Running Head: PREVENTING SUMMER READING LOSS

Summer Reading Loss and Summer Reading Program

by
Lay B. Boal
ID # A00152981
Lay.boal@waldenu.edu

Richard W. Riley College of Education and Leadership

Program: PhD in Education
Specialization: Special Education

EDUC 8115 1 Assessment and Accountability in Education

Professor Flohr
john.flohr@waldenu.edu

Late submission: It took me longer to read and analyze the text and articles before
writing the paper. I am regretfully slow and I will try to keep upI apologize for the late
submission.

Walden University
April 17May 1, 2016

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PREVENTING SUMMER READING LOSS

Table of Contents
Section 1. Program Evaluation: Purpose, Needs, Concerns, and Driving Factors........................
A. Introduction: Brief Summary of Social Change Project......................................................
B. Why Test, Evaluate, and/or Assess? The Purpose of the Evaluation..................................
C. Determining and Prioritizing Needs.....................................................................................
D. Cultural and Ethical Concerns..............................................................................................
E. Driving Factors and Stakeholders.........................................................................................
Section 2. Program Evaluation Planning.....................................................................................
A. Asking the Right Questions................................................................................................
B. Goals and Target Populations.............................................................................................
C. Organizational Structures...................................................................................................
D. Time Lines and Resources.................................................................................................
Section 3. Progress Monitoring, Formative Assessment, Progress Monitoring..........................
A. Creating Your Dashboard...................................................................................................
B. Formative Assessment Data Needs....................................................................................
Section 4. Progress Monitoring and Outcomes Evaluation, Summative Assessment Tying It All Together......................................................................................................................
A. Updating Your Dashboard....................................................................................................
B. Summative Assessment Data Needs.....................................................................................
C. Formative and Summative Assessments: Getting the Entire Picture..................................

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PREVENTING SUMMER READING LOSS

References..................................................................................................................................
Appendix A................................................................................................................................
Appendix B..................................................................................................................................

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PREVENTING SUMMER READING LOSS

Section 1. Program Evaluation: Purpose, Needs, Concerns, and Driving Factors

Although students and teachers look forward to being off school during the
summer break, much have been researched and discussed about the occurrence of
summer reading loss among students who struggle in school. It has been reported that
students from low-socioeconomic families experience summer learning loss during the
summer (Kim & White, 2011). Summer reading loss, whilst it occurs continuously, it
contributes to a growing reading gap among struggling students. Kim and White (2011)
explained that the reading gap between students from low-socioeconomic and highsocioeconomic families widen every summer. The purpose of this project is to
implement a district wide special summer reading program for target students at
respective school level, with participation from administrators, teachers, students, and
parents.
The objective of this project is to minimize regression of academic skills,
particularly in reading, among special education students who are struggling during the
long lapse of academic instructions during the summer break. By minimizing regression,
these students would experience a smoother transition to the next grade instead of relearning loss skills. Collateral benefit for these students include greater self-esteem and
confidence among their peers, and reduction of challenging behaviors and disciplinary
issues in the classroom.
A: Introduction: Brief Summary of Social Change Project
Regression of reading skills is an issue with special education students who are
struggling, when there is a lapse of schooling during the summer break. Research has

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PREVENTING SUMMER READING LOSS

shown that struggling students lose ground over the summer and these losses are
cumulative (Kim & White, 2011). The district wide special summer reading program is
introduced to the community of ABC Independent School District (ABCISD) (a
pseudonym).
The micro analysis of the proposal indicates that the special summer programs for
the target students at respective school level are implemented with participation from
administrators, teachers, students and parents. Students in this program will benefit from
smoother transition to the next grade level, and utilizing time to learn new skills rather
than re-learning lost skills. Results from state standardized testing can be improved at
school level.
The macro analysis demonstrates that the special summer programs which are
implemented at secondary level would facilitate smoother transition to middle school and
high school, while maintaining ABCISDs mission of educating its students to achieve
their highest standards in performance, and vision of focusing on the education of the
whole child.
The mega analysis of the proposal presents that smooth transitions between grade
levels would benefit the community of ABCISD and the nation by developing responsible
citizens, preparing them for higher education and workforce, and cultivating the 21st
century global society.
B. Why Test, Evaluate, and/or Assess? The Purpose of the Evaluation
The purpose of the program evaluation for my social change project is to identify
the positive effect of the summer reading program with student achievement and reading
level. Evaluation is important to ensure that the project delivers results which leads to

