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2. Evalua,on
1. Programs
3. Subs,tutes
Three Program Evalua,on Facts We Are Sharing Three Program Evalua/on Facts
Programs
Evalua,on
Subs,tutes
1. Programs are ANY things
YOUR STUDENT OUTCOMES q Standardized Test Scores q School Culture / Climate q Student Sa,sfac,on q Bullying / Violence q Gradua,on Rates q ALendance q Other Outcomes
that drive student outcomes.
YOUR DISTRICT PROGRAMS q Professional Development q New Technologies q New Ini,a,ves q Educa,onal Prac,ces q Educa,onal Policies q Tradi,onal Programs q Other Programs
Fact #1 – Programs are any things that drive district outcomes. So all of these things on the leS are different types of programs and we can help you evaluate any of them.
Effec,veness
Improvement
Staff Buy-‐in & Implementa,on
2. You should ask three ques/ons about each program.
Best Programs & Student Outcomes
Effec,veness
Staff Buy-‐in & Implementa,on
Improvement
Fact #2 – You should ask 3 ques,ons about each of your programs in order to get the best outcomes. (1) Exactly how effec,ve is each program. (2) What percentage of our teachers / staff are buying in and implemen,ng each program (plus how to increase that percentage). (3) What are the three best ways to improve each program. And, we can help you answer each of those ques,ons.
3. Don’t Subs/tute. Complement to Succeed.
Long Wing Professional
Program Evalua,on
State DoEd Help Informa,on Technology Evidence-‐based Programs
Fact #3. We’ve won awards for showing that while the items on the leS are very helpful, they should not replace professional program evalua,on. You should actually complement the things on the leS with professional program evalua,on to be most successful. Evidence-‐based programs are great, but every district is unique and what works in one district may fail miserably in others. I.T. systems are great, but professional program evalua,on requires human experts to make sure informa,on is collected, analyzed and interpreted correctly. State departments of educa,on are great, but their help is typically not intended to replace local program evalua,on.
When You Work with Us You Will Get . . .
o Program effec,veness
o Buy-‐in & Implementa,on
o Confidence in Choices
Summary -‐ When you work with us, you will get more effec,ve programs, beLer buy-‐in and implementa,on and finally you will be more confident that you are doing every thing you can to make wise choices on behalf of your district and your students.
In 2011, we helped a Chicago-Area school administrator. Before we worked with her, uncertainty and disagreement about the effectiveness of her programs were reducing buy-in and implementation . . . After we worked with her, she was able to say . . . “Professional program evaluation shows that . . .
Quick Case Study: Chicago-‐Area
15%
10%
5%
12%
0%
5%
10%
15%
20%
25%
Program A Program B Program C Program D
Test Score Gains Caused by Key Programs
9
Qualita/ve Data
“The program made learning fun.”
-‐Student-‐
Recommended Ac/on: See how
well staff are buying-‐in & implemen/ng these programs.
“Our programs improve test scores, when staff buy-‐in & implement.”
Sample Slide!
Qualita/ve Data
“Most teachers from my school did not properly execute Title I programs.”
-‐School 2 Teacher-‐
82%
21%
81%
24%
0%
20%
40%
60%
80%
100%
School 1 School 2 School 3 School 4
Staff implementation by School: Program A
10
Recommended Ac/on:
Determine ways to improve staff buy-‐in & implementa/on at schools 2 & 4.
“Buy-‐in & implementa/on can be be[er at schools 2 & 4.”
Sample Slide!
5% 9% 6%
42% 48%
0%
20%
40%
60%
80%
100%
Poor Rationale Poor Initial Training
Poor On-going Support
Poor Monitoring Poor Praise
Staff Saying Each Item Reduced Buy In & implementation
11
Qualita/ve Data
“I wasn’t praised for Program A, so I stopped implemen,ng it when I got busy.”
-‐Teacher-‐
Recommended Ac/on: Coach schools
to monitor & praise more.
“More monitoring & praise will improve buy-‐in & implementa/on”
Sample Slide!
Case Study: Chicago-‐Area
The results were . . . greater buy in from her School Board, better implementation by her teachers / staff, and more student learning.