Description:

During 2021-2022, a Literacy Professional Development (PD) support program was delivered to teachers and school leaders in select MCPS elementary schools. The PD was designed to support schools in closing the opportunity gap by delivering effective literacy instruction. Running record data was used by the partner to monitor student growth. A quasi-experimental design was used to examine the academic impact on K-5 students in eight supported schools, as measured by Measures of Academic Progress in Reading (MAP-R) and Reading Fluency (MAP-RF) assessments, compared with students in schools with similar demographics.

Recommendations:

• Continue support in Grades K-2 contingent upon subsequent analysis.
• Consider discontinuing support in Grades 3-5 contingent upon subsequent analysis.
• Continue an evaluation of support through teacher feedback and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment data.
• Based on these findings, consideration must be given to pursuing other early literacy programs to improve and accelerate literacy growth and progress.

File Name: Outcome analysis of a literacy PD support FINAL.pdf (757.7KB PDF)