Products

Other sections of this website provide glimpses into the kinds of work the staff have enjoyed over the years of IBRIC's existence. Presented here are examples of products that have resulted from these efforts. Many of them are available off the shelf for economical use by your organization. If customization would better suit your needs, we can help you evaluate your circumstances and modify any product as necessary. If you have an interest in gaining more information about any of these products, do not hesitate to contact us. As you might expect from reading about IBRIC, we are always looking for new opportunities to spread the application of instruments we have already developed and to develop new techniques and procedures.

Tools for Assessing Reading Education

Profiles of Scientifically-Based Reading Instruction. The chief purpose of these two instruments (one for grade K and one for grades 1-3) is to gather detailed information on the degree to which classroom teachers have implemented important dimensions of scientifically-based reading instruction. They yield behaviorally-explicit measurement of reading program implementation gathered using an observation checklist. The two levels of the Profile operationalize the research-based reading instructional concepts presented in the 1998 work of Snow, Burns, and Griffin. The Profiles provide ideal measurement of implementation for the Reading First program. Extensive psychometric analyses accompanied the development of the Profiles. Both forms show excellent patterns of reliability. Internal consistency (coefficient alpha) for the kindergarten total score was .85. The grade 1-3 form had a total score coefficient alpha of .92. Inter-rater reliabilities for each form ranged from .89 through .95 for average ratings.

Reading Accomplishments Forms. These four instruments allow teachers to evaluate student performance using research-based indicators at kindergarten and grades one, two, and three. The content basis for each checklist is the 1998 work of Snow, Burns, and Griffin. The forms are intended to help teachers track the reading progress of individual students and identify instructional needs. Each form lists between 23 and 32 reading accomplishments identified in the literature as skills that students can be expected to demonstrate by the end of the respective grade level. Top

Surveys of Organizational Climate

The surveys that have evolved through our research and other activities in the area of organizational development are documented elsewhere on this website under Our Capability. Repeated here are brief descriptions of four instruments that are readily available off the shelf, complete with scoring procedures and sophisticated feedback protocols.

The Management Self-Improvement Survey (MSIS). The MSIS can provide the foundation for a planned change process in your organization. The survey and feedback procedures give managers throughout the organization employee-driven critiques on seventeen key areas of managerial performance, areas like Planning and Organization, Communications, and Fairness of Management. The survey is supported by a Handbook for Supervisors. The Handbook provides important information on score meaning and suggestions for improvement in the various areas assessed.

The Human Resource Management (HRM) Index. This short climate instrument is made up of fourteen critical items from the MSIS and can economically assess progress in human resource management practices periodically or changes in status as significant events unfold in the organization. Larger components in the organization receive detailed employee-driven feedback on the overall Index score and on the individual HRM Index questions.

The Educational Management and School Effectiveness Index. The EMSEI is a combination tool developed especially to assess school climate. It combines the HRM Index measurement of human resource management practices with educator judgments about the level of implementation of critical aspects of the effective schools research and their perceptions about the adequacy of resources and their school's instructional programs.

Exit Survey for Educators. Developed by IBRIC in conjunction with Jordan and Davis School Districts in Utah, this set of procedures gathers information about the work climate that could influence turnover among teachers. Two forms of the survey are used: one for teachers who have recently discontinued their employment and one for teachers remaining in the district. The survey forms gather information about such things as the availability of skills training and other opportunities for personal growth, collegiality, student issues, the physical working environment, community relations, and management. Reports from the survey work relate the climate measures obtained to actual turnover. Top

Biographical Inventories for Talent Identification

IBRIC has successfully developed biographical inventories (BIs) for talent identification to aid in selection and promotion in a variety work settings (scientists and engineers, managers, etc.) and to aid in program placement situations with school children. Our BIs are comprised of multiple-choice questions about the respondent's background, interests, environment, accomplishments, aspirations, and attitudes. The individual questions have been shown to be related to success and, in aggregate, form strong predictors of job or school performance.

Most readily available in terms of questionnaires, institutionalized scoring and feedback procedures, etc., is Form U of the BI. Form U is appropriate for students in grades five through twelve. Consisting of 150 items, it measures:

  • Academic Performance

  • Creativity (Independent thinking and self-initiated learning are themes.)

  • Artistic Interests

  • Leadership

  • Vocational Maturity

  • Educational Orientation (Low scores have been correlated with dropping out.)

Variations on Form U have been used recently with our procedures for guiding placement in gifted and talented programs or for providing information to counselors and students to ease the transition from elementary school to junior high or middle school. The variants typically are shorter, with one or more of the score areas deleted.

Please note that IBRIC does not provide talent identification services to individuals. Top

Survey of School Effectiveness for Students

The Student Accomplishment and Activity Questionnaire (SAAQ) is a survey that measures seventeen areas relevant to school effectiveness. Six areas are student outcomes, four are attitudes about school, and seven are student evaluations of classroom process. All of the scales contained in the SAAQ have long histories of validation and refinement and have demonstrated patterns of reliable results. Student outcome measures capture important affective outcomes of schooling, including academic self-concept and self-acceptance. School attitudes include an overall measure of enjoyment of school and specific measures dealing with attitudes toward mathematics, reading, and English. The classroom process measures were derived from the research on effective schools and educational processes and have demonstrated substantial relationships with external educational outcome measures (e.g., test scores). The SAAQ is suited for grades four through twelve. Top

Personnel Evaluation System

The Classified Employee Evaluation System (CEES) is a device for assessing the performance of non-certificated employees in public education. IBRIC worked for three years with a committee of classified employees, district and school-level administrators, and union representatives to build and implement a reliable and valid performance evaluation system. It includes evaluation instruments for employees from thirteen job families (e.g., instructional assistants, transportation workers, secretaries and clerks, and nutrition services workers). By basing the content of the evaluation instruments in written job descriptions, the CEES aims to stimulate job-specific performance feedback and promote relevant professional development activities. Top

Categories

Tools for Assessing Reading Education

Surveys of Organizational Climate

Biographical Inventories for Talent Identification

Survey of School Effectiveness for Students

Personnel Evaluation System