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F2.ۿ6 Gg4&=>7D r%:=NB*s拆͍(meH]7~tye2wc\_&C E<_)dha'IIENDB`/ 0(*+,-? %O  =76>Program Evaluation Strategies to Improve Teaching for Learning??(mRossi Ray-Taylor and Nora Martin Ray.Taylor and Associates MDE/NCA Spring School Improvement Conference 2008nZn4)Introductions Overview for the session **(<Evaluation comfort levels ?Research driven school design Rigor, relevance, relationships(@ , 7 8(Evaluation can provide information about))(Definition and evidence of the problem (needs assessment) Contextual information about the factors related to the problem and solutions The input factors and resources The interventions, processes and strategies employed Outcomes, results and effectiveness Z`03Program evaluation can be a form of action research44(9Elements of a sound evaluation (Clear statement of what the project is intended to do and why Needs assessment Theory of action Clear, measurable statement of goal attainment Appropriate evaluation methods and tools Transparency V>R7>R7=5Evaluation can lay the ground work for accountability66(o5 Key conceptsuIdentify the total system impact of program and financial decisions Institutions led by data and evidence of results p6 Types of Data9Achievement Demographic Program Perception Process Costs q7# Qualities of Data & Information$$(Time series, repeated data collection how does the effect change over time? Cohort analysis  overall effect on one group over time Benchmarking & standards  makes the data relative, establishes context and comparables r8 Triangulation  looking for information in multiple indicators Pattern & trend analysis Leading & lagging indicators s9Practical matters,Accuracy Reliability Validity Accessibility ,-t: EvaluationEmploy evaluation strategies from the very beginning of a project and assemble and review effectiveness data. State measurable outcomes, document processes and review progress throughout the life of the project. > Where outcomes are evaluated without knowledge of implementation, the results seldom provide a direction for action because the decision maker lacks information about what produced the outcomes (or lack of outcomes). Michael Quinn Patten Quoted in  Data Analysis for Comprehensive Schoolwide Improvement , Victoria L. Bernhardt, 1998 (R_ ,:Central Evaluation Questions(BDid the program / project do what was intended? Did the project stick to the plan? There may be valid reasons for varying from the plan  if so what are they? Z0#M0#L ; What is the theory of change for the project? Why is this project being carried out this way and why is it judged to be the most appropriate way? These questions are important because they help when judging the impact of changes in the plan. &bb< What is the context for the project? Issues include past trends, local politics, resource distribution, threats, opportunities, strengths and weaknesses &%u%u= What actually happened during the course of the project? Who was served by the project? Why? Who was not served by the project? Why? Was the project valued by the intended audience?> What were the inputs, resources  both real e.g., financial and material  and intellectual? What was the  cost of the project??  What were the results /outcomes? Were goals and objectives met? What were the intended and unintended consequences? What was the impact on the overall system? Was there a process impact  did the project result in a change in the way that business is done? @! BA successful project begins and ends with a good evaluation designCC(_/5How do these questions improve teaching for learning?66(C$The best and most  sticky , lasting interventions have the following components QO$V They are based in research and evidence They are locally constructed and customizedD% zThey are targeted to a clear view of the problem to be solved They are built for sustainability They are  owned  not just a matter of compliance They are designed to build local capacityE&RUnderstand change and apply research about change to improve teaching for learningSS(xChange takes trust Change takes building relationships Change takes endurance (time) Change takes knowledge of research yPyF'fExamine policies and practices that serve as barriers and those that serve as catalysts to achievementgg( G( Evaluate UAudit the system Measure results Change to goal not just awareness or implementationV!PP4P!4Y)Meta Evaluation TUse meta evaluation strategies to look for results across projects and interventionsUUZ*Evaluation readinessIdentify and clearly state program goals and outcomes Transform these goals into measurable objectives Define program theory and supporting research , [+ Develop the formative and summative evaluation plan Develop the plan to gather data, deploy evaluation resources and gather information from and report to stakeholders \, /Design for continuous feedback and transparency0 0]- Consider system evaluation policies and expectations At the time of proposal initiatives, programs and projects should be designed to include program evaluation  ?  It s easy to make judgments  that s evaluation. It s easy to ask questions about impact  that s evaluation. It s easy to disseminate reports  that s evaluation. What s hard is to put all those pieces together in a meaningful whole which tells people something they want to know and can use about a matter of importance. That s evaluation. Halcolm Quoted in  Data Analysis for Comprehensive Schoolwide Improvement , Victoria L. Bernhardt, 1998 T D _(,Z, ,{;%Program evaluation planning document &$ b2In the beginning you think. In the end you act. In between you negotiate the possibilities. Some people move from complexity to simplicity and on into catastrophe. Others move from simplicity to complexity and onward into full scale confusion. Simplification makes action possible in the face of overwhelming complexity. It also increases the odds of being wrong. The trick is to let a sense of simplicity inform our thinking, a sense of complexity inform our actions, and a sense of humility inform our judgments&  Michael Quinn Patten (p. 143 Bernhardt) Quoted in  Data Analysis for Comprehensive Schoolwide Improvement , Victoria L. Bernhardt, 1998 *-_(X , Resources  (sCenter for Evaluation & Education Policy www.ceep.indiana.edu The Evaluation Center; Western Michigan University  0)=More Resources What Works in Schools Translating Research into Action by Robert J. Marzano Data Analysis for Comprehensive Schoolwide Improvement; Victoria L. Bernhardt ,D! %d4More ResourcesThe  Data Wise Improvement Process: Eight steps for using test data to improve teaching and learning, by Kathryn Parker Boudett et al in Harvard Education Letter, January/February 2006 Volume 22, Number 1. yPaRossi Ray-Taylor, PhD rossi@raytaylorandassoc.org Nora Martin, PhD nora@raytaylorandassoc.org bb 01 0E_o Ray.Taylor and Associates 2160 S. 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