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PREVENTING SUMMER READING LOSS

important decision making (Kaufman, Guerra, & Platt, 2006). Kim and White (2011)
discussed proposed solutions for solving the problem of summer reading loss and
recommended an alternative approach that works and cost effective. The data from the
program evaluation for my social change project would reveal if the solution adopted
reduce or eliminate summer reading loss.
C. Determining and Prioritizing Needs
Currently, disability and socio-economic factors presents a need for such
implementation of the summer reading program. The need is for students to be able to
maintain their reading skills during the summer break, and facilitate a smooth transition
to the next grade level when the next school year begins. There is a need to prevent
students from falling behind during the vacation period. It is important to determine what
support best practices which results in better student performance. An average student,
particularly from low-income families, may lose nearly three months of grade level
reading skills each summer (Smith & Brewer, 2007). Menard and Wilson (2014) stated
that the regression in reading skills is significant when comparison is made between
students with reading disability and non-disability. The gap in reading loss is cumulative
and if the effect could result a gap of two years behind when the student reaches fifth
grade (Smith & Brewer, 2007).
D. Cultural and Ethical Concerns
Majority of the research reviewed recognized that the primary cause of summer
reading loss are based on socioeconomic factors such as the inability to have access to
reading materials. Students who do not have access to books would be disadvantaged in
the summer. Normally students are required to return their library books before they

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PREVENTING SUMMER READING LOSS

leave for summer break and they may not have access to local public libraries during the
summer as their parents are not available to take them there.
Struggling students who are students with reading disabilities may have a
different dilemma where they are unmotivated to read because they do not understand
what they read or the text is too difficult for them. These students also lack the support in
helping them with choosing the suitable book or understanding the text they read.
Students with reading disabilities face a greater challenge during the summer when
instructional services along with their academic goals designed for the school year are
suspended during summer vacation (Menard & Wilson, 2014; Cooc & Quinn, 2016).
Unless these students qualify for extended school year (ESY), summer school program,
or participate in on-going intervention with family support, they may fall behind students
without disabilities and widen the achievement gap between both groups of students
(Cooc & Quinn, 2016). More than likely, students with reading disabilities depend on
continuous guidance and monitoring with their reading habits and maintaining their
reading skills that were cultivated during the school year. Cooc and Quinn (2016)
confirmed that research has indicated that students placed in special education programs
are also students who are within low family socioeconomic status, which effect their
access to resources during the summer. These students and their family rely on schools
for resources.
E. Driving Factors and Stakeholders
The shift to increase student achievement and reduce regression by raising
lifelong learner presents the ultimate outcome of a successful 21st century global society.

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The success of this program encourage students to pursue higher academic achievements
without the frustration of falling behind in their academics.
The key stakeholders and decision makers who need to be involved in this change
are:

The Board of Trustee of ABCISD.

The Superintendent of ABCISD.
Director of Special Education Department of ABCISD.
The Principals of the elementary schools and the middle schools of

ABCISD.
Teachers and instructional aides.
Parents of the special education students who are required to participate in

state standardized testing.

Special education students who are required to participate in state

standardized testing.
The key community members outside of ABCISD that need to be involved in this
change are: Texas Education Authority
Education Foundation (a pseudonym) Grant Organization
It is anticipated that there may be resistance to change, which would come from
the students and teachers, as it means they are working during the summer break. Parents
would likely to embrace the change as it provides additional services to their children.
Such services could include ESY services or participation in summer school program.
However there is insufficient research on the efficacy of the available interventions for
students with reading disabilities in the summer (Christodoulou, Cyr, Murtagh, Chang,
Lin, Guarino, Hook, & Gabrieli, 2015). Researchers continue to search for evidence of
summer interventions that would address summer reading loss that support students with
reading disabilities to either maintain or improve their reading skills.

