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Policy Support Group  \nTABLE OF CONTENTS  \nTABLE OF CONTENTS .............................................................................................................. ii  \nIntroduction ................................................................................................................................ 1  \nReach ........................................................................................................................................ 2  \nImplementation .......................................................................................................................... 3  \nImplementation: Coach Time Use........................................................................................... 4  \nImplementation Perspectives: Teacher, Administrator, and Coach ......................................... 5  \nImplementation Perspectives: Portraits of Practice ................................................................11  \nEarly Indicators of Impact..........................................................................................................12  \nConclusion ................................................................................................................................14  \nReferences ...............................................................................................................................17  \nAPPENDIX A: Data Sources .....................................................................................................19  \nAPPENDIX B: GMRT – Technical Report .................................................................................20  \nIntroduction  \nThe ultimate goal of the Universal Literacy initiative is to have all students reading on grade level by the end of the second grade, by 2026. The initiative takes a research-based, capacity-building approach by training educators to become Reading Coaches, who work with K–2 teachers individually and in groups on how to effectively teach children to read.  \nResearchers from the New York City Department of Education’s Research & Policy Support Group (RPSG) conduct evaluation activities for the initiative, working in partnership with the Early Literacy team. In addition to the evaluation activities described in this report, RPSG researchers respond to requests by policymakers for data and analytics; support the team in the development and implementation of the Digital Daily Coaching Log; present to the Reading Coaches and staff on a variety of research-related topics; and keep abreast of the empirical literature on literacy coaching. In Year 1 (Y1), School Year (SY) 2016–17, RPSG collaborated with the Early Literacy team to collect data to serve as a baseline for the initiative; provided formative findings to help inform program implementation; and piloted instruments, data collection, and analysis.  \nThe main purposes of the SY 2017–18 Year 2 (Y2) evaluation were to:  \n􀁸 Track metrics about the initiative’s reach;  \n􀁸 Learn about the initiative’s implementation, in order to:  \no Provide formative results that the program team can use to inform planning and improvement;  \no Document successes and challenges related to implementation and sustainability; and  \n􀁸 Analyze early impacts, including the extent to which the presence of a reading coach influences the reading scores of Grade 2 students.  \nThe Universal Literacy initiative (ULit) is informed by bodies of research 1 related to how children learn to read and how teachers learn to teach children to read. Its organization and deployment were influenced by research on literacy coaching and by past New York City Department of Education (NYCDOE) coaching initiatives. The evaluation used these sources to develop research  \n1 See, for instance: National Institute of Child Health and Human Development (NICHD) (2000), National Research Council (1998), Foorman, et ","cbCaisaHUAOBzZv1","https://ap.wps.com/l/cbCaisaHUAOBzZv1","pdf",1557657,24,"English","# Introduction\n# Reach\n# Implementation\n## Implementation: Coach Time Use\n## Implementation Perspectives: Teacher, Administrator, and Coach\n## Implementation Perspectives: Portraits of Practice\n# Early Indicators of Impact\n# Conclusion\n# References\n# Appendix A: Data Sources\n# Appendix B: GMRT – Technical Report","[{\"question\":\"What is the primary goal of the Universal Literacy initiative?\",\"answer\":\"To have all students reading on grade level by the end of the second grade, by 2026, through training educators to become Reading Coaches who support K–2 teachers.\"},{\"question\":\"How does the Year 2 evaluation address initiative reach and implementation?\",\"answer\":\"It tracks reach using program and DOE institutional data, and examines implementation through interviews, site visit portraits of practice, surveys, and coach logs.\"},{\"question\":\"What early impact does the evaluation analyze for student learning?\",\"answer\":\"It analyzes early impacts using measures such as the Gates-MacGinitie Reading Test (GMRT), including the extent to which having a reading coach affects Grade 2 reading scores.\"}]","Universal Literacy - Year 2 Evaluation Summary Report - SY 2017-18 | PDF",1792054852]