Raytown Quality Schools: a unified learning community leading individuals to achieve the exceptional.
Focused Program Evaluation of
Wonders
English Language Arts: Grades Pre-Kindergarten – Grade Six
A. Adoption Focus
a) Description of the Program:
Wonders is a comprehensive integrated English Language Arts program. Wonders is
designed to support students through a connected literacy experience emphasizing academic
vocabulary, foundational reading skills, reading comprehension, peer collaboration, and
writing development. In addition to these components, Wonders is also designed to provide
students opportunities to learn and apply close reading strategies using a variety of genres.
Wonders expose students to a varying degree of text difficulty. This allows students to
apply their newly acquired skills with a variety of texts at a variety of levels.
These Wonders components make it a strong and viable tier I instructional program. In
addition to the strong Tier I elements, Wonders also has equally strong interventions for atrisk students, English Language Learners, and students with disabilities. For the purpose of
this program evaluation, data was collected to measure the instructional components and
implementation of Tier I.
Wonders was the only English Language Arts program on the market that was written after
the adoption of the original Common Core State Standards nationwide. Thus the Wonders
program is written at a rigorous level and supports the high academic standards that
Missouri has established for its students. The Wonders program is also designed to follow a
progression through each grade level to accelerate learning in reading, writing, and
vocabulary.
The accelerated learning component is evident in the daily lesson routines. At the beginning
of each week, Wonders dedicates time to building background knowledge for students along
with the introduction of eight to ten vocabulary words for students in kindergarten through
sixth grades. The vocabulary words are featured in every text the students encounter for the
week and are highlighted so students can easily recognize them. Additionally, the
vocabulary words are integrated across all the lessons to allow the students to experience the
words multiple times. This practice allows for students to utilize the words in an authentic
manner.
Besides the presence of accelerated vocabulary instruction, the students are also exposed to
high interest texts that allow them to apply their new comprehension and decoding strategies
throughout the week and unit. Students encounter a minimum of two nonfiction pieces a
week. This design supports students’ development in the areas of social studies and science
as well as weekly opportunities to research the information provided within the texts. The
Wonders program scaffolds the comprehension instruction by using the gradual release of
responsibility model. At the beginning of the week, the teacher models the featured
comprehension strategy for the students. As the week progresses, the students start applying
the comprehension strategy with the teacher’s support using shorter text. By the end of the
week, the student independently applies the featured comprehension strategy within longer
grade level text.
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Raytown Quality Schools: a unified learning community leading individuals to achieve the exceptional.
The Wonders program also supports students with their reading development during small
group instruction. During this portion of the day, each student receives instruction at his or
her reading level using materials that are either above grade level, on grade level, or below
grade level. Each level of the nonfiction small group books have the same title, pictures,
and content, but are written at a different level. Wonders separates itself from other
programs in that it offers these nonfiction small group books in this manner. Wonders also
has fiction leveled books for students to read during small group time. At the end of each
fiction story, the students also read a nonfiction piece for the purpose of comparing and
contrasting the two texts.
In addition to the comprehension instruction, phonics is also systematically sequenced for
each grade level throughout the program. Students receive direct instruction in the phonics
throughout the week. The Wonders program is designed to review previously taught
concepts while introducing new skills. Each day, students have opportunities to
authentically practice and apply their knowledge about the English language through writing
and speaking.
The writing component of the Wonders program is also well designed. It heavily
emphasizes both process and product. The Wonders program utilizes the writing traits to
teach students about the process of constructing thoughts. In addition to these daily
instruction and practice opportunities, students are also taught how to apply their writing
skills while writing to a variety of genres throughout the school year. Students have
multiple opportunities to enhance their craft as they progress through the units. Wonders
also places an emphasis on research practices for gathering, summarizing, and constructing
writing at all grade levels.
b) Budget Information:
Total 2015 Adoption Cost of Wonders (including Wonder Works, Wonders for English
Language Learners and Preschool): $1,075,748.42
c) Date of Evaluation Submission: June 2016
d) Program Personnel and Evaluators:
Dr. Suzanne Brennaman
Alicia Wallace
Tyler Britt
Marilyn Cannon
Shea James
Dr. Janie Pyle
B. What are the essential components?
a) Current Program Goals and/or Objectives:
1. To provide a comprehensive English Language Arts program for the purpose of
standardized Tier One instruction for grades Pre-Kindergarten through Grade Six.