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Section 2: Program Evaluation Planning

In order to improve the education system, education reformers alike can come up
with varieties of requirements, plans, programs, and laws which are implemented as
effective solutions to the educational problems faced by the society. It is important that
such solutions are meaningful. Evaluation of the solution or program implemented
ensures that the results of the improvement or lack of improvement is measured and
validated (Kaufman, Guerra, & Platt, 2006). Stakeholders will be informed if the
program is feasible or if it needs to be modified or eliminated. The data from an
evaluation would inform what works and what does not work (Kaufman, Guerra, & Platt,
2006). The evaluation of the district wide summer reading program for ABCISD would
provide useful data to determine if the program would reduce summer reading loss
among special education students.
A. Asking the Right Questions
Planning provides direction towards assessing the program goals and objectives
and this starts with asking the right questions which relates to specific concerns
(Kaufman, Guerra, & Platt, 2006). The right questions in relation summer reading
program and summer reading loss are based on the needs at the mega, macro, and micro
levels. This will enable the stakeholders to adjust and implement changes if necessary.
The societal needs present a gap in summer learning loss of students with
disability and students with non-disability, particularly in the area of reading (Menard &
Wilson, 2014). Such gap has a detrimental effect on students with disability, when they
are not able to recoup their skills in a timely manner and the summer learning loss is
compounded over time (Cooc & Quinn, 2016). At the mega level, the following
questions address the societal needs:

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Would a State wide summer reading program for student with disability

benefit the community?

What factors would limit the ability of the program to meet its goals?
To what extent would the results of this program be considered successful
to the society, example, measured by the States standardized test reading

scores?
At the macro level, the following questions are addressed:
How would the school districts implement the summer reading program?
What resources and support personnel are available to implement the
program?
How would the results be measured or reported?
At the micro level, the following questions are addressed:
How to motivate students and their family to participate in the program?
What types of accommodations and/or modification to the program is
needed for each students individualized learning program?
How does the teacher and the students track progress?
B. Goals and Target Populations
The mega, macro, and micro levels are represented by goals which are based on
valid needs (Kaufman, Guerra & Platt, 2006). The mega goal is based on a societal focus
where students with disability and non-disability both has a passing rate of 80% in the
standardized state reading test. The macro goal is that students with disability
transitioning from elementary to middle school, and from middle school to high school
do not have a deficient reading level of over one year. The micro goal is that students
with disability transitioning to the next grade level do not have a deficient reading level
of over one year.
The target population for the summer reading program are early readers from
kindergarten to second grade. Christodoulou et al. (2015) stated that students with
reading disabilities who received early intervention at an early primary level yields the
strongest results. This supports the concept of Ideal Vision because students at early

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primary level would support the foundation of meeting the societal needs for children
who are proficient readers.
C. Organizational Structure
The organizational structure represents the groups that are responsible for specific
responsibilities and duties in implementing the program evaluation. First, a presentation
to the school board of each school district for approval to form a board sub-committee to
implement the program will be made. The school board sub-committee members would
be responsible in managing and implementing the program and evaluating the program
by appointing representatives at each school in the district. The representatives at each
school would be responsible for monitoring the participants (students) of the program.
The school board sub-committee will also appoint an operation committee who will be
responsible for the managing and running the day to day operation of the program in the
summer. The sub-committee will submit progress reports to the school board every
quarter. All the progress report will be made public to the community on the school
district website.
D. Timelines and Resources
The time frame of this program will begin for five years. This would allow the
first group of participants to transition from elementary to middle school. During the first
five years, the quarterly data will be reviewed and analyzed. Decisions to continue or
modify the program will be made yearly. Program goals will be reviewed by the school
board sub-committee members every year. The program will be extended for another 5
years, which would allow the first group of participants to transition from middle school
to high school.
Resources that has to be provided for would include personnel, location for
implementing the program, and supplies. The school board sub-committee would have to

