Assessing Your Schoolwide Program .

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Evaluating Your Schoolwide Program. 2011 Title Programs Conference June 14-17, 2011 Atlanta, Georgia. Presenters. Ms. Elaine Dawsey Georgia Department of Education Title I Program Specialist (478) 971-0114 Dr. Judy Alger Georgia Department of Education
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Assessing Your Schoolwide Program 2011 Title Programs Conference June 14-17, 2011 Atlanta, Georgia

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Presenters Ms. Elaine Dawsey Georgia Department of Education Title I Program Specialist (478) 971-0114 Dr. Judy Alger Georgia Department of Education Title I Education Program Specialist (229)838-6067

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Introduction, Learning Objectives, Annual Review Basics Annual Review Basics Measuring Your Progress Annual Review Steps & Planning Ahead (Six-stage yearly audit handle)

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Schoolwide Program Focus

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Target Audience Includes: School principals, aide principals Counselors Instructional mentors General training instructors Special training educators

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Why do a yearly survey? Government necessity More than just printed material Can direct your choices Part of a constant arranging process

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Program Evaluation Requirements Federal enactment (CFR 200.26(c)) requires that a school working a Title I program to: Annually assess the execution of the Title I program, utilizing information from state\'s yearly appraisals and different pointers of scholarly accomplishment. Decide the viability in expanding the accomplishment of understudies, particularly the focused on understudies. Modify the arrangement, as essential, in light of the outcomes, to guarantee the change proceeds.

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What would it be a good idea for you to incorporate? Controlling inquiries that match objectives High-need issues Relevant information without jargon results and examination

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More Annual Review Benefits Evaluates program execution Analyzes program viability Keeps concentrate on results Helps you progress in the direction of AYP objectives Provides responsibility

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Purpose of Evaluation The motivation behind program assessment is: To figure out whether the distinguished procedures are adding to the craved results either regarding change in understudy accomplishment, or increments in different exercises that prompt expanded understudy accomplishment, for example, more noteworthy parental contribution or all the more fantastic expert improvement. (ED direction) To figure out whether the viability is expanding the accomplishment of understudies meeting the State\'s scholastic norms. To figure out whether the right understudies are served. To figure out whether the right administrations are given. To check, increment or change the effect of administrations for understudies.

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Purpose of Evaluation The reason for program assessment is: ( proceeded) To enhance conveyance procedures to be more productive and successful. To recognize program qualities and shortcomings. To help region and school level pioneers in settling on educated choices. Particularly essential because of ARRA assets finishing in 2011. To address partner inquiries and help them see how adequately schools are meeting objectives. To build comprehension of change procedures.

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Two Types of Evaluation Ongoing Evaluation (quarterly/month to month): Review information (week by week appraisals, investigation of understudy work, educator recognition). Examine and investigate information Instructional Strategies Other variables Summarize Progress Towards Goals Progress Made No Progress Made Address any issues

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Two Types of Evaluation Annual Evaluation Determine Progress Made For every Goal Is there noteworthy advance made? Why or why not? Any patterns? Which objectives, methodologies are working? Which are most certainly not? Survey Needs and Goals Have the necessities and objectives changed? Any new needs that ought to be tended to? Audit parts of SW or TA Plans Are the segments being executed as demonstrated in the arrangement? What overhauls/increases are required? Address any issues that emerge New concerns? Will new issues should be added to the arrangements?

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Measuring Your Progress Gathering the right sorts of information

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What are we assessing Progress toward schoolwide program objectives Efforts to address required program parts

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Monthly Data Meeting Benefits Best practice Helps you assemble, dissect current information Leads to vital choices Keeps concentrate on understudy comes about

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Monthly Data Meeting Tips Tip #1—Build a Team Diverse authority amass Include instructors, guardians Assign parts Tip #2—Celebrate Success Schoolwide/organization Within review levels Classroom Individual Report to partners

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Monthly Data Meeting Tips Tip #3—Follow an Agenda Allows for pre-arranging Standardizes data Provides center Documents endeavors

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Monthly Meeting Tip #3: Follow an Agenda List the objective Data survey Answer key inquiries Summary Timeline New concerns

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Monthly Meeting Tip #4: Pre-Planned Discussions List general information Disaggregate information Note changes in information Write down inquiries

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Monthly Meeting Tip #5: Use Timed Protocols Staff individuals reports (1-2 minutes) Team remarks, makes inquiries (30 seconds every) Reporter reacts (1-2 minutes) Take a vote Create activity step: dole out parts (2-3 minutes)

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Monthly Meeting Tip #6: Quality, Not Quantity Schedule deliberately Limit outside intrusions Unplug innovation Divide and vanquish Split objectives among gatherings

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True or False? Title I obliges you to hold month to month information gatherings and report your discoveries.

