Ardmore Public Schools

Client: Institute for a Competitive Workforce, U.S. Chamber of Commerce

E-TEAM was contracted by the Institute for a Competitive Workforce, U.S. Chamber of Commerce, in 2013 to conduct a literacy profile and data analysis for Ardmore Public Schools to support district efforts in meeting literacy issues and concerns (e.g., special student populations, teacher professional development, parent involvement, etc.) with appropriate literacy interventions at the elementary and secondary level. The project was a partnership among Ardmore Public Schools, Sonic Corporation, the U.S. Chamber of Commerce, the Oklahoma State Department of Education, and the University of Oklahoma’s E-TEAM. E-TEAM served a dual role: (1) to compile district data describing demographic characteristics, academic achievement, and other data relevant to literacy; and (2) facilitate conversations among school administrators, team leaders, and/or literacy coaches to identify curricula in place, professional development models used, and other programs in place that support district literacy objectives. Through a needs/gap analysis, E-TEAM provided the information needed to guide stakeholders through the development of a district and community literacy action plan to be implemented during the 2014 academic year.

Smart Start Evaluation

Client: Smart Start Oklahoma

E-TEAM is currently contracted with Smart Start Oklahoma to design and conduct a study examining gains in early literacy skills over the course of a school year. The study includes two groups of Pre-Kindergarten (Pre-K) classrooms from Oklahoma schools and Head Start centers. The treatment group is being coached to use Early Literacy Quick Assessment (ELQA) data to inform early literacy instruction. The comparison group consists of teachers from demographically similar Pre-K classrooms not receiving coaching during the 2013-2014 school year. A stratified sample was drawn from coached and non-coached classrooms attempting to match the distribution of Pre-K classrooms. Strata will include indicators of socioeconomic status based on poverty, free and reduced price lunch, locale (urban, suburban and rural) and home language(English and non-English).

South Central Comprehensive Center Evaluation

Central Comprehensive Center Evaluation

Mid-Continent Comprehensive Center Evaluation

Client: South Central Comprehensive Center, Central Comprehensive Center, & Mid-Continent Comprehensive Center

E-TEAM has served as the local external evaluator for three U.S. Department of Education funded regional comprehensive technical assistance centers serving a combined total of seven states in the central and south central regions. The Mid-Continent Comprehensive Center (MC3) served the State Education Agencies (SEAs)in Kansas, Missouri, Oklahoma, and Arkansas from 2005 through 2012. The Central Comprehensive Center (C3), funded beginning in 2012, serves SEAs in Colorado, Kansas and Missouri. The South Central Comprehensive Center (SC3), also funded beginning in 2012, serves SEAs in New Mexico, Oklahoma, Arkansas, and Louisiana. E-TEAM’s responsibilities as the comprehensive center’s evaluator involves collecting, analyzing, and reporting valid and reliable data focused on identifying what systems and resources emerge within SEAs to support teaching and learning that are may be attributed to the capacity-building technical assistance delivered by C3 and SC3.

Parents As Teachers

Client: Oklahoma City Public Schools

E-TEAM designed and conducted a quasi-experimental study to determine if students of parents who participated in the Parents as Teachers (PAT) program demonstrate greater gains in literacy skills compared to demographically-similar students whose parents did not participate in the PAT program. Data were collected from parents on family and student demographics and on literacy promoting behaviors. PAT parents were also surveyed regarding their opinions of the PAT program. PAT program data was collected from the OKCPS PAT offi ce on program participation. School readiness data were collected from teachers. Student literacy skills were assessed across three years: during fall of their pre-kindergarten year, spring Pre-K, spring kindergarten and spring 1st grade.

Great Expectations Study

Client: Great Expectations

E-TEAM designed and conducted a quasi-experimental study to determine if students in classrooms of teachers implementing Great Expectations demonstrate greater gains in achievement on a standardized student achievement test during the school year as compared to students in demographically-similar classrooms not implementing Great Expectations (GE). Principals, teachers, students and parents were surveyed to examine attitudes and beliefs relevant to implementation of GE practices and other aspects of the environment that could affect student achievement. Participating classrooms were observed to document implementation of GE practices, and administrative data was collected on referrals, absences, and suspensions. This study used scientific methodologies that meet the silver standard of research identified by the What Works Clearinghouse.

Reading Success Network Evaluation

Client: U.S. Department of Education

E-TEAM was contracted by the U.S. Department of Education in 2003 to conduct a national multi-site project evaluation on the Reading Success Network (RSN), a reading initiative designed to improve student reading achievement by developing a network of teacher coaches who promote effective classroom reading instruction. The study examined changes in student reading outcomes, teacher behaviors, and classroom instruction for students in grades K-3 participating in RSN compared to demographically comparable students in schools not implementing RSN.

Early Steps to Literacy Evaluation

Client: U.S. Department of Education

E-TEAM completed a three-year evaluation of Early Steps to Literacy (ESTL) in 2005, one of three competitive early literacy grants in Oklahoma funded by the U.S. Department of Education. E-TEAM also has the contract to evaluate the other two competitively funded literacy projects in Oklahoma. Early Steps to Literacy prepares early childhood educators to foster language and literacy competencies in low-income children throughout the State of Oklahoma.

Wright Group Study

Client: Wright Group-McGraw Hill

E-TEAM was awarded a contract at the end of 2003 by the Wright Group with McGraw Hill in Chicago,Illinois, to complete a major quasi-experimental cross-site national study of the Wright Group’s K-5 series Growing with Mathematics.

Early Literacy Quick Assessment Application

Client: Center for Early Childhood Professional Development

In collaboration with the Center for Early Childhood Professional Development, E-TEAM developed the Early Literacy Quick Assessment web application that facilitates formative progress monitoring of early literacy skills. Children’s early literacy skills are assessed at the beginning of the school year and again at intervals throughout the school year so that teachers are able to 1) identify children at risk for not meeting early literacy benchmarks, and 2) differentiate instruction to prepare young children to enter kindergarten with the necessary language and literacy skills to benefit from formal school instruction. Teachers use the ELQA data to plan instruction that is differentiated to address each child’s learning needs. Assessment data also helps teachers pinpoint what is and is not working in their curriculum so they may modify instruction to optimize student learning.