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PREVENTING SUMMER READING LOSS

prepare a budget for the cost of the program, and identify the source of funding. The
source of funding may be from a grant or allocations from the State. Personnel would
include support staff, teachers, and volunteers who will be responsible to the day to day
operation of the program. Location for implementing the program may be identified
schools or public libraries. Supplies for the program would include program curriculum,
school supplies, books, and technology such as e-readers or iPads.

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Section 3. Progress Monitoring, Formative Assessment, Progress Evaluation

A. Creating Your Dashboard
The implementation of a plan or a study to improve the education system tend to
generate abundance of information and data. Kaufman, Guerra, and Platt (2006) stated
that the central of the effectiveness of ones evaluation plan are the relevant information
gathered so as to figure out what worked, what did not work, what needed to be modified,
along with their rationalization and justification. Incidentally, a visual tool known as a
dashboard, provides an effective visual communication of data for stakeholders to assess
the success of the project. Few (2006) clarified that such visual display which is
grounded in an understanding of visual perspective can effectively provide information of
what works, what does not work, and reasons for those answers. The dashboard is akin to
an automobile dashboard which provides real-time information of the functionality of the
project (Laureate Education, Inc, 2011a). The data will be displayed on based on their
goals and specific objectives, fit on a single screen, and could be monitored at a glance
(Few, 2006).
The dashboard of this project will provide data on the effect of participating in a
summer reading program on students reading level. Data will include reading assessment
scores before and after the summer program, information from reading logs specifically
time spent reading and number of books read, and a summer reading program survey. The
dashboard will also include demographic information of the students such as
race/ethnicity, disability, language, gender, age group, family income, parental education,
and attendance in school.
The mega-level dashboard will include the following data:

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An elementary school, a middle school, and a high school will provide

data of transitioning students in the summer reading program, which

includes demographic information.

Students level of performance in state standardized testing on the subject
of Reading. This will be compared with the testing results of students who

did not participate in the summer reading program.

Professional development offered to project managers in implementing
and managing the summer reading programs throughout ABCISD. This
would include designing a summer reading program which would be
appropriate for the three school levels, budgeting, staffing, allocation of
resources such as books, audio books, and electronic devices, and facilities

to house the summer reading program.

At the macro level, the dashboard will provide the following data:
Invitation to participate in the summer reading program will be based on
the students level of performance in the state standardized testing on the
subject of Reading. Demographic data of the students will also be
analyzed particularly the division of students with disability and students

without disability.
Students reading level assessed before and after the summer reading
program. This will provide information on growth such as decoding

skills, comprehension skills, and fluency.

Information from the students reading logs will also be included,
particularly the amount of time read, the type of books read and the

number of books read.

Training for educators, staff, or volunteers in managing and running the
Summer Reading Program. This includes implementing a variety of

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programs based on the suitability of the participants age group. The

variety of programs will be analyzed to determine effective strategies to
motivate students to participate and read during the summer.
At the micro-level, the dashboard will include the following data:
Student participants and their family will complete a survey rating their
skill level, knowledge, confidence, behavior, or attitude towards the
program. The survey will assess the impact of the programs and provide

insight on how to improve the attractiveness of the program.

Educators, staff, and volunteers will complete a survey on the
functionality and the usefulness of the programs implemented. This will

provide a better understanding of the programs and how it is run.

