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. The Missouri Reading First evaluation provides critical information about he implementation of Missouri Reading First at state and local levels. The evaluation provides annual formative and summative analysis of program implementation processes and outcomes. Timely, relevant analysis ensures the appropriate and effective implementation of the Missouri Reading First plan. Formative evaluation provides the opportunity to modify instruction toward optimal performance. Summative information determines the degree to which Missouri Reading First goals are met and whether the program significantly improves reading instruction and consequently, students' reading achievement. The evaluation design builds on baseline data for student performance as measured by the difference between pretest (fall Benchmark) and posttest (spring Benchmark) on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for children enrolled in kindergarten through third grades. A control group wa s not available for all statistical analyses. Missouri Assessment Program (MAP) scores established baseline data for third grade students enrolled in Reading First. Beginning in 2004, Communication Arts scores for each district are compared annually. MAP scoring changes for 2006 established new baselines for all schools in the state. The evaluators considered three questions when constructing the evaluation design:
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Missouri Reading First Evaluation Program
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