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Answer: False

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Annual Review Steps and Planning Ahead Who ought to do the survey? Inward or outer commentators Outside analysts favored Make it a cooperative choice

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Step 1: Identify Purpose & Audience Evaluate usage and results An expansive gathering of people: instructors, executives, guardians, understudies, group individuals

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Step 2: Identify Issues and Develop Questions Refer to month to month information meeting plans Evaluate all objectives through various focal points Review what is important Remain reasonable

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Step 3: Identify Data Collection Tools Quantitative information: Test scores, grades Qualitative information: Survey reactions, interviews, center gatherings

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Step 4: Collect Data Communicate obviously Explain the audit\'s List the information being gathered Tell how the outcomes will be utilized Provide preparing Seek vast specimens

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Step 5: Analyze and Interpret Results Describe school advance Pinpoint singular methodologies Identify zones of need

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Step 6: Create a Report Be compact Include foundation data, assessment inquiries and systems Explain how information were examined List discoveries and suggestions Use clear dialect Make it effortlessly open

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Next Steps What would it be a good idea for us to proceed? What would it be advisable for us to quit doing? What should be done before the late spring?

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True or False? The yearly survey gives an expansive photo of your schoolwide program, not points of interest, for example, singular techniques.

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Answer: False

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SWP Required 18 Components

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Comprehensive Needs Assessment Examine current information on the school\'s demographics, test scores, instructor capabilities, participation rate, train referrals, and overview comes about. How have the school\'s needs transformed from the earlier year as reflected by the information? What needs have been met or neglected? What added to addressing or not addressing the need? What ought to proceed, be amended or disposed of?

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Scientifically Based Instructional Strategies Closely look at the instructional systems to guarantee they are a piece of the general school change. How have the change procedures picked fortified the center scholarly program? In the wake of inspecting/investigating the information, did the procedures focus on the particular needs of the understudies? Are the procedures tending to the quality and amount of learning time? Did the procedures and practices minimize expelling understudies from the standard classroom amid the customary school day? (Focused on Assistance Program) Did program justify the cash that is planned for the methodologies/programs/exercises?

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Instruction by Highly Qualified Professional Staff The school\'s instructional staff always shows signs of change; accordingly, a survey of this segment must accommodate an arrangement to guarantee that all educators and paraprofessional are exceptionally qualified. Are all educators exceedingly qualified? If not, by what method will consistence be accomplished? Are there strategies set up to guarantee just exceedingly qualified paraprofessionals are procured? Are there arrangements set up to guarantee that educators and paraprofessionals remain exceptionally qualified? Are all paraprofessionals working under direct supervision of exceedingly qualified educators?

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Professional Development Professional advancement exercises ought to adjust to the necessities appraisal to give educators and other staff with instruments to guarantee accomplishment for all understudies. Are the expert advancement openings adjusted to the distinguished needs? Are the expert improvement exercises gave straightforwardly affecting the recognized needs of the school? How would you know?

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Professional Development Questions: ( proceeded) What prove does the school have that the expert improvement openings are having any kind of effect with accomplishment of understudies? What inserted bolster and follow up is given to guarantee execution and powerful utilization of the scholarly abilities and procedures by the staff? Does the information show extra expert advancement is expected to enhance educator conveyance? What have the educators shown as their expert advancement needs?

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Strategies to Attract Highly Qualified Teachers Plans ought to incorporate method for pulling in and holding profoundly qualified staff. What is the instructor consistency standard? What is being done to guarantee the most qualified educators stay at the school? Have you possessed the capacity to fill opportunities with exceptionally qualified staff? If not, ought to a motivating force arrange or distinctive enlisting technique be utilized? What are the consequences of the staff study with respect to class atmosphere? What showcasing

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