The data components included in this projects dashboard fall under two types of
data analysis. The mega and macro levels would consist of quantitative data where there
will be numerical data on student performance, reading level, time spent reading, and
number of books read. Surveys will provide qualitative data which may provide details
that are not relevant. Kaufman, Guerra, and Platt (2006) indicated that it is important that
relevant data is obtained and these data are able to stand up to scrutiny, answers
evaluation questions accurately, and are able to provide credible evidence. Therefore
data reduction would be important with the information obtained from the surveys and
the objective is to provide only relevant information. Displaying such data on the
dashboard would eliminate confusion and keep the reader focused.
B. Formative Assessment Data Needs
Formative assessment is a planned assessment that allows the evaluator to gather
evidence as to what worked, what did not work, and why (Popham, 2010). This would
allow adjustments, alterations, additions, or eliminations to the plan in order to make it
successful. The data has to be reliable and it has to be tested to ensure that it is accurately

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measuring the objectives that needed to achieve the goal. During the implementation of
this project, the project managers will conduct formative assessments on the large amount
of data obtained. Brief surveys from participants after each summer reading program
would provide useful reflection of the relevance of the data collected.
The timeline proposed in Section 2 above is reviewed to take into account
formative assessment data needs. The timeline has been updated to reflect the collection,
analysis, interpretation, and reporting of these data during the project. See Appendix B.

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Section 4. Progress Monitoring and Outcomes Evaluation, Summative Assessment

Tying It All Together.
A. Updating the Dashboard
In the event it is discovered that the metrics used in the dashboard proved to be
irrelevant to the assessment, monitoring, and accountability of the social change project,
changes have to be made to ensure that the metrics are connect to the goals of the project
(Laureate Education, Inc., 2011b). According to Osher (Laureate Education, Inc.,
2011b), updating the dashboard does not necessarily mean replacing the metrics and
suggested that if the researcher knows that the metric is important but the right indicator
is not in place, it is wise to keep the metric and have an approximation. The goal of this
project is to minimize or eliminate summer reading loss among special education students
by their participation in a Summer Reading Program. Data is collected before the
program, during the implementation of the program, and after the program. Formative
assessments are conducted on the data collected to ensure that relevancy of such data to
the outcome of the project. The Pre-Post evaluation design is selected for this project.
This design compares the baseline measurement which is the participants reading level
to the participants reading level taken after the program (Chinman, Imm, &
Wandersman, 2004). Data collected during the implementation of the program will be
analyzed to monitor the effectiveness of the program and the participants needs. The
data will be analyzed daily as the time period of the Summer Reading Program
(intervention) is only two months. Although reading levels of the students are the main
data that need to be collected, there are other factors that will be analyzed and monitored

which could affect the dashboard. These factors are as follows:

The participants socio-economic information and special education eligibility.
The participants attendance record during the Summer Reading Program.

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The effectiveness of the program design, which includes the curriculum used, resources

available to the students, and location of the program.

The proficiency of the teachers, staff, and volunteers who ran the program and worked
with the students.
Data collected in this project include quantitative and qualitative data. Changes in the
Pre-Post measurements will be compared and other data may include surveys,
observation records, and interview records. The qualitative data will provide content
analysis where change of themes are identified over time (Chinman, Imm, &
Wandersman, 2004). It is important that collaboration occurs (Laureate Education, Inc.,
2011b) as data is obtained from others who are managing and running the program. The
metrics and data collected should be available to all collaborators who can disaggregate
and monitor the information collected. For example, if the program relied on a school
library as the venue of the program and the air-conditioner broke down in the summer,
such an uncomfortable situation will affect the running of the program and the venue
have to be relocated to ensure the programs success.
B. Summative Data Assessment Needs
Based on the data collected and continuous monitoring, analyzing, and making
adjustments (if needed) of the dashboard, these formative assessments ensure that
summative need is met (Laureate Education, Inc., 2011b). These summative assessment
needs will provide data that when special education students who participate in Summer
Reading Programs will be able to transition to the next higher grade confidently and
continuous participation in this program may lead to closing the achievement gap. The
following timeline include collection, analysis, interpretation, and reporting of these
summative assessment data. See Table 1.
Timeline

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Table 1
Activity

Assessment of
participants
reading level
(before program)

When data is
collected?

May 15, 2016

June 8, 2016

Person(s)
Responsible

Educator
Volunteers

How is data
collected?

