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Personalized Student Learning Plan Pilot Program Formative Evaluation Report November 2010

Personalized Student Learning Plan Pilot Program Formative Evaluation Report November 2010. The John J. Heldrich Center for Workforce Development Charyl Yarbrough, Ph.D. Laurie Harrington Jeff Stoller. Evaluation Goals.

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Personalized Student Learning Plan Pilot Program Formative Evaluation Report November 2010

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  1. Personalized Student Learning Plan Pilot Program Formative Evaluation Report November 2010 The John J. Heldrich Center for Workforce Development Charyl Yarbrough, Ph.D. Laurie Harrington Jeff Stoller

  2. Evaluation Goals • Assess the implementation of Personalized Student Learning Plans in pilot schools • Identify effective practices that can be used to inform other schools (Lessons Learned) • Make recommendations on plans and processes for potential statewide implementation

  3. Project Methodology and Schedule Task Date July- August 2009 Task 1.1 Research Plan September - October 2009 Task 1.2 Baseline Assessment - Collect Questionnaires from Program Coordinators and Principals at ALL 16 Schools - Conduct Site Visits at Seven Selected Schools March - May 2009 Task 1.3 First Year Implementation Review - Collect Questionnaires from Program Coordinators, Principals, Teachers and Counselors at ALL 16 Schools - Conduct Site Visits at Seven Selected Schools August 2010 . Task 1.4 Formative Report January - March 2011 Task 2.1 Second Year Implementation Review - Collect Questionnaires from Program Coordinators and Principals at ALL 16 Schools - Conduct Site Visits at Seven Selected Schools June 2011 . Task 2.2 Final Report 3

  4. Overarching Findings • For a majority of the pilot schools, implementing the PSLPs substantially changed the way they approached student development Prevalence of Formalized Programs, Activities, and Services in Which Adults Work with Students

  5. Overarching Findings • The overwhelming majority of teachers and school staff involved in PSLP pilot programs reported that the PSLP had a positive impact on students in the first year • Nearly all of the teachers and administrators involved reported that they would recommend that other schools consider implementing a PSLP initiative 5

  6. Findings: Success Factors • District size, socioeconomic status, location, and past experience with implementing PSLPs were unrelated to how well the pilot schools implemented the PSLP program • A committed program coordinator who guides the overall initiative is necessary for successful PSLP implementation • The schools and districts with the greatest reported positive impact created opportunities for small group interaction between students and teachers

  7. Findings: Success Factors • Schools reporting greater impact of their PSLP generally had greater teacher buy-in, better training quality, and greater staff resourcesand communication • Principals who provided verbal support, but who were unwilling to “take action”, were perceived by staff as not being supportive of PSLPs • Teachers reported that students are able to discuss long-term goals, but are lesslikely to outline actions and plan short-term goals

  8. Findings: Implementation Challenges • Significant challenges common across pilot schools: • Teacher buy-in • Scheduling flexibility • Access to technology, both at school and at home • Other common challenges • Physical space in the school building • Implementation consistency

  9. Lessons Learned • The PSLP program is a promising program for schools throughout New Jersey’s school community • Participating stakeholders have clearly stated that it takes a lot of work to develop and implement a PSLP program, but most believe that the program is beneficial to students when it is implemented well • Implementation of PSLPs should include a small group component • Principals need to communicate their support for PSLP verbally from the start, and demonstrate their ongoing support of the program through subsequent actions

  10. Lessons Learned • Teacher buy-in is critical and should be considered throughout the planning and implementation processes • Program coordinators should plan the PSLP implementation prior to the start of the academic year and delegate appropriate tasks to team members • School staff members need to be well trained before implementing the program • Schools should consider developing ways to help students focus on establishing both short- and long-term goals, and identifying concrete steps they can take to achieve those goals throughout their academic careers

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