Browsing by Author "Shepperson, Barbara A."
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Item 2007 DelaSIG Point in Time Inclusion Survey(Delaware Education Research & Development Center, 2007-08) Shepperson, Barbara A.; Janerette, DarielOne objective of the DelaSIG is that special education students’ access to the general curriculum in the general education classroom will improve. The 2007 Inclusion survey results were compiled to help identify and track access of students with an IEP in the general education classroom. All teachers in the eight Inclusive schools were asked six questions in this component of the DelaSIG regarding the placement of students with special needs.Item An Analysis of Student Reading as Measured on the Diagnostic Assessment of Reading (DAR)(Delaware Education Research & Development Center, 2007-06) Baca, Jo-Ann M.; Shepperson, Barbara A.; Janerette, DarielAs part of the reporting of Delaware’s State Improvement Grant (DelaSIG), the Delaware Education Research and Development Center (R & D Center) completed a study on the Diagnostic Assessment of Reading (DAR) scores of students whose teachers attended either one or both Delaware Department of Education (DDOE) professional development program(s) designed to help focus teacher instruction of struggling readers in Grades 4 through 12, Success for Secondary Struggling Readers (SSSR), and/or Implementing Multiple Practices for Activating Comprehension in Teaching (IMPACT). Each of these programs includes 30 hours of training in reading content knowledge, pedagogy, and application. An additional 60 hours of implementation are necessary to meet the requirements of each “cluster”, a 90-hour professional development program provided by the DDOE.Item AN ANALYSIS OF STUDENT READING AS MEASURED ON THE DIAGNOSTIC ASSESSMENT OF READING (DAR)(Delaware Education Research & Development Center, 2006-06-13T18:37:12Z) Baca, Jo-Ann M.; Shepperson, Barbara A.As part of the reporting of Delaware’s State Improvement Grant (DelaSIG), the Delaware Education Research and Development Center (R & D Center) completed a study on the Diagnostic Assessment of Reading (DAR) scores of students whose teachers attended a professional development program designed to help focus teacher instruction of struggling readers in Grades 4 through 12. IMPACT, the acronym for Implementing Multiple Practices for Activating Comprehension in Teaching, is a 30 hour training component of the professional development program provided by the Delaware Department of Education (DDOE).This paper reports the findings of the fall and spring assessments of the DAR and discusses their results and implications. Program developers may find the perceptions of the IMPACT survey respondents informative; their perceptions regarding the influence of the IMPACT training on their classroom instruction and on their students’ reading provide insight into the context of the findingsItem Evaluation of Delaware's State Improvement Grant Initiative - Year I- Outcome Evaluation Report(Delaware Education Research & Development Center, 2004-08) Stazesky, Pamela B.; Grusenmeyer, Linda; Shepperson, Barbara A.This project evaluates two major goals: improved literacy and reading skills for children with disabilities in preschool, kindergarten-3rd grade and 4th-12th; and all students with mild or moderate disabilities will gain access to, and progress in, the general curriculum. Since many of the activities were implemented for the first time in spring 2004, much of the data can be considered baseline.Item Evaluation of Delaware's State Improvement Grant Initiative Year II: Outcome Evaluation Report(Delaware Education Research & Development Center, 2005-06) Stazesky, Pamela B.; Shepperson, Barbara A.; Grusenmeyer, Linda; Scollon, Kelly L.The University of Delaware Research & Development Center is responsible for the outcome evaluation of the State of Delaware’s State Improvement Grant Initiative. The evaluation focuses on the two major goals of the State Improvement Grant taken directly from the Delaware State Improvement Grant federal proposal. Terms in parentheses ( ) reflect the evaluation focus of each goal.Item Evaluation of Delaware's State Improvement Grant: 2007 Delaware Public Poll(Delaware Education Research & Development Center, 2007-08) Shepperson, Barbara A.; Janerette, Dariel; Delpeche, Helene; Qian, XiaoyuAs part of the outcome evaluation of the Delaware State Improvement Grant (DelaSIG), a segment of this year’s public poll focused on determining the public’s perception of home literacy and inclusive efforts in Delaware schools. These issues directly relate to two major goals of the DelaSIG: 1) all students with disabilities will have improved literacy and reading skills and 2) all students with mild or moderate disabilities will gain access to, and progress in, the general curriculum. Part of this year’s evaluation