Educator
Volunteers
administer
Fountas &
Pinnell
assessment.
Participation
activities,
written
notes

Tools to
analyze,
interpret,
and report
data.
Fountas &
Pinnell
assessment
report.

Summer Reading
June 8, 2016
Program begins.
July 15, 2016
Track participants
feedback and
provide reflection
after each program
is conducted each
day. Analyze data
from participants
and educator
volunteers.

Project Manager,
Educator
Volunteers

Activity
plan,
adjustments
to activity
plan,
written
notes

Obtain completed
reading log. Input
data in the
program.

Daily

Project Manager
and/or Educator
Volunteers

Reading log
entered into
a database

Conduct weekly
meetings with
project manager
and educators
volunteers.

Weekly

Project Manager
and/or Educator
Volunteers

Written
notes

Obtain end of
program survey.
Surveys will be
from students,
parents, and
educators.

July 15, 2016

August 15, 2016

Project Manager
and/or Educator
Volunteers

Written
surveys,
student
reflections

Survey,
written
comments,
feedback.

Assessment of
participants

August 30, 2016

September 15,

Project Manager
and/or Educator

Educator
Volunteers

Fountas &
Pinnell

Reading
log,
frequency,
types of
books read
Written
notes,
adjustments
to activities

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PREVENTING SUMMER READING LOSS

reading level (after 2016.

summer).

Volunteers

Analyzing data,
publishing and
presenting report
to stakeholders

Project Manager

September 15,
2016 October
15, 2016

administer
Fountas &
Pinnell
assessment.
Combining
all the data
collected
during the
program,

assessment
report.
Fountas &
Pinnell
reports,
surveys,
written
notes and
reflection.

Updated: 5/1/2016
C. Formative and Summative Assessments: Getting the Entire Picture
Formative assessments allow informative decisions to be made so as to achieve
the goal that is targeted. It assist us in staying on the right track and ultimately
successfully reach the summative of the program. Chinman, Imm, and Wandersman
(2004) recommended that an outcome evaluation would provide evidence that the
program accomplished its goals. The outcome evaluation would include the desired
outcome, measures used, data analysis method, sample size, pre and post scores and their
difference, and interpretation of the results (Chinman, Imm, & Wandersman, 2004). The
proposed outcome evaluation below is provided to present the entire picture of this
program. See Tables 2 and 3.

Table 2
Desired Outcomes
Improve reading
level after
participating in the
summer reading
program

Measures
Fountas & Pinnell
Assessment

Design
Pre-Post

Sample Size
Approximately 25
students

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Table 3
Data Analysis
Methods
Compare mean
Fountas &
Pinnell levels
on students
over time.

Mean Pre
Scores
Reading level

Mean Post
Scores
Reading level
plus or minus

Mean
Difference
Plus/Minus

Interpretation
Plus would
mean
improvement in
reading level.
If there is no
difference,
reading level is
maintained.
Minus would
mean regression
in reading level.

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References
Chinman, M., Imm, P., & Wandersman, A. (2004). Getting to OutcomesTM 2004:
Promoting accountability through methods and tools for planning,
implementation, and evaluation. Santa Monica, CA: RAND
Corporation. Retrieved from http://www.rand.org/
pubs/technical_reports/TR101.html
Christodoulou, J.A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A.J., Hook, P., &
Gabrieli, J.D. (2015). Impact of intensive summer reading intervention for
children with reading disabilities and difficulties in early elementary school.
Journal of Learning Disabilities, 1(13). doi: 10.1177/0022219415617163
Cooc, N., & Quinn, D.M. (2016). Children with disabilities in the summer: A seasonal
analysis of disparities in achievement. Paper presented at the Annual Meeting of
the Association for Education Finance and Policy, Denver, CO, (pp.1-20).
Few, S. (2006). Information dashboard design: The effective visual communication of
data. Cambridge, MA: OReilly.
Kaufman, R., Guerra, I, & Platt, W.A. (2006). Practical evaluation for educators:
Finding what works and what doesnt. Thousand Oaks, CA : Corwin Press.
Kim, J.S., & White, T.G. (2011). Solving the problem of summer reading loss. Phi Delta
Kappan, 92(7), 64-67.

