Practice Areas

Reading and Literacy


CEEP has extensive experience evaluating literacy and reading initiatives with extensive knowledge of the nature and use of DIBELS as well as other diagnostic and outcome assessments in reading and literacy. Recent evaluation projects – highlighted below – involved qualitative and quantitative data collection from multiple, geographically-disperse sites, complex statistical analyses, and communication with stakeholder groups.

An Evaluation of the Impact of the Literacy Collaborative Intermediate Model

Client: Lesley University
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CEEP designed a study to examine schools that used the Literacy Collaborative Intermediate model, a research-based instructional model for school-based literacy teams that seeks to increase the reading and writing achievement of students in Grades 3-6 through training and professional development.  Schools in Georgia, Ohio, and New York that employ the Literacy Collaborative Intermediate model were matched with non-Literacy Collaborative schools in those same states in a 2:1 ratio, using key demographic variables such as percent of students receiving free/reduced lunch and racial distribution. CEEP used longitudinal data from the schools to determine whether there was evidence that English/language arts test scores increased as a result of adopting the Literacy Collaborative Intermediate model. The evaluation also determined whether there was evidence of an increase in the test scores of low-income, African American and/or Hispanic students in Literacy Collaborative schools. CEEP’s final analysis examined differences within states and across all three states.

Early Literacy Intervention Grant Program Evaluation

Client: Indiana Department of Education
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For over ten years, the Indiana Department of Education (IDOE) contracted with CEEP to serve as the external evaluator for the Early Literacy Intervention Grant Program (ELIGP). The ELIGP provides funds to enhance literacy programs primarily for kindergarten through Grade 2, with some intervention at the preschool level. CEEP monitored and reported multiple aspects of the grant program, including which literacy programs the schools chose, the status of program implementation, and any changes in student literacy skills. Grant coordinators in each school completed an implementation report developed by CEEP that detailed the status of implementation, how funds were used, and what aspects of the literacy programs were particularly successful or challenging. In addition, starting with the 2006-07 academic year, schools were required to submit student literacy skills data to CEEP twice a year in order to monitor program impact. CEEP compiled reports for the IDOE describing the findings of both the survey and any changes in the student literacy skills data. CEEP also conducted a data analysis workshop and assisted IDOE with a grant writing workshop to guide applicants in their proposals for the 2008-09 school year.

Evaluation of Indiana Reading First Program

Client: Indiana Department of Education
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CEEP conducted a three-year comprehensive statewide evaluation of the Reading First program as it was implemented in Indiana schools. The evaluation provided both formative and summative data needed to make program and policy decisions. The program assessment focused on the efficiency and effectiveness of the professional development provided through RF, and the extent to which various key components of literacy education have been implemented in the schools. In addition to collecting data through web-based surveys, interviews, and site visits, CEEP also analyzed extant student achievement data to help gauge the efficiency and effectiveness of the program.

The Indiana Reading Diagnostic Assessments 

Client: Indiana Department of Education
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The Indiana Reading Diagnostic Assessments (IRDA) were developed by CEEP in cooperation with the IDOE and Indiana teachers. These assessments were designed specifically by CEEP to meet Indiana’s Academic Standards for English/Language Arts and to address each of the skill areas identified by the National Reading Panel as critical to reading achievement. The IRDA are a valid and reliable series of informal reading assessments for Grades K-2. They have been used on an optional basis by Indiana teachers to help in planning instruction and preparing students for future reading demands. The IRDA assessment system includes a Resource and Intervention Guide that provides ideas for intervention, additional assessments, classroom activities, and reference resources. Other IRDA components include pre-KIDS (Pre-Kindergarten Inventory of Demonstrated Skills), an educational snapshot of students’ skills prior to entering Kindergarten, and a Baseline Evaluation which is used to assess students’ skills at the beginning of first grade. IRDA has provided 100,000+ students a year with classroom-based reading assessments that, given three times a year, allow teachers to better monitor student reading growth.