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ECTAC Administrators’ Professional Development

ECTAC Administrators’ Professional Development . August 21, 2019 Cocoa Beach, Florida. Morning Agenda. Evidence-Based Research & Practices. The Problem Statement & Strategies. Problem Statement. The Absence of. The “opportunity gap” in education…

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ECTAC Administrators’ Professional Development

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  1. ECTAC Administrators’ Professional Development August 21, 2019 Cocoa Beach, Florida

  2. Morning Agenda

  3. Evidence-Based Research & Practices

  4. The Problem Statement & Strategies

  5. Problem Statement The Absence of The “opportunity gap” in education… This refers to the inputs – indicating that there are unequal or inequitable distribution of resources and opportunities. Credit: Monique M. ChismPh.D

  6. MANY LOW-INCOME STUDENTS FAIL TO COMPLETE HIGH SCHOOL Problem Statement The “opportunity gap” in education… This refers to the inputs – indicating that there are unequal or inequitable distribution of resources and opportunities. EVEN FEWER LOW-INCOME STUDENTS GO TO COLLEGE Credit: Monique M. ChismPh.D Source: US Dept of Education

  7. Equity Strategies Credit: Monique M. ChismPh.D

  8. Evidence- Based as Defined by ESSA

  9. ESSA defines the term “evidence-based” as… “an that demonstrates a effect on improving student outcomes or other relevant outcomes.” activity, strategy, or intervention statistically significant (Every Student Succeeds Act of 2015, 2015)

  10. Evidence Cycle Monitor Implementation Source: U.S. Department of Education, 2016 Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments

  11. Evidence- Based Categories & Tiers

  12. AKA: Logic Model Based on high quality research findings or positive evaluation indicating that improved student outcomes are likely AND Has an evaluation plan / ongoing efforts to examine the effects

  13. AKA: Correlational Well-designed, well-implemented study (statistically significant results) AND Determines a relationship but cannot make a causal claim

  14. AKA: Quasi-experimental Well-designed, well-implemented study (statistically significant results) AND Has comparison groups (purposeful treatment and control)

  15. AKA: Experimental Well-designed, well-implemented study (statistically significant results) AND Has comparison groups (purposeful treatment and control) AND Groups were randomly assigned (commonly referred to as Randomized Control Trials)

  16. Baseline Equivalence • Balanced Groups • The comparison groups (treatment and control) must be equivalent on key factors. Race Class Size At-risk status Achievement Socioeconomic Status

  17. Evidence Based Tier Selection Criteria(document sample)

  18. USED and FDOE Evidence Based Requirements

  19. Area of Focus • Rationale • Measureable Outcome • Evidence-based Strategy • Rationale for Evidence-based Strategy • Action Steps (numbered)

  20. Tier 4 to Tier 3 Strategy • Tier 4 is often the easiest to categorize research, as it only requires a “rationale”. However, conducting an evaluation can move it from a Tier 4 to a Tier 3. • Questions to consider: • Do you see your district conducting evaluations to move a selected strategy from Tier 4 to Tier 3? • Why or why not?

  21. Tier 4 to Tier 3 Strategy

  22. Available Resources

  23. ECTAC Website

  24. ECTAC Website

  25. 15 Minute Break

  26. Program Evaluation

  27. Understanding Changes in the Language

  28. CFR 34 200.26 Core elements of a schoolwide program OLD LANGUAGE: https://www.ecfr.gov/cgi-bin/text-idx?SID=c6fac7a6920ae8c32c7e6d9aa143e694&mc=true&node=se34.1.200_126&rgn=div8 (c) Evaluation. A school operating a schoolwide program must— (1) Annually evaluate the implementation of, and results achieved by, the schoolwide program, using data from the State's annual assessments and other indicators of academic achievement; (2) Determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State's academic standards, particularly for those students who had been furthest from achieving the standards; and (3) Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program. NEW LANGUAGE: https://www.ecfr.gov/cgi-bin/text-idx?SID=75a5f6d55e8099b5e4c18e4728e75c99&mc=true&node=se34.1.200_126&rgn=div8 (c) Evaluation. A school operating a schoolwide program must— (1) Regularly monitor the implementation of, and results achieved by, the schoolwide program, using data from the State's annual assessments and other indicators of academic achievement; (2) Determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the challenging State academic standards, particularly for those students who had been furthest from achieving the standards; and (3) Revise the plan, as necessary, based on the results of the regular monitoring, to ensure continuous improvement of students in the schoolwide program.

  29. Important Clarification on New Language • Continuous Improvement and On-going Monitoring  • Keep in mind that evaluation should occur at multiple points throughout the year, not once at the end of the year. For example, only using FSA data at the end of the year to evaluate an activity’s effectiveness does not suffice.

  30. Continuous Improvement Model

  31. Evidence Cycle Monitor Implementation Source: U.S. Department of Education, 2016 Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments

  32. Are there commonalities/groupings of questions? Program Evaluation Questions(from the Application) • How was the program implemented? • What it implemented with fidelity? • What evidence was collected and reviewed to determine implementation effectiveness? • When, how often, and by whom was evidence collected? • If the program is not implemented with fidelity, what are the next steps? • What data will be collected to determine if the activity is achieving the desired outcomes? • How will progress be monitored throughout the year?* • When, how often, and by whom will the data be collected? • At the end of year, what are the recommendations? Continue as is, amend (and what will be amended), or discontinue? • Are there questions missing that should be considered?

  33. Program Evaluation – Table Discussions

  34. Afternoon Agenda

  35. Networking

  36. Comprehensive Needs Assessment (CNA)

  37. Comprehensive Needs Assessment: ESSA Language ESSA Section 1114(b)(6) The schoolwide program plan “is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency”

  38. Comprehensive Needs Assessment: Code of Federal Regulations §200.26   Core elements of a schoolwide program (a) Comprehensive needs assessment. (1) A school operating a schoolwide program must conduct a comprehensive needs assessment of the entire school that— (i) Takes into account information on the academic achievement of all students in the school, including all subgroups of students under section 1111(c)(2) of the ESEA and migratory children as defined in section 1309(3) of the ESEA, relative to the challenging State academic standards under §200.1 and any other factors as determined by the LEA to— (A) Help the school understand the subjects and skills for which teaching and learning need to be improved; and (B) Identify the specific academic needs of students and subgroups of students who are failing, or are at risk of failing, to meet the challenging State academic standards; and (ii) Assesses the needs of the school relative to each of the components of the schoolwide program under section 1114(b)(7) of the ESEA. (2) The comprehensive needs assessment must be developed with the participation of individuals who will carry out the schoolwide program plan. (3) The school must document how it conducted the needs assessment, the results it obtained, and the conclusions it drew from those results.

  39. Monitor Implementation

  40. Available Resources

  41. ECTAC Website • Some districts are sharing their Comprehensive Needs Assessment Templates and samples • As more become available and the Evaluators group continues to work on this, the templates will be available on the ECTAC website.

  42. Comprehensive Needs Assessment District Panel

  43. District Panel Participants • Joe Adkins • Columbia County • Barbara Mundy • Hendry County • Jason Galitsky & Sonsee Sanders • Hernando County • Samantha Hooper • Hillsborough County

  44. Hillsborough County CNA Data Demo Samantha Hooper

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