2. To increase student achievement and academic growth through fidelity to Wonders
and all adopted components of Wonders
3. Improve instructional skills of teachers using the program through specific training,
professional learning and expectation of fidelity
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Raytown Quality Schools: a unified learning community leading individuals to achieve the exceptional.
b) Additional Goals and/or Objectives:
1. To connect an adopted program directly to student achievement results
2. To connect program fidelity directly to the success of the adopted program
C. What role does each component perform to increase student achievement?
Data Used to Evaluate Program:
1. Curriculum Walks: A direct observation of classroom teachers in the field using the
program. Curriculum Walks serve as an audit of the observed use of the program as
it was intended by teachers and instructional support staff.
To gather implementation data, two curriculum walks were conducted by
Coordinators and Administrators during the 2015-2016 school year. The first walk
occurred in December and the second walk occurred in May; both walks were
scheduled at the end of each semester. During the Wonders walk, three pieces of
data were collected to measure implementation and usage of the Wonders program.
These pieces were the teacher’s use of the Wonders materials, the teacher’s use of
the online resources, and the teacher’s use of the Wonders vocabulary cards. These
items were selected to quantify the usage of the materials and to assist in identifying
areas for growth.
During the December Wonders Walk, 126 elementary classrooms were visited (see
Table 1). Of the 126 classrooms, 85% of the teachers were using the Wonders
materials. This was evident by the use of the physical components of the Wonders
program. 47% of the teachers were using the online Wonders resources during the
time of the December classroom visits and 65% of the teachers were using the
Wonders vocabulary cards.
The May Wonders Walks resulted in similar data. During the month of May 134
elementary classrooms were visited (see Table 1). Of the 134 classrooms, 87% of
the teachers were using the Wonders materials, 49% of the teachers were using the
online Wonders resources, and 60% of the teachers were using the Wonders
vocabulary cards.
The graph below illustrates the results of Curriculum Walks conducted in December
and again in May. Note that results are presented in the form of a percentage:
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Raytown Quality Schools: a unified learning community leading individuals to achieve the exceptional.
While the desired outcome was to observe Wonders in 100% of the classrooms
visited, there are some plausible reasons. Both of the Wonders fidelity curriculum
walks occurred at the end of the both semesters during the STAR assessment
windows. There were times when teachers were administering the STAR Reading
assessments instead of instructing. The decrease in the teacher’s use of the Wonders
vocabulary cards was noted from first to second semester. A possible reason for this
decrease was that many teachers were in the sixth week of a unit. During the sixth
week, new vocabulary words are not introduced; therefore, no vocabulary cards
would be displayed during this week. The timing will be corrected for next year to
give observers additional time to see the curriculum being used.
2. Student Achievement Data: The use of STAR Early Literacy scales and STAR
Reading scales
To gather student growth data, STAR Reading and STAR Early Literacy data was
utilized during the 2015-2016 school year. The September and May student STAR
data was collected and compared to monitor student growth. STAR data was
reported and analyzed following each assessment window. Based on these findings,
it was determined to use the September STAR data as the pre-Wonders baseline data
and the May STAR data as the post-Wonders data (see Tables 2-4).
The STAR data was collected by grade level and by building. In addition to these
data points, the district data by grade level was also collected and compared. For the
purpose of this McGraw-Hill Wonders program evaluation, the emphasis was placed
on growth across the district following the implementation of a standardized ELA
program in grades K-6. Steady growth was noted in all grade levels and at all
buildings. Some grade level data exhibited stronger growth than others. This is
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Raytown Quality Schools: a unified learning community leading individuals to achieve the exceptional.
attributed to the design of the Wonders program; the program included strong
foundational skills equipping students to begin reading. Students in Kindergarten
demonstrated significant growth from the September to May STAR Early Literacy
data. The STAR data also indicated positive gains were made at the second grade
level. Again the design of the Wonders program places significant emphasis on
developing foundational skills to propel our students to successfully navigate grade
level text. Finally, strong growth was noted in the sixth grade STAR May data.
These results could be credited to the implementation of Wonders at the sixth grade
level along with the restructuring of sixth grade at the middle schools. These
combined changes resulted in strong growth at the sixth grade level.
The following graphs provide comparable data in Kindergarten Early Literacy fall
and spring, Grade Two Reading fall and spring and Grade Six Reading fall and
spring.
