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The report presents evaluation questions, logic model, study methodology, recruitment and scoring procedures, and analytic approaches. Results summarize teacher, teacher leader, and school administrator survey findings, open-ended responses, exploratory analyses, CoreTools engagement patterns, module performance by elementary and secondary levels, and implementation fidelity relationships with student outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/literacy-design-collaborative-20182019-evaluation-report-for-new-york-city-department-of-education/585525/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/literacy-design-collaborative-20182019-evaluation-report-for-new-york-city-department-of-education/585525.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What evaluation topics does the report cover for LDC in NYC schools?","Question",{"text":112,"@type":113},"The report covers logic model and evaluation questions, study methodology, survey analysis, CoreTools participation and engagement, module artifact analysis, and fidelity of implementation, including links to student outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are survey data and module scoring handled?",{"text":117,"@type":113},"It describes data and instruments, survey recruitment and administration, and the module scoring process, followed by analytical approaches used for the survey and exploratory analyses.",{"name":119,"@type":110,"acceptedAnswer":120},"What does “fidelity of implementation” mean in this report?",{"text":121,"@type":113},"The report analyzes fidelity at school and program levels and breaks it into key components such as planning time with synchronous coach support, asynchronous coach support, teacher implementation activities, and leadership support at different levels.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585525,1792166024,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","LITERACY DESIGN COLLABORATIVE 2018–2019 EVALUATION REPORT FOR NEW YORK CITY DEPARTMENT OF EDUCATION  \nLDC | 20145515 | Deliverable | Final Report  \nJia Wang, Joan L . Herman, Scott Epstein, Seth Leon, Deborah La Torre, and Velette Bozeman  \nCopyright © 2020 The Regents of the University of California.  \nThe work reported herein was supported by grant number 20145515 from the Literacy Design Collaborative with funding to the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) .  \nThe findings and opinions expressed in this report are those of the authors and do not necessarily reflect the positions or policies of the Literacy Design Collaborative.  \nTo cite from this report, please use the following as your APA reference: Wang, J., Herman, J. L., Epstein, S., Leon, S., La Torre, D., Bozeman, V. (2020) . Literacy Design Collaborative 2018–2019 evaluation report for New York City Department of Education. Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST) .  \nTable of Contents  \n[Executive Summary ................................................................................................................ vi](Executive Summary ................................................................................................................ vi)  \n1.0 Introduction .................................................................................................................... 12  \n1.1 Logic Model ........................................................................................................................ 14  \n1.2 Evaluation Questions ......................................................................................................... 15  \n2.0 Study Methodology ......................................................................................................... 17  \n2.1 Data and Instruments......................................................................................................... 17  \n2.2 Study Population and Generalizability ............................................................................... 20  \n2.3 Sample for Implementation and Outcomes Analyses ........................................................ 24  \n2.4 Survey Recruitment and Administration ............................................................................ 28  \n2.5 Module Scoring Process ..................................................................................................... 29  \n2.6 Analytical Approaches ........................................................................................................ 29  \n3.0 Survey Analysis ................................................................................................................37  \n3.1 Teacher Survey Results ...................................................................................................... 37  \n3.2 Teacher Leader Survey Results .......................................................................................... 49  \n3.3 School Administrator Survey Results ................................................................................. 59  \n3.4 Open-Ended Responses for All Participants ....................................................................... 65  \n3.5 Exploratory Analysis ........................................................................................................... 69  \n3.6 Summary of Results ........................................................................................................... 73  \n4.0 Analyses of LDC CoreTools Data .......................................................................................75  \n4.1 CoreTools Activity Participation Rates ............................................................................... 75  \n4.2 Engagement with Key CoreTools Activities ........................................................................ 7","cbCaivfHrFleLkdm","https://ap.wps.com/l/cbCaivfHrFleLkdm","pdf",3216132,256,"English","# Executive Summary\n# Introduction\n## Logic Model\n## Evaluation Questions\n# Study Methodology\n## Data and Instruments\n## Study Population and Generalizability\n## Survey Recruitment and Administration\n# Survey Analysis\n## Teacher Survey Results\n## Teacher Leader Survey Results\n## School Administrator Survey Results\n## Open-Ended Responses for All Participants\n# Analyses of LDC CoreTools Data\n## CoreTools Activity Participation Rates\n## Engagement with Key CoreTools Activities\n## CoreTools Engagement as an Implementation Variable\n# Module Artifact Analysis\n## Analysis of Elementary Modules\n## Analysis of Secondary Modules\n## Qualitative Results\n# Fidelity of Implementation Analysis\n## School- and Program-Level Fidelity of Implementation Scores\n## Key Component 1\n## Key Component 2\n## Key Component 3\n## Key Component 4\n## Exploratory Analysis of Implementation Metrics and Student Outcomes","[{\"question\":\"What evaluation topics does the report cover for LDC in NYC schools?\",\"answer\":\"The report covers logic model and evaluation questions, study methodology, survey analysis, CoreTools participation and engagement, module artifact analysis, and fidelity of implementation, including links to student outcomes.\"},{\"question\":\"How are survey data and module scoring handled?\",\"answer\":\"It describes data and instruments, survey recruitment and administration, and the module scoring process, followed by analytical approaches used for the survey and exploratory analyses.\"},{\"question\":\"What does “fidelity of implementation” mean in this report?\",\"answer\":\"The report analyzes fidelity at school and program levels and breaks it into key components such as planning time with synchronous coach support, asynchronous coach support, teacher implementation activities, and leadership support at different levels.\"}]","Literacy Design Collaborative 2018–2019 Evaluation Report for New York City Department of Education | PDF",1792054964,645]