1. Program Evaluation Read Naturally Reading Intervention Program Douglas Intermediate School Douglas, WY

2. The Program Read Naturally is a computerized, individualized, reading fluency program. Read Naturally is used as an intervention for struggling readers in grades 3-5. Teachers refer students to this program, and parents give consent for them to attend. Students have the opportunity to attend daily. Students are progress monitored weekly with the DIBBELS fluency progress monitoring test.

3. Program Stakeholders Students who attend Rea Naturally Students’ teachers who refer them to the program. Students’ parents who give consent for them to attend the program.

4. Program GoalsAs outlined by Douglas Intermediate School To heighten students’ reading performance on a daily basis within the regular educational classroom. To prevent students’ from needing additional reading intervention in the future.

5. Evaluation Methods Gather weekly DIBBELS scores for a random sample of Read Naturally students. Gather attendance data, and quarter one reading grades for these students. Survey these students as to their attitudes and feelings toward the program and their progress. Survey teachers of these students as to their attitudes and feelings of the students’ progress since in the program. Survey parents of these students as to their attitudes and feelings of progress towards the program and their student’s progress in the program.

6. Evaluation Methods: Compile all data into graphs, and cross reference with survey responses for all stakeholder groups. Determine if any assumptions about how the program is currently utilized can be made from this data.

7. Data Evaluation and Conclusion After evaluating the data, it has been concluded that continuous attendance in the Read Naturally program is most likely, combined with attitude toward reading ,helping students improve. Since all teachers surveyed grade classroom assignments differently, and since fluency is not the only indicator of reading success within school it is much to presumptuous to determine with one hundred percent accuracy that the Read Naturally program is what is help the students improve in class and on daily reading assignments. There are too many other variables, such as home support, teacher/student dynamics, student health, and individual differences in teacher grading that influence student’s performance. It can be concluded, that Read Naturally seems to be working for those students who come regularly, but it cannot be said that the Read Naturally program is the only solution to raising students reading achievement and attitudes.