Instruments
We encourage the utilization of the instruments on this page by other evaluators. If you plan to utilize one of our instruments, please let us know by contacting Dr. Jill Feldman at feldman@rbs.org.
MCLA Instructor Interview Guide. Questions for MCLA instructors about their professional backgrounds, their understanding of MCLA’s purpose, how the course had been going thus far, and possible suggestions for improvement.
MCLA Literacy Coach Interview Guide. Questions for coaches about teacher reception of the MCLA process and strategies, work tasks they perform, classroom modeling, and their typical workday.
Classroom Teacher Pre-Observation Interview Guide. 5-item structured interview to determine planned/revised lesson goals, salient characteristics of students to be observed, methods for assessing lesson outcomes, and plans for future instruction will be developed.
Classroom Teacher Post-Observation Interview Guide. 5-item structured interview to determine planned/revised lesson goals, salient characteristics of students to be observed, methods for assessing lesson outcomes, and plans for future instruction will be developed.
MCLA Participant Feedback Survey. Questions about MCLA program expectations, MCLA class experiences, the benefits of participation, and experiences with their literacy coaches in schools.
MCLA Participant Focus Group Interview Guide. Questions about program expectations, MCLA class experiences during the first semester of implementation, potential benefits of participation, and experiences with their literacy coaches.
MCLA Follow-up Checklist. Asks about participation in MCLA activities in the past week and the extent to which the teacher helped students with MCLA literacy strategies.
Teacher Survey. Measures level of agreement with statements about attitudes towards, knowledge of, and preparedness to use research-based literacy practices and includes a section for open-ended comments structured to elicit qualitative feedback.
Follow Up Teacher Survey. Asks about years of experience, participation in professional development, the extent they felt prepared to engage in listed activities, and the frequency they engaged in these activities.
READ 180™ Classroom Observation Protocol. This protocol includes sections on 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™ Classroom Observation Protocol: Annotated Guide. Provides instructions for the classroom observation protocol to be read at least one day before the observation to ensure the protocol is completed accurately.
Principal/Assistant Principal Interview Guide. Respondents are asked about school improvement goals, existing literacy interventions, and any knowledge about MCLA and its possible impact.
School Counselors or Staff Responsible for Student Scheduling Interview Guide. 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. Respondents are asked about their role at the school, school improvement initiatives or interventions, MCLA implmentation, and familiarity or involvement with Read 180.
MCLA Professional Development Observation Protocol and Guide. The protocol asks the observer to log the textbooks and materials used in the classroom as well as note whether various aspects of the MCLA curriculum were presented. A guide with instructions for using the protocol is also included.
MSR-COP. A classroom observation protocol covering the areas of physical environment, materials and technology, and classroom climate.
Abbreviated COP. This abbreviated classroom observation protocol focuses on MCLA strategies used and observed levels of engagement.
Literacy Activity Code Card. Provides abbreviations used for literacy activities.
Annotated Guide to the MSR-COP. Designed for field staff members and observers, this document provides additional details about using the abbreviated classroom protocol.
Teacher Consent Form. This form is to be filled out by teachers before participating in a survey, interview, or observation.