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PREVENTING SUMMER READING LOSS

Laureate Education, Inc. (Producer). (2011a). Assessment and accountability in

education: Dashboards, part 1. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2011b). Assessment and accountability in
education: Dashboards, part 2. Baltimore, MD: Author.

Menard, J., & Wilson, A.M. (2014). Summer learning loss among elementary school
children with reading disabilities. Exceptionality Education International, 23(1),
72-85.
Popham, W.J. (2010). Everything school leaders need to know about assessment.
Thousand Oaks, CA : Corwin Press
Smith, M. & Brewer, D. (2007). Stop summer academic loss: An education policy
priority. MetaMetrics, Inc.

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Appendix A
Logic Model
Needs Assessment Data
An average student loses an
average of three months of
grade-level equivalent
reading skills during the
summer.

By the end of fifth grade,

low-income students or
students with disability fall
more than two years behind
in reading.

Students do not have

opportunity to practice their
reading skills during the
summer.

Risk-Factor-Based
Goals/Objectives

Program and
Activities

Outcome Measures

Goal: Students will

maintain or improve
their reading skills
during the summer.
Objective:
At least 45% of the
students will maintain
or improve their
reading skills during
the summer.
Goal: Reduce
cumulative summer
reading loss.
Objective: By the
beginning of school
year, at least 45% of the
students of low-income
or with disability will
prevent reading loss no
greater than one year
behind.

Summer reading
programs, family
participation in reading
programs

Data tracking of reading level

before and after summer
break. Data would include
assessment of current reading
level by Lexile or Fountas &
Pinnell.

Interventions during the

summer, extra help will
be available for all
participants throughout
the year.

Data tracking of reading level

before and after summer
break. Continue monitoring of
reading level during the school
year. Data would include
assessment of current reading
level by Lexile or Fountas &
Pinnell. Data is collected
every 2 weeks during the
school year.

Goal: Increase access to

summer reading
programs to all
students.
Objective: At least 45%
of the students and their
family participate in a
summer reading
program or voluntary
reading activity.

Disseminate
information on summer
reading program,
provide free resources
and incentives for
participation.

Survey, tracking and

evaluation of summer reading
programs, reading log. Data
would include assessment of
current reading level by Lexile
or Fountas & Pinnell.
Feedback or reflection will be
provided in the survey
(qualitative). Reading logs
will provide total time soent
reading, number of books
read, type of books read.

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PREVENTING SUMMER READING LOSS

Appendix B
Timeline
Activity

Timeline

Person(s) Responsible

Present Proposal

March 15, 2016

Project Manager

Recruit Educator Volunteers

March 15, 2016

Project Manager

Develop policies,
procedures, and application
and consent forms.

April 1, 2016

Project Manager and/or

Educator Volunteers

Develop summer reading

program and resources

April 15, 2016

Project Manager and/or

Educator Volunteers

Setup participant tracking

program

May 1, 2016

Project Manager

Schedule programs, order

books, equipment, and
resources for the program.

May 1, 2016

Project Manager and/or

Educator Volunteers

Set up system to track

participants progress in the
program.

May 1, 2016

Project Manager

Registration for Summer

Reading Program

May 15, 2016

Project Manager and/or

Educator Volunteers

Assessment of participants
reading level (before
program)

May 15, 2016 June 8,

2016

Educator Volunteers

Summer Reading Program

begins. Track participants
feedback and provide
reflection after each
program is conducted each
day. Analyze data from
participants and educator
volunteers.

June 8, 2016 July 15,

2016

Project Manager, Educator

Volunteers

26
PREVENTING SUMMER READING LOSS

Obtain completed reading

log. Input data in the
program.

Daily

Project Manager and/or

Educator Volunteers

Conduct weekly meetings

with project manager and
educators volunteers.