focuses on determining Delaware parents’ perceptions and practices regarding home literacy development and Delaware citizens’ perceptions regarding Universal Design for Learning (UDL) and inclusive efforts in the classroom. This report describes the results from the Delaware public poll conducted by the Delaware Research & Development Center. From November 2006 through February 2007, telephone interviews were conducted with 910 citizens throughout the state of Delaware. The sampling plan for this poll was scientifically developed and data were collected using random digit dialing to obtain a random sample of Delaware citizens.Item Evaluation of Delaware's State Improvement Grant: 2007 K-3 Teacher Survey(Delaware Education Research & Development Center, 2007-08) Shepperson, Barbara A.; Janerette, Dariel; Sherretz, KellyOne objective of the DELASIG grant is that K-3 teachers will implement scientifically based literacy/reading activities with an emphasis on struggling special education readers. To help identify and track K-3 teachers’ literacy behaviors and activities over time, the 2007 K-3 teachers’ survey results were compared, when applicable, to survey results from 2004 and/or 2005. Although most results were consistent over the three survey administrations, select findings are highlighted in this section.Item Evaluation of Delaware's State improvement Grant: 2007 Pre-K Teacher Survey(Delaware Education Research & Development Center, 2007-08) Shepperson, Barbara A.; Janerette, DarielOne objective of the Delaware State Improvement Grant (DelaSIG) is that pre-k teachers will implement scientifically based activities to teach pre-literacy/literacy skills. As part of the reporting of the DelaSIG, the Delaware Education Research and Development Center (R & D Center) requested survey data from participants who attended the Delaware Department of Education (DDOE) professional development program(s) designed to help focus pre-k teacher early literacy instruction. To help reach this objective, pre-k teacher literacy training modules were first implemented during the 2004–2005 school year and continued to be offered through 2007. To facilitate the evaluation of the trainings, pre-k teacher survey data was sought from all identified module participants.Item Evaluation of Delaware's State Improvement Grant: 2007 SSSR/IMPACT End of Institute Teachers' Survey(Delaware Education Research & Development Center, 2007-08) Shepperson, Barbara A.; Janerette, DarielOne objective of the Delaware State Improvement Grant (DelaSIG) is that teachers will implement scientifically based literacy/reading practices with an emphasis on struggling special education readers and improving special education students’ access to the general curriculum. As part of the reporting of the DelaSIG, the Delaware Education Research and Development Center (R & D Center) requested survey data from participants who attended either one or both Delaware Department of Education (DDOE) professional development program(s) designed to help focus teacher instruction of struggling readers in Grades 4 through 12, Success for Secondary Struggling Readers (SSSR), and/or Implementing Multiple Practices for Activating Comprehension in Teaching (IMPACT). Each of these programs includes 30 hours of training in reading content knowledge, pedagogy, and application. An additional 60 hours of implementation are necessary to meet the requirements of a “cluster” (a 90-hour professional development program provided by the DDOE).Item Evaluation of Delaware's State Improvement Grant: Delaware Inclusive Schools' Study(Delaware Education Research & Development Center, 2007-08) Shepperson, Barbara A.; Baca, Jo-Ann M.The Delaware Department of Education (DDOE) contracted with the University of Delaware’s Education Research and Development Center (R & D Center) to help evaluate the Delaware State Improvement Grant’s Inclusive Schools’ Initiative (ISI). As part of this evaluation effort, an Inclusive Schools’ (IS) document review was completed for the first time in 2007. In addition, numerous faculty members from two IS schools were interviewed in order to collect their perceptions of the current state of inclusive efforts in their school. This baseline data provides a view of the current status of inclusive efforts within the Delaware inclusive schools.Item Evaluation of Delaware’s State Improvement Grant: 2007 4-12 SSSR/IMPACT Classroom Observations(Delaware Education Research & Development Center, 2007-08) Shepperson, Barbara A.; Janerette, DarielThe Delaware Department of Education (DDOE) contracted with the University of Delaware’s Education Research and Development Center (R & D Center) to help evaluate the Delaware State Improvement Grant (DelaSIG). As part of the reporting of Delaware’s State Improvement Grant (DelaSIG), the Delaware Education Research and Development Center (R & D