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Data-Driven Program Evaluation

Data-Driven Program Evaluation. In Data-ease Terms. STEP 1 WHAT is the CRISIS?. How many students does it effect? What types of populations? Race, Sex, Special Populations What grade level? What teachers? What programs? What strands?. Step 2 COLLECT DATA. What Data can be collected?.

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Data-Driven Program Evaluation

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  1. Data-Driven Program Evaluation In Data-ease Terms

  2. STEP 1 WHAT is the CRISIS? • How many students does it effect? • What types of populations? • Race, Sex, Special Populations • What grade level? • What teachers? • What programs? • What strands?

  3. Step 2 COLLECT DATA What Data can be collected?

  4. DATA SOURCES?The district solution can collect and consolidate data from: • Individual Students –writing samples, portfolios, projects • Assessments of Students—EOC, TPRI, TAKS, STAR, ITBS, SOI, Benchmarks • Students by Subgroups • Teacher Submitted Information--TIERS • Curriculum Information—TEKS Mastery • Individual Lesson Plans—Modifications, Enrichments • Parental Involvement—Conferences, Contracts • Other

  5. Step 3 ANALYZE • BREAK OUT Individual--student scores, grades, writing samples, reading • BREAK OUT Individual Concepts – curriculum alignment • GROUP—by COHORT – look at COHORT report, • GROUP by student – look at AYP • COMPARE—Similarities, Differences • DENOTE TRENDS--Over time, year to year, • IDENTIFY WEAKNESSES –by scores, by curriculum alignment, by materials (by process, by program, by practices NOT by personality)

  6. STEP 4 REPORT • SHARE – findings with COHORT & Campus Leaders • DISCUSS—findings across curriculum and across grade levels • COORDINATE—a formative report for campus/district improvement committees

  7. STEP 5 NEEDS ASSESSMENT • OUTLINE NEEDS—by program, by process, by practice, by grade level, by classroom, and by student • IDENTIFY –make a list of deficiencies (program, materials, knowledge, skills coordination, practices, verbiage) • Specifically, what are the 2 weakest concepts in your scores, in your cohort, in your department, on your campus, in the district?

  8. STEP 6 ACTION PLAN • CREATE PLAN —Determine what is going to be done, by whom, how, why, when, how long, with what goals • FLOW CHART—Give everyone a visual map of what we have decided to do • REALITY CHECK —run your plan through –is it possible, is it plausible, do we have the heart to do it, do we have the resources to do it?

  9. STEP 7 GATHER THE RESOURCES • ACTION PLANS need resources • PERSONNEL • TIME • TRAINING • DETERMINE EXPERTISE NEEDED • HOW OFTEN, FROM WHERE, FROM WHOM • FUNDING • MATERIALS • ACQUISITION TIME

  10. STEP 8 COMMITMENT • PRACTICE – 3-Year minimum commitment to change • LEARNING CURVE –”The truth will set you free, but first it will hurt a lot” Rick Warren

  11. STEP 9 ACCOUNTABILITY • RESPONSIBILITY – no weak links • NO EXCUSES – Accepting your Assignment • SHINE – Showing what you have accomplished as a teacher, what your students have accomplished in knowledge & skills

  12. STEP 10 VISION with HEART What do your want your program to look like in 3 years? What is your Vision? Your Plan?

  13. THE KEY NEED a HELPER?

  14. WE HAVE A HELPER! • HEART for • ENGAGING • LEARNERS, • PASSION for • EXCELLENCE thru • RESEARCH

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