MOD5 ASSGN

Strategies, Activities, or Initiatives to make the Program Effective

While the program has not been effective in the achievement of its goals, there are classroom strategies that are in place to improve its effectiveness. Provision of explicit and systematic kind of instruction in vocabulary ensures that children are exposed to words so as to acquire a proper understanding of their meanings. According to McGee and Richgels (2003), children can make connection between words if vocabulary is presented to them thematically (McGee & Richgels, 2003). Word learning in early childhood learners can also be improved through reading aloud that entails explanation of particular vocabularies targeted for a specific learning session. The other strategy that is in place to improve the effectiveness of the program is improving the alphabet knowledge of early childhood learners. The strategy includes working with learners to identify and name sounds and letters of the alphabet. This strategy goes together with creating phenological awareness in early childhood learners. It includes activities such as recognizing and saying rhyming words with a teacher, matching sounds to letters, and listening to identify the syllabus within words. Other than learning sounds, interactive reading of storybooks is another strategy that will improve the effectiveness of the program. Story telling becomes more effective as a learning strategy when it is done through reading. Improving learners interactive experience of language through songs, rhymes, poems, and letter prints are practical ways that will enable early learners improve their language literacy.

Part 2

Indicators to Measure the Effectiveness of Program

Criteria and Evaluation Tool Design

Strategies for Buy-in and Collaboration

Buy-in and collaboration among the stakeholders of the program is necessary in ensuring support and success both at the school and community levels. Developing a shared vision for the program will ensure buy-in from other stakeholders (Giancola, 2014). The language literacy must have a vision that matches that of the state and district education department. This shared vision can be done by ensuring that assessments and teaching activities meet the guidelines from the state and district. For instance, assessment should align to English proficiency standards for the state. The rationale for establishing a shared vision is hinged on the need of avoiding or eliminating lack of cooperation among the stakeholders. The shared vision must align to the policies at the school level, community, district and state levels. Another strategy for buy-in and collaboration is solicitation for feedback from the stakeholders. There is a need to meet with the stakeholders, especially parents to solicit their feedback on the performance of their children based on the evaluation methods used. Parents can also highlight possible areas of challenges that they believe should be solved to improve performance. Parents can also highlight the areas of strength that should be capitalized for better results.

Part 3

The program will utilize tests and assessments as the appropriate tools of evaluation. The evaluation will be backed by quality indicators selected for the program. Giancola (2014) identify indicators as statements that are applicable when determining the progress of a program. The author states that the progress of a program is measured based on its goals and objectives (Giancola, 2014). One indicator that will justify the need for tests and assessment is improvement in knowledge of the alphabet. Test will be done and assessed to ascertain whether learners have increased their capability to identify letters of the alphabet. For instance, students will take letter identification tests, which will be assessed on the basis of how fast a student can identify a letter. The second indicator that will be evaluated using the tool is increased ability to name letters. Students will also be tested on their ability to spot letters and name them in a mixture of letters. Tests will be done so that students can identify and group letters in both lower and upper cases. During the assessment, a score guide will be established to gauge the increased capability. The goal of the program is to improve the performance of the students in English language and literacy. The performance of students in grades 3-5 in Grand City has not been impressive. The number of students in these grades who did not meet expectation increased increased in the last 5 years from 40.3% to 50.7% (Walden University, 2016). Letter naming forms the foundation of language literacy. The third indicator that will be assessed is increased capability to automatically name objects. Test will be done that will entail identification and naming of objects. A typical test paper for this assessment will entail the objects that students interact with in their environments such class desks, chairs, kitchen utensils, and other household items. The fourth indicator for the assessment will determine increased performance in phonics. An oral test will be done where students will make sounds of letters, phrases, and words. The fifth indicator that will be assessed is to determine increase mastery of words. This will be done by asking by testing student’s pronunciation, spelling tests, and dictation.

Validity and reliability of the measurable criteria will be based on data and alignment to the program goals within a given time frame. According to Henson (2016), validity of data is a critical component in determining the delivery of a program. The data in a program must be consistent with the conditions of the program (Henson,2016). Assessments and tests will only be done after learners have gone through a certain objective within a specified period of time. The teachers will outline the time frames for the achievement of each of the listed indicators and objectives. For instance, letter identification will be assessed after the learners have gone through a learning process that entails identification of letters and tested after a period of 3 or 4 months.

Assessment and tests as program evaluation tools were created on guideline of determining increased improvement. Progress was a key component that was used as guide to determine the ability of the program to realize its goal. Jayaratne (2016) states that improvement as component of evaluation is to transform a program so that it can show better performance. Giancola, (2014) adds the element of data and states if that if a program is aligned properly to assessment, then data becomes a meaningful indicator of progress and success (Giancola, 2014). The program was designed on the basis of improvement.

Part 4 Action Plan

The action plan will support the program evaluation by ensuring that program activities are performed within a defined time frame. The action plan will provide the guideline in terms of timing and time allocation for the activities. For instance, the action plan will provide a time reference of what students are supposed to achieve in various grades of learning. A grade one teacher teaching English language and literacy will know that by end of the grade, the students are proficient in letter naming. This particular activity should be performed within a period of 6 months maximum. Action plan helps with planning, monitoring, and organization of program activities around the targeted goals.

For purposes of continuity with ongoing program evaluation, data on student performance will be tracked for each of the listed activities. Student assessment and test scores will be recorded after every test. The data will be analyzed using graphs and charts. Performance in each indicator will be analyzed with reference to time factor and grade promotion. Any deviations or changes in performance will be noted and used for improvement. The data will be presented to parents in forms of student performance reports. The data will be disseminated to the school administrators in the form of class or grade performance reports. The data will be disseminated to the school district and administrators in the form of grades reports compared to state standards.

Tracking of data plays a crucial role in monitoring program performance. It has the advantage of identifying program aspects that do not align with the program goal. Monitoring of data helps project participants to ascertain which particular areas need which type or amount of resources so as to enhance improvement. While monitoring of progress has the advantage of keeping tracking on the improvement component, dissemination of results to the stakeholders enhances stakeholder support and involvement. Dissemination of the results to the stakeholders help in building stakeholder collaboration and reduce resistance (Giancola, 2014).

References

Brown, C. S. (2014). Language and literacy development in the early years: Foundational skills that support emergent readers. Language and Literacy Spectrum, 24, 35-49.

McGee, L. M., & Richgels, D. J. (2003). Designing early literacy programs: Strategies for at- risk preschool and kindergarten children. New York: The Guilford Press.

Walden University. (2016). Grand City education and demographic data files. Retrieved from https://cdn- media.waldenu.edu/2dett4d/Walden/EDDD/2015/CH/mm/grand_city/index.html

Appendices

Action Plan Template

PART ONE: Develop the SMART Goal.

Use this template to develop specific, measurable, attainable, relevant and time-bound (SMART) goals for your action plan.

Goal Statement: Improve language and literacy performance in early child education in Grand City for grades 1-3.

Specific : yes.

Measurable : Indicators of improvement will be evaluated in alignment of the goal

Attainable : Yes, it is achievable. The resources are available for the achievement of the goal within the specified grades.

Relevant : It is relevant. Language and literacy in childhood education is necessary in early learners for developing their writing and speaking skills

Time-Bound : The program targets learners in grade 1 all the way to grade 5

PART TWO: Determine Evidence of Success.

Direct Evidence: Improved test scores in the indicators

Indirect Evidence: Proficiency of learners when speaking the language, when writing, and when interacting with the teachers.

PART THREE: Develop an Action Plan.