Center) completed a study on the classroom instructional activities of teachers who attended either one or both Delaware Department of Education (DDOE) professional development program(s) designed to help focus teacher instruction of struggling readers in Grades 4 through 12, Success for Secondary Struggling Readers (SSSR) Institute I or Implementing Multiple Practices for Activating Comprehension in Teaching (IMPACT) Reading training, also known as SSSR Institute II. This strand of the evaluation plan, the classroom observations at the 4-12 grade levels, was completed first in 2006 and again in 2007. Here, results from this year’s classroom observations provide a detailed look at the instruction and instructional activities within the randomly selected classrooms.Item Evaluation Results of the Delaware State Improvement Grant Year 4: Analysis of 2006 Assessment Results(Delaware Education Research & Development Center, 2006-10-13T18:43:52Z) Sherretz, Kelly; Shepperson, Barbara A.; Qian, XiaoyuIn 2002, the U.S. Department of Education awarded a five-year State Improvement Grant (SIG)to the Delaware Department of Education. This report details the reading assessment results from the Delaware Student Testing Program (DSTP) for the 2006 spring administration and when appropriate, compares the performance of students from the spring 2003, 2004, and 2005 administrations. Through this initiative, students with disabilities will receive instruction aimed to improve literacy and reading skills in an inclusive educational environment through the use of trained teachers and the implementation of scientifically-based research regarding the teaching of early literacy and reading skills.Item Evaluation Results of the Delaware State Improvement Grant: Analysis of Student Assessment Results Spring 2003 and Spring 2004(Delaware Education Research & Development Center, 2005-01) Stazesky, Pamela B.; Shepperson, Barbara A.Item Evaluation Results of the Delaware State Improvement Grant: YEAR 3 Analysis of Student Assessment Resulsts Spring 2005(Delaware Education Research & Development Center, 2005-10) Shepperson, Barbara A.; Uribe-Zarain, XimenaItem Mentor Delaware Year One Annual Evaluation Results(Delaware Education Research & Development Center, 2005-09) Shepperson, Barbara A.This evaluation involved the collection of school and district level data to determine how the performances of students who are mentored through this grant are impacted. Selected youth identified by school staff as exhibiting “the greatest need1” were matched with adult mentors in the first year of the program.Item Public Opinion of Education: Early Care & Education, Home Literacy, & Inclusion(2008-01-15T18:22:29Z) Shepperson, Barbara A.; Sherretz, KellyEach year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll surveying DE citizens on their impressions regarding the condition of education in Delaware. This report of the statewide Public Poll conducted in 2007 summarizes results focused on the areas of early care and education, home literacy, and inclusion.Item Reading Reading First Students' Motivation to Read: 2004 Baseline Data(Delaware Education Research & Development Center, 2005-02) Fifield, Steve; Shepperson, Barbara A.One objective of Delaware’s Reading First Initiative is to increase students’ access to engaging reading materials. The Reading First evaluation plan calls for data on student reading motivation and reading behaviors to be collected in year 2 (2004-05) and year 4 (2006-07) of the project. These longitudinal data will permit a comparison between two cross-sections of the Reading First student population. This report contains 2004-05 baseline data on students’ motivation to read.Item The Status and Nature of Full-Day Kindergarten in Delaware(Delaware Education Research & Development Center, 2004-01) Fifield, Steve; Shepperson, Barbara A.This is a report on phase I of an ongoing study of the status, nature and impact of full-day kindergarten (FDK) in Delaware’s public school districts. Phase I examines the status and nature of FDK in Delaware. Phase II, planned for completion in spring 2004, will compare the educational impact of FDK and half-day kindergarten (HDK)Item The Status and Nature of Full-Day Kindergarten in Delaware- Phase II: The Impact of Full-Day Kindergarten on Kindergarten Work Sampling and Grades 2 & 3 DSTP Scores(Delaware Education Research & Development Center, 2004-04) Fifield, Steve; Shepperson, Barbara A.; Stazesky, Pamela B.; Sweetman, HeidiThis is a report of phase II of a study of the status, nature, and impact of full-day kindergarten (FDK) in Delaware public school districts. Phase I of this study examined the status and nature of FDK in Delaware (Fifield and Shepperson, 2004). This study examines the impact of FDK versus half-day kindergarten (HDK) on students’ performance on Delaware Student Testing Program (DSTP) assessments.