Theory of Change - Examining the effectiveness of the Levelled Literacy Intervention Program.

Program Intentions Program Activities and Short-term Outcomes: Longer-term Outcomes:

Resources (Inputs) Indicators (Outputs) Indicators (Outputs)
Identification of Students - Establishment of initiative to
who would benefit from a increase awareness and get
structured learning program. administrative and parental
support for the delivery of the
program.
- Allocation Human Resources
1 accredited teaching staff - Initial Parental feedback is
responsible for program
delivery.
- Allocate space in the
Learning Commons for
delivery of the program..
- Create Invitations for input
into the selection of students
from various stakeholders
including LRT (Learning
Resource Teacher),
Administration, Grade 2 staff
and the staff member
responsible for the program as
well as Central Program staff.
- Awareness of the LLI
Program is increasing. Staff
indicate a efficacy in the
program and support the
program in their
programming.
positive and their is a
demonstrated increase in
reading competency.
- Students are expressing a
positive reaction ti the
program. Regular or
increasing attendance at
information sessions as well
as participating in
recommendation of this
program to others students.
- Program is very well known
to the school community and
can reflect a significant
number of students reaching
benchmarks of reading.
- Staff continue to believe the
program is an effective way
to create lasting change and
increased reading abilities in
their students.
- Parents demonstrate an
understanding and
appreciation for the students
gains and can attribute this
to participation in the LLI.
- Staff/student/parent surveys
reflect an understanding and
awareness of the effectiveness
and desired outcomes of
participating in the program.
To support teacher training
and understanding of the
delivery of the program.
Including goals and
benchmarks of the program
of reading development.
- Teaching staff who are - Participating staff will use
delivering the program must materials and tools that have
undergo training to familiarize been presented to establish
themselves with the delivery reading goals for their
and function of the program. students and will monitor
these goals regularly.
- Acquisition of the LLI Kit - Teachers will be able to see
to be completed during the the increase in students
summer months in or to have it reading abilities. Teachers
available of late August will be able to adjust to
training. learning needs as increased
effectiveness of teaching
- Connection need to be techniques taught through the
established with Program staff/ program.
staff at other schools currently - Non-Participants in the
delivering the program and BG program will be able to note
staff responsible for delivering a difference in the students
the program. abilities to access the
curriculum through reading.
- Purposeful learning activities - Participants will be active
scheduled and time learners in discussions and
commitments established.. learning activities and
demonstrate an belief that the
program will have a positive
impact on them.
- Participants in the program
will be able to establish,
maintain significantly
increased reading levels.
- Participants will demonstrate
a high level of self-awareness
and belief that established
goals can be met.
- Participants will also be
cognizant that once goals are
achieved that new goals can
be established and that the
cycle of reading improvement
will continue.
- Participants in the program
will demonstrate a significant
increase in reading scores
after completion of the
program.
To support individual growth
in reading capabilities in
students who are in the
Primary division.
- Once underway students
should see significant gain in
their ability to access the
reading curriculum.
- Sessions attended regularly.
- in these sessions.
- Students reading progress will
be strictly monitored and
recorded.
- Students will begin learn - Students will demonstrate a
reading and decoding skills good skill set of reading skills
to set personal goals. that are readily transferrable
- to other types and genres and
- Staff will refine those skills settings.
based upon resources offered - Students are well aware of
resources that are available
for them to use.
- Students in the program will
be able to be reflective and
incorporate future lessons
and skills that are taught in
the regular classroom setting.
- Students in the program will
continue to improve their
reading skills without
continued participation in the
program.
To establish a cycle of
reintegration and selection
for other students who may
benefit from this program.
- Once the initial cycle has
been completed (8-12 weeks)
assessments to be completed to
establish reintegration in the
regular classroom or
continuation in the program.
-Invitations to participation
should be established and
suggestions for the next group
of student can be made to
establish a cycle of
interventions. .
-Discussions that reflect upon
challenges of meeting
established goals.
- Students in the program are
connected to the the other
students in the program and
they independently reach out
to one another as resources.
- Students/Teachers begin to
actively promote the program
and believe in the efficacy of
the program.
- Students/Teachers will begin
to be willing to discuss
challenges to their reading
goals and participate in the
sessions actively.
- Students should begin to see
significant gains as measured
against benchmarks of
reading.
- Students should report a
feeling of confidence in
situations that require
reading.
- Teachers/Students and
Parents should demonstrate a
belief that the program would
be of benefit to others in the
school community and would
be encouraged to actively
endorse the program
throughout the community.
- Students should continue to
demonstrate an increased skill
set acquisition in these area of
reading.