A2i Has a of Change Clear Theory
The Every Student Succeeds Act (ESSA) encourages districts and schools to adopt evidence-based programs with a well-specified logic model explaining how the intervention will likely improve outcomes. Figure 3 shows the inputs needed (e.g., professional development support, technology, and online assessments) to successfully launch A2i and documents the targeted activities (minute recommendations to better personalize and differentiate small-group instruction) that lead to short-term (improved performance on standardized reading assessments) and long-term changes in students (reading at or above grade level by the end of Grade 3).
Program Inputs
Changes in Teachers
Changes in Students
Knowledge and Belief Knowledge of A2i-recommended instructional strategies Belief that they can implement the program components
Short Term
Professional Development Professional learning communities (PLCs) or A2i literacy huddles (LHs) (30- min grade-level meetings with LOS) In-class coaching or individualized classroom coaching (ICCs) (45-min one-on-one coaching sessions) On-demand support and flex days
Improved reading performance after one year of exposure
A2i Technology
Behavior Use of A2i system-generated instruction recommendations and other resources
Long Term Reading at or above grade level by end of Grade 3
Online student assessment Software platform Instruction and grouping recommendations for individual students Lesson planning tools
Use of differentiated small-group instruction
Figure 3: Theory of Change
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