Weekly

Project Manager and/or

Educator Volunteers

Obtain end of program

survey. Surveys will be
from students, parents, and
educators.

July 15, 2016 August 15,

2016

Project Manager and/or

Educator Volunteers

Assessment of participants
reading level (after
summer).

August 30, 2016

September 15, 2016.

Project Manager and/or

Educator Volunteers

Analyzing data, publishing

and presenting report to
stakeholders

September 15, 2016

October 15, 2016

Project Manager

Updated: 4/17/2016

27
PREVENTING SUMMER READING LOSS

EDUC 8115 Rubric for Program Evaluation Project

MODULE 3
Assignment Standards
You included a well-written paper that demonstrates critical thinking
and analysis in light of the questions. Paper is between 4-6 pages long.
Effectively uses Program Evaluation Project outline.

Maximum
of 15
Points
32.4

Comments: satisfactory in several respects albeit late.

Paper
Sections 1 and 2:
The previous sections are attached, including edits made in response to
the instructors comments.

32.4

Comments: found
Section 3. Progress Monitoring, Formative Assessment, Progress
Evaluation (Each section worth about 2 points)
Creating a Dashboard
Formative Assessment Data needs
References
Appendix A. Revise and Update Logic Model Grid

64.5

Comments: Please see comments in body of paper.

Writing Style and APA 6th

Your paragraphs displayed proper grammar, sentence structure, and
spelling. Cover page and headings were used effectively. Scholarly
tone, including appropriate use of first person, is evident.

21.6

Comments:
You included in-text citations for any ideas you included from your
texts, References for the citations were provided using APA 6th
formatting.
Comments: Please see comments in body of paper.

1.5

28
PREVENTING SUMMER READING LOSS

TOTAL

15 11.4
pts.

"Check that you have all of the following included in the dashboard
Small # of metrics (7-10) (make a numbered or bulleted listing).
Right metrics -Have to have the right metrics what is important? For
example, determine if you have the right metrics to measure the needs and
any changes or improvements. In an auto, a good and right metric might
be a MPG meter. For an evaluation, we might need to have test scores.
Able to measure inputs to produce results as well as outcomes-e.g., an input
for a auto would be data coming from the speedometer and measured as
MPH. In an evaluation dashboard data coming in might be the number of
students going to college.
Ability to disaggregate e.g., different classroom settings?
Meets partners needs: metrics right for all partners."
I noticed they are not all present or not written about with these terms.
(e.g., discuss how you would disaggregate the data and use the term disaggregate).
super hint: check the PDF transcript of the video in M3. "
Maximum
EDUC 8115 Rubric for Program Evaluation Project
of 20
MODULE 4
Points
Assignment Standards
You included a well-written paper that demonstrates critical thinking
21.6
and analysis in light of the questions. Paper is between 4-6 pages long.
Effectively uses Program Evaluation Project outline.
Comments: I am able to assign partial credit for the late paper.
Paper
Sections 1-3:
The previous sections are attached, including edits made in response to
the instructors comments.

32.4

Comments:
Section 4. Progress Monitoring and Outcomes Evaluation, Summative
AssessmentTying it all Together (Each section worth about 3 points)
A. Updating Your Dashboard
B. Summative Assessment Data Needs
C. Formative and Summative Assessments: Getting the Entire
Picture
References
Appendix A. Revise and Update Logic Model Grid
Comments: Please see comments in body of paper.

139

29
PREVENTING SUMMER READING LOSS

Writing Style and APA 6th

Your paragraphs displayed proper grammar, sentence structure, and
spelling. Cover page and headings were used effectively. Scholarly
tone, including appropriate use of first person, is evident.

1.9

Comments:
You included in-text citations for any ideas you included from your
texts, References for the citations were provided using APA 6th
formatting.

1.8

Comments: please do not use track changes; it gets very messy. Also
you may delete prior comments on modules before the last one.
TOTAL

14.7

20 pts.