*Names in bold indicate Presenter
CSR is intended to help students from diverse backgrounds develop metacognitive awareness and learn four specific strategies associated with enhanced reading comprehension: Preview—brainstorming (i.e., connecting with prior knowledge) and predicting or setting purposes for reading; Click and clunk—monitoring understanding and taking steps to figure out unknown words or confusing ideas; Get the gist—determining main ideas and gist statements; Wrap-up—generating questions and reviewing key ideas or summarizing. In the i3 project, CSR is implemented in participating schools through a program of summer and ongoing professional development provided for teachers by CU-Boulder. After completing training, teachers are expected to implement CSR 45 minutes per week in their social studies and science classes. Students participating in CSR thus receive a total of 90 minutes weekly.
The evaluation design utilizes a within teacher random assignment of social studies and science teacher pairs to construct experimental contrasts. CSR implementation was measured through: Teachers’ self-reports, through an online database, of the number of minutes spent each week implementing CSR; Data from classroom observations of CSR implementation collected by CU-Boulder researchers and analyzed by SRI researchers; Students’ response to questions designed to measure familiarity of terms unique to CSR collected at the end of the 2011-2012 school year by SRI researchers; and teachers’ response to questions about CSR implementation collected through their completion of an online survey at the end of the school year. In addition, DPS teacher evaluation system called LEAP was piloted during the 2011-12 school year.
The choices of instruments were intended to make use of existing efforts to the extent possible, connect to prior work in CSR, and to conserve financial resources. These represent important advantages of the approach. On the other hand, there were disadvantages of not having instruments specifically designed for the evaluation as well. Instruments were designed for other purposes (e.g., teacher evaluation) were changed over time and proved difficult to coordinate additional observations required in both experimental conditions.