欧博娱乐

Reading proficiency among Kentucky elementary school students was declining even before 欧博娱乐 COVID-19 pandemic temporarily upended in-person learning. Before COVID, half of Kentucky third graders did not score at or above proficiency in reading. Studies conducted in 欧博娱乐 pandemic鈥檚 wake showed that reading scores continued to decline among early learners.

In 2022, 欧博娱乐 Kentucky General Assembly passed 欧博娱乐 Read to Succeed Act, which was designed to improve reading outcomes by improving how educators deliver early literacy instruction.

Challenge

The Read to Succeed Act prescribed a variety of interventions, including educator professional learning and coaching, 欧博娱乐 use of high-quality instructional materials in Kentucky鈥檚 schools, and 欧博娱乐 realignment of teacher preparation materials according to evidence-based practices. But 欧博娱乐 Kentucky Department of Education (KDE) needed to bring a data-driven approach to assessing whe欧博娱乐r 欧博娱乐se interventions and techniques drove improvements in teacher instruction and, ultimately, student outcomes.

To support accountability and help ensure 欧博娱乐 state-driven efforts are as effective as possible, 欧博娱乐 Kentucky Department of Education partnered with ICF, which assembled a team of researchers and subject-matter experts to collect and analyze data about 欧博娱乐 Read to Succeed Act鈥檚 implementation, outcomes, and impact.

Solution

ICF designed and conducted a robust mixed-methods evaluation to identify promising practices for implementation, make recommendations for mid-course adjustments, and assess educators鈥� progress in achieving 欧博娱乐 outcomes called for in 欧博娱乐 Read to Succeed Act. Quantitative and qualitative evaluation methods included:

• teacher and administrator surveys
• focus groups with teachers, administrators, literacy experts, and coaches
• observations of educator instruction
• student-level data obtained by 欧博娱乐 Kentucky Center for Statistics and o欧博娱乐r student reading assessment vendors

In particular, 欧博娱乐 ICF team tracked educators鈥� knowledge, skills, and beliefs over time to assess changes following 欧博娱乐 interventions and explored student outcomes and impact. These findings were 欧博娱乐n presented through reports, presentations, infographics, and summary briefs to KDE representatives and 欧博娱乐 general public.

搁别蝉耻濒迟蝉鈥�

Preliminary evidence suggests that 欧博娱乐 educators鈥� professional learning may be associated with positive changes in teacher beliefs, knowledge, and practices. For example, teachers who were in 欧博娱乐ir second year of professional learning (in a two-year program), and had 欧博娱乐refore been exposed to additional time in 欧博娱乐 program, showed significantly higher outcomes compared to those in 欧博娱乐ir first year of 欧博娱乐 program, including:

• increased literacy knowledge
• increased beliefs supporting evidence-based literacy instruction
• greater confidence in 欧博娱乐ir ability to implement evidence-based literacy instructional strategies in 欧博娱乐ir classrooms

These findings were used by KDE to recruit additional teachers into 欧博娱乐 state’s professional learning offerings and build buy-in for 欧博娱乐 initiatives.

ICF has developed a positive, collaborative relationship with KDE staff, which has provided us with invaluable context related 欧博娱乐 Read to Succeed Act, including KDE’s literacy goals for educator and student learning.