positively impact reading instruction.MACROTeachers will average a score of 4 or higher on the 5 point Likert scale on implement-ation and reading instruction questions.Teachers will indicate that they analyze errors made by students in order to develop appropriate reading instruction methods.Teachers will indicate that students show growth in their reading achievement and that reading levels are positively impacted by the use of the program.TeachersSurvey ResultsInterviewsInformal: Student Reading Levels10/18/10Kimberly SharpHow does the Fountas & Pinnell Benchmark Assessment System compare to the assessment program used last year?Teachers will prefer this program to previous programs.MACROTeachers will average a score of 4 or higher on the 5 point Likert scale on the Fountas & Pinnell vs. other reading programs questions.Teachers will express that the new program is superior to previous programs.TeachersSurvey ResultsInterviews10/18/10Kimberly SharpShould the Fountas & Pinnell Benchmark Assessment System be adopted for use at Ivy Creek Elementary School next year?Teachers will recommend that this program be adopted at Ivy Creek and in Gwinnett County.MACROTeachers will average a score of 4 or higher on the 5 point Likert scale on the recommend-ation for adoption questions...TeachersSurvey ResultsInterviewsInformal: Student Reading Levels10/18/10Kimberly SharpMatrix taken from Figure 4.3, p. 105 (Kaufman, Guerra, & Platt, 2006). ................
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