LLI Program

Evaluation
Ashley Ho
Leveled Literacy Intervention
Description
Intensive, small group reading intervention
Expand comprehension, fluency and
student engagement
Built in phonics
Explicit direct instruction
Pull-out

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Background
Title 1 services Tier 2
Literacy struggles
externalized classroom
behavior
Students who struggle
with reading and writing
are 3x more likely to drop
out of high school

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 Research
Questions
How effective is the intervention on
students reading achievement?

Is the program done with fidelity?

What kind of factor does attendance

play in the students growth in
literacy?

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Process and Data
Collected
Title 1 Teacher Interview
OTR (Oral Text Reading)
Fluency, Accuracy, and Comprehension scores
STAR scores
Attendance logs
Retention of students

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Results (2016-2017)
*based on the students who came back to
school the following school year (48/54)

2nd Grade 3nd Grade 4nd Grade

Demonstrated the Retention of 3/12 Retention of 3/12

most growth students students
highest 3 moved to SPED
attendance
Retention of 6/24
students

Program was not done with fidelity

No training provided
Inconsistent attendance/behavior
Suggestions
Group Size Accountability Stagger
Recommended Teachers should Stagger the
smaller group be held group times
size (3-4) accountable for throughout the
sending their day
students to
group.

Progress Monitoring Training Multiple Measures

Exit students Provide Use multiple
throughout the instructors with measures to
year if they show intervention determine
significant training student
progress placement

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Key Takeaways
Data awareness teacher/administration
buy-in
Progress monitoring is crucial
Fidelity

Thanks!
Questions?
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