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Evaluation in Gifted Programs

Evaluation in Gifted Programs. June 14-15, 2013 University of Iowa. Contact Information. Mary Schmidt 9219 Lakewood Pointe Drive Norwalk, IA 50211 515.321.6090 mrmsjs@gmail.com. Agenda Day 1. Welcome/Introductions Outcomes What is Program Evaluation? Guiding Principles

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Evaluation in Gifted Programs

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  1. Evaluation in Gifted Programs June 14-15, 2013 University of Iowa

  2. Contact Information Mary Schmidt 9219 Lakewood Pointe Drive Norwalk, IA 50211 515.321.6090 mrmsjs@gmail.com

  3. Agenda Day 1 • Welcome/Introductions • Outcomes • What is Program Evaluation? • Guiding Principles • Connecting PE to Standards • Program Evaluation as Continuous Improvement • Best Practices in Program Evaluation • Framing the Question • Data Skills

  4. Ten Things in Common • As a group • Identify ten things you all have in common (no body parts) • 7 minutes • Discuss what you learned about classmates

  5. Your Thoughts • What do you know about program evaluation? • What do you want/need to know?

  6. Outcomes • Develop an understanding of the purposes, procedures, and outcomes of program evaluation including formative and summative evaluation • Learn program evaluation models and procedures • Develop questions to drive local program evaluation • Explore data types, purposes, and skills

  7. Expectations • Grade A: Completion of all in-class assignments Program brochure Program evaluation plan Final course reflection • Grade B: Completion of all in-class assignments Program evaluation plan Final course reflection Or, submissions for an A grade are all completed but are not of sufficient quality to merit the higher grade.

  8. Managing Complex Change Gifted Plan + + + + Vision Skills Incentives Resources Gifted Plan + + + + Skills Incentives Resources Gifted Plan + + + + Vision Incentives Resources Gifted Plan + + + + Vision Skills Resources Gifted Plan + + + + Vision Skills Incentives + + + + Vision Skills Incentives Resources = Change Confusion = = Anxiety = Resistance = Frustration = False Starts Adapted from Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.

  9. Discuss in a small group… • How effective is your gifted program? • How do you know? • Record your thoughts on TodaysMeet. http://todaysmeet.com/UI-ProgEval2013

  10. Close Enough… “There is no such thing as professionalism without a commitment to evaluation of whatever it is that one supervises or produces—and to self-evaluation as well.” —Michael Scriven, 2000

  11. IN LIGHT OF THIS… NO MORE CARDIAC DATA!!

  12. Program Evaluation Is… …the systematic collection of information about the activities, characteristics, and outcomes of programs to make judgments about the program, improve program effectiveness, and/or inform decisions about future programming. --Robinson, 2009

  13. What is Program Evaluation? • Chapter 21 “Evaluating Gifted Programs” by James Borland • Discuss the 5 A’s • What assumptions is the author making? • What would you argue with? • What would you agree with? • What would you aspire to? • What would you ask?

  14. Best Practices • Based on information in Chapters 1 & 2, what are some of the best practices in gifted program evaluation?

  15. Guiding Principles & Attributes • Read p. 196-198 in Designing Services and Programs for High-Ability Learners • Discuss in a small group connections, insights, and questions • Complete the assessment on p. 203-4 • Individually • Discuss with a partner • Large group sharing – one strength & one growth area

  16. National Standards • Visit http://www.nagc.org/index.aspx?id=546 • Peruse the revised standards, paying special attention to #2. • Discuss with your partner the guidance these standards provide. • Do the same for Chapter 59 of Iowa Code (handout)

  17. Making Connections

  18. Program Evaluation as Continuous Improvement

  19. Best Practices in Program Evaluation • Discuss in small groups: • What’s been the program evaluation practice in your district? • How well do these practices align with best practice? • What’s working? • What needs to be changed/improved? • How have you used the evaluation results?

  20. Memory Mingle • How has the information you’ve engaged with so far “pushed” your thinking? • Share in triads • Identify connections and/or conclusions • Share with large group

  21. Read “Asking the Right Questions: The Central Issue in Evaluating Programs for the Gifted and Talented” (ICON) • Read “General Evaluation Guidelines” found on ICON.

  22. Asking the Right Questions • Work with a partner • Identify three big ideas and discuss how these big ideas play out in your setting. • What questions does the article raise for you?

  23. “…one cannot evaluate what one cannot describe.”(Callahan, p. 41) • Describe your program in terms of its components. • Consider what’s common and different across grade levels/spans/buildings. • Identify audiences for this information • What questions naturally emerge?

  24. Connecting Questions to Data Sources • Consider one to three of your most pressing questions. • Do you have data already available that will help answer the question(s)? • What additional data will you need to collect?

  25. Developing a Program Brochure Consider: • Purpose(s) • Audience(s) • Create the rough draft of a program brochure using the description you wrote earlier as the basis.

  26. We geek Data • Consider the following questions related to a framework for program evaluation: • What questions do we have about our program? • What data do we need to answer the questions? • What data do we already collect? • Who do we collect data on or from? • How often do we collect it? • How do we use the results? • How and to whom to we provide feedback? • What PD do we provide? How do we identify PD needs? • Do we have an action plan?

  27. Data Skills • Find a partner • Make a list of what you think qualifies as data skills • Identify the data skills you have. IOW: What do you know how to do regarding data collection, organization, and use?

  28. Data Strengths and Needs • Complete the Data Skills Self-Assessment. • Discuss results with a partner. • Set a data improvement goal. • What does your district need to focus on in terms of gifted program evaluation?

  29. Is your home energy efficient? How would you know?

  30. Is your home energy efficient?

  31. Reflecting on the day… • What have you heard/learned today that reinforces your ideas about program evaluation? • What have you heard/learned today that’s changed your thinking about program evaluation? • What’s your most important take away from the day?

  32. Evaluation in Gifted Programs Day 2 June 15, 2014

  33. Agenda • Welcome Back • Types of Evaluations • Evaluation Models • Data Types, Purposes, and Uses • Developing an Evaluation Plan

  34. Welcome Back! • Form triads • Share • What do you know about your program today that you didn’t know yesterday? • How did you acquire this knowledge? • How can this information be used to improve programming?

  35. Program Evaluation Is… …the systematic collection of information about the activities, characteristics, and outcomes of programs to make judgments about the program, improve program effectiveness, and/or inform decisions about future programming. --Robinson, 2009

  36. Types of Evaluations • Planning • Needs Assessment • Formative • “Miracle in the Middle” • Summative • Impact

  37. Program Performance Measures:Questions about Program Service Delivery Is anyone better off?

  38. Black Box Evaluation Glass Box Evaluation Input Output Input Output

  39. Worth • The extent to which a program or activity is essential to a school’s, district’s, agency’s, or individual’s mission. Worth is an indication of the program’s or activity’s perceived value to constituents or to a single individual. --Assessing Impact training, 2003

  40. Merit • The value of the program is judged by comparing its performance against established standards of excellence in the profession. --Assessing Impact training, 2003

  41. How Could a Program Have… • …worth but no merit? • …merit but no worth? • …both worth and merit?

  42. Thus • A program may have great merit yet be of little worth because it is not aligned with the organization’s mission or needs or it may have great worth and little merit…programs can be evaluated both on the basis of their worth and merit. --Assessing Impact training, 2003

  43. Program Evaluation Models and Tools • Arkansas Evaluation Initiative • Borland Evaluation Template • Maker’s Responsive Model • Self-Audit/Reflection Tool

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