Instruments

We encourage the use of the instruments on this page by other evaluators. If you plan to use one of our instruments, please let us know by contacting Kelly Feighan at feighan@rbs.org. Thank you.

New! MCLA Expert Staff Interview Guide
Questions for expert staff about professional development roles, expectations, and suggestions for the future are included in this interview guide.

New! MCLA Follow-up Literacy Coach Interview
This guide provides follow-up questions for literacy coaches about their interactions with students and teachers, and how their role as a literacy coach has changed.

Instructor Interview Guide (Updated January 20, 2011)
This protocol includes respondents’ professional backgrounds, their understanding of the purpose of the professional development, how the course had been going thus far, and possible suggestions for improvement.

Literacy Coach Interview Guide
Questions for literacy coaches about teacher reception of the professional development process and strategies, work tasks they perform, classroom modeling, and their typical workday are included in this guide.

Teacher Pre-Observation Interview Guide
This guide contains a five-item structured interview, which can help plan and revise lesson goals, examine salient characteristics of students to be observed, provide methods for assessing lesson outcomes, and launch plans for future instruction.

Teacher Post-Observation Interview Guide
This five-item structured interview guide can be used for planning and revising lesson goals, determining the salient characteristics of students to be observed, establishing methods for assessing lesson outcomes, and creating plans for future instruction.

MCLA Participant Survey (Updated January 20, 2011)
In this survey, respondents are asked about program expectations, class experiences, the benefits of participation, and experiences with their literacy coaches in schools.

Participant Focus Group Interview Guide
Questions about program expectations, class experiences during the first semester of implementation, potential benefits of participation, and experiences with their literacy coaches are included in this guide.

Follow-up Checklist
This checklist asks about participation in professional development activities in the past week and the extent to which the teacher helped students with literacy strategies.

Teacher Survey (Updated January 20, 2011)
This survey measures the levels of agreement with statements about attitudes towards, knowledge of, and preparedness to use research-based literacy practices.

READ 180™ Observation Protocol
This tool allows observers to document whole-group instruction, overall student rotations, small-group instruction rotation, independent reading rotation, computer workstations rotation, whole-group wrap-up, and questions for the teacher immediately after the observation.

READ 180™ Observation Protocol: Annotated
Annotated Guide. This guide highlights the importance of reading the classroom observation protocol once a day before the observation to ensure the protocol is completed accurately.

Principal Interview Guide
Respondents are asked about school improvement goals, existing literacy interventions, and any knowledge about professional development and its possible impact.

Counselor Interview Protocol
Respondents are asked about their role at the school, the literacy instruction for students who do not receive READ 180™, and other literacy efforts at their school and their perceived impact.

School Improvement Team Member Interview Guide
This guide contains questions for team members about their roles at the school, school improvement initiatives or interventions, professional development implementation, and familiarity or involvement with READ 180™.

Professional Development Observation Protocol and Guide
The observer is asked to log the textbooks and materials used in the classroom as well as note whether various aspects of the curriculum were presented.  A guide with instructions for using the protocol is also included.

Memphis Striving Readers Classroom Observation Protocol
The MSR-COP is a classroom observation protocol that covers the areas of physical environment, materials and technology, and classroom climate.

Memphis Striving Readers Classroom Observation Protocol (Abbreviated)
This abbreviated classroom observation protocol focuses on literacy strategies used and observed levels of engagement.

Literacy Activity Codes
This code card provides abbreviations used for literacy activities.

MSR-COP Annotated Guide
The Annotated Guide to the MSR-COP is designed for field staff members and observers; this document provides additional details about using the abbreviated classroom protocol.

Informed Consent Form
This form is to be filled out by teachers before participating in a survey, interview, or observation.