GRAPHS BEGIN ON THE NEXT PAGE
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More positive gains are projected in grades three through six as students’ progress
through the primary Wonders program. As the district looks to the 2016-2017 school
year, it is anticipated that all grade levels will continue to indicate growth. Students
progressing through the primary Wonders program acquire strong foundational skills
allowing them to navigate complex grade level text. With one or more additional
years of data, we can determine if the gains are due to fidelity to program or
consistent instruction in the program as students matriculate through the grades.
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Raytown Quality Schools: a unified learning community leading individuals to achieve the exceptional.
D. How have these components worked to increase student achievement?
a) Analysis of Strengths:
1. A standardized approach to ELA curriculum is essential to student growth and
achievement for Raytown students and for the instructional staff that use this
program. When teachers work together using the same program within a grade level,
and can review the same student data and plan together, success abounds.
2. Comments from the Teacher Advisory Committee and other perceptual data note that
teachers across the district are very satisfied with this program and feel they are
making a significant difference in student achievement as a result of this program.
3. While growth was noted at all grade levels, some grade level data indicated stronger
gains than others. As the district looks to the 2016-2017 school year, it is anticipated
that all grade levels will continue to indicate growth. More positive gains are
projected in grades three through six as students’ progress through the primary
Wonders program. Students progressing through the primary Wonders program
acquire strong foundational skills allowing them to navigate complex grade level
text. Additionally, as students and teachers increase their knowledge and comfort
with the Wonders program, positive gains will only continue.
b) Essential Questions and Issues:
1. In addition to the data collected during these two curriculum fidelity walks, it was
noted that additional professional development was needed for teachers in the area of
Wonders writing. As coordinators were in classrooms, teachers requested additional
support in writing.
2. As our students matriculate through the grades with even stronger skills, how will we
address the academic needs of students that are excelling beyond their peers?
c) Board Focus: Based on the information gathered through your evaluation, answer the
following questions:
1. What information can you share that ensures this program is the best focus for our
student in this particular area or need?
Before the introduction of Wonders, our teachers used curriculum that was not
standardized in such a way as to allow from the clean collection of data. Instruction
was different at each building and materials did not match. As a result, it was
difficult to measure what worked and what did not for student success. John Hattie
speaks of the need for the level of standardization in curriculum and expectation to
match the level of student need (poverty level, achievement history, needs of the
community, etc.). Curriculum and instruction should be focused and contain
“explicit success criteria” and should be repeatedly introduced until mastered.
Student success should be easily measured. Wonders fit these criteria.
2. What data sources have been reviewed and analyzed to establish the connection
between the program and the results?
See data analysis above.
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Raytown Quality Schools: a unified learning community leading individuals to achieve the exceptional.
3. What evidence do you have to show this program is improving student performance
or meeting/exceeding board or district goals?
As noted above, student performance data shows significant gains in early literacy
and beyond steady gains in reading.
4. Can this program sustain itself if funds are cut? If not, what makes this program the
one we should fund or support?
Wonders was a one-time full adoption, meaning that the district has purchased the
entire program and will continue with it until a change is required or desired. The
cost to maintain the program is minimal and need only cover costs for replacement
texts and online access.
The Wonders program evaluation results indicate moving to a standardized ELA
program was necessary and appropriate for the Raytown School District. Teachers
are consistently utilizing the Wonders materials. Teachers report to be pleased with
the Wonders materials and program. Student growth was noted in all grade levels
through STAR. Continued student growth is anticipated as students’ progress
through the Wonders program and teachers hone their knowledge and skills fully
utilizing all components of the program.
Most important is that we can measure clear, specific and focused student success
based on the use of the Wonders program. This is the first adoption that has
supported access to this kind of data.
E. What are the next steps?
Recommendations:
1. Continue to utilize the McGraw-Hill Wonders ELA program with fidelity in grades
for Pre-Kindergarten through Grade Six and with English Language Learners.
2. Conduct four Wonders fidelity curriculum walks throughout the school year at each
building to ensure fidelity to the program and to assess instructional needs.
3. Provide additional professional learning in the area of writing with the Wonders
program to K-6 teachers.
4. Include Wonders provided common assessments to students in grades 2-6 utilizing
the Wonders “eAssessment” component.
5. Maintain the district level Wonders program support provided to teachers and
administrators throughout the school year.
6. Develop support curriculum and materials for those students that are advanced and in
need of instruction beyond their grade level.
Respectfully Submitted,
Dr. Janie Pyle
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