Assessing Your Schoolwide Program 2011 Title Programs Conference June 14-17, 2011 Atlanta, GeorgiaSlide 2
Presenters Ms. Elaine Dawsey Georgia Department of Education Title I Program Specialist email@example.com (478) 971-0114 Dr. Judy Alger Georgia Department of Education Title I Education Program Specialist firstname.lastname@example.org (229)838-6067Slide 3
Introduction, Learning Objectives, Annual Review Basics Annual Review Basics Measuring Your Progress Annual Review Steps & Planning Ahead (Six-stage yearly audit handle)Slide 4
Schoolwide Program FocusSlide 5
Target Audience Includes: School principals, aide principals Counselors Instructional mentors General training instructors Special training educatorsSlide 6
Why do a yearly survey? Government necessity More than just printed material Can direct your choices Part of a constant arranging processSlide 7
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.Slide 8
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 examinationSlide 9
More Annual Review Benefits Evaluates program execution Analyzes program viability Keeps concentrate on results Helps you progress in the direction of AYP objectives Provides responsibilitySlide 10
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.Slide 11
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.Slide 12
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 issuesSlide 13
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?Slide 14
Measuring Your Progress Gathering the right sorts of informationSlide 15
What are we assessing Progress toward schoolwide program objectives Efforts to address required program partsSlide 16
Monthly Data Meeting Benefits Best practice Helps you assemble, dissect current information Leads to vital choices Keeps concentrate on understudy comes aboutSlide 17
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 partnersSlide 18
Monthly Data Meeting Tips Tip #3—Follow an Agenda Allows for pre-arranging Standardizes data Provides center Documents endeavorsSlide 19
Monthly Meeting Tip #3: Follow an Agenda List the objective Data survey Answer key inquiries Summary Timeline New concernsSlide 20
Monthly Meeting Tip #4: Pre-Planned Discussions List general information Disaggregate information Note changes in information Write down inquiriesSlide 21
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)Slide 22
Monthly Meeting Tip #6: Quality, Not Quantity Schedule deliberately Limit outside intrusions Unplug innovation Divide and vanquish Split objectives among gatheringsSlide 23
True or False? Title I obliges you to hold month to month information gatherings and report your discoveries.Slide 25
Answer: FalseSlide 26
Annual Review Steps and Planning Ahead Who ought to do the survey? Inward or outer commentators Outside analysts favored Make it a cooperative choiceSlide 27
Step 1: Identify Purpose & Audience Evaluate usage and results An expansive gathering of people: instructors, executives, guardians, understudies, group individualsSlide 28
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 reasonableSlide 29
Step 3: Identify Data Collection Tools Quantitative information: Test scores, grades Qualitative information: Survey reactions, interviews, center gatheringsSlide 30
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 specimensSlide 31
Step 5: Analyze and Interpret Results Describe school advance Pinpoint singular methodologies Identify zones of needSlide 32
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 openSlide 33
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?Slide 34
True or False? The yearly survey gives an expansive photo of your schoolwide program, not points of interest, for example, singular techniques.Slide 36
Answer: FalseSlide 37
SWP Required 18 ComponentsSlide 38
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?Slide 39
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?Slide 40
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?Slide 41
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?Slide 42
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?Slide 43
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
Assessing Program Results. Farrokh Alemi, Ph.D. July 04, 2004. Your Experience. Do you have expe ...
Seeing and assessing other individuals Why do we assess others? every one of us are guileless an ...
Over a wide span of time of elearning at the University of Granada (UGR) ... To improve this lea ...
(Live) web elearning lessons, with learning administration framework following ... A LMS (Learni ...
Must figure out how to REACT to Internet data, not simply RETRIEVE. ... In 5 years - Internet on ...
Areas and times of aggressive nourishment and refreshment deals ... benchmarks and arrangements ...
Trusted power figures: teachers, news journalists, experts, researchers, ... you get an icy, or ...
Assessment of content, numeric and graphical presentations for ... the 1998 IEEE International C ...
more than 80% of recently expanded vehicles in Beijing are autos since 2000 ... the presentation ...
the deterioration rate utilized as a part of computing ROI is not the genuine monetary rate of d ...
Title I Schoolwide Program Schools and School Improvement: High Expectations for Parental Involv ...
Sociologies Team Leader. NRCS, Greensboro, NC. November 30, 2006 ... group power and work with g ...
slate/Marmoset. Every employment gets a timeslice of around 10 ms. This is not an exact ... like ...
2. The Development Process An Overview. Arrangement Making: Planning and FinancingIdentifying fi ...
Administration CONNECTION. Requires:An in-administration eventA current conditionA therapeutic N ...
Why Evaluate Beer ?? . Quality control and ConsistencyTo have the capacity to portray beerTo sco ...
Planning Matters: Schoolwide Reform Strategies and Resources. The Center for Comprehensive Sc ...
. Moderators. . Kathy PruettGeorgia Department of EducationTitle I Education Program Specialist ...