Program  Evalua,on  for  Educa,onal  Leaders  

Yale-­‐trained  Award-­‐winning  

Chicago  Schools  

 Na,onal  Conferences    

We  Are  Program  Evalua/on  Experts  

2.  Evalua,on  

1.  Programs    

3.  Subs,tutes  

Three  Program  Evalua,on  Facts  We  Are  Sharing  Three  Program  Evalua/on  Facts  

Programs  

Evalua,on  

Subs,tutes  

1.  Programs  are  ANY  things    

YOUR  STUDENT  OUTCOMES  q  Standardized  Test  Scores  q  School  Culture  /  Climate  q  Student  Sa,sfac,on  q  Bullying  /  Violence  q  Gradua,on  Rates  q  ALendance  q  Other  Outcomes  

that  drive  student  outcomes.  

YOUR  DISTRICT  PROGRAMS  q  Professional  Development  q  New  Technologies  q  New  Ini,a,ves  q  Educa,onal  Prac,ces  q  Educa,onal  Policies  q  Tradi,onal  Programs  q  Other  Programs  

 Fact  #1  –  Programs  are  any  things  that  drive  district  outcomes.    So  all  of  these  things  on  the  leS  are  different  types  of  programs  and  we  can  help  you  evaluate  any  of  them.  

Effec,veness  

 Improvement  

Staff  Buy-­‐in    &  Implementa,on  

2.  You  should  ask  three  ques/ons  about  each  program.  

Best            Programs            &  Student  Outcomes  

Effec,veness  

Staff  Buy-­‐in  &  Implementa,on  

Improvement  

Fact  #2  –  You  should  ask  3  ques,ons  about  each  of  your  programs  in  order  to  get  the  best  outcomes.    (1)  Exactly  how  effec,ve  is  each  program.    (2)  What  percentage  of  our  teachers  /  staff  are  buying  in  and  implemen,ng  each  program  (plus    how  to  increase  that  percentage).      (3)    What  are  the  three  best  ways  to  improve  each  program.      And,  we  can  help  you  answer  each  of  those  ques,ons.    

3.  Don’t  Subs/tute.   Complement  to  Succeed.  

Long  Wing  Professional    

Program  Evalua,on  

State  DoEd  Help  Informa,on  Technology  Evidence-­‐based  Programs  

 Fact  #3.    We’ve  won  awards  for  showing  that  while  the  items  on  the  leS  are  very  helpful,  they  should  not  replace  professional  program  evalua,on.    You  should  actually  complement  the  things  on  the  leS  with  professional  program  evalua,on  to  be  most  successful.      Evidence-­‐based  programs  are  great,  but  every  district  is  unique  and  what  works  in  one  district  may  fail  miserably  in  others.      I.T.  systems  are  great,  but  professional  program  evalua,on  requires  human  experts  to  make  sure  informa,on  is  collected,  analyzed  and  interpreted  correctly.  State  departments  of  educa,on  are  great,  but  their  help  is  typically  not  intended  to  replace  local  program  evalua,on.      

 When  You  Work  with  Us  You  Will  Get  .  .  .  

   o  Program  effec,veness  

 o  Buy-­‐in  &  Implementa,on  

 o  Confidence  in  Choices  

 

Summary  -­‐    When  you  work  with  us,  you  will  get  more  effec,ve  programs,  beLer  buy-­‐in  and  implementa,on  and  finally  you  will  be  more  confident  that  you  are  doing  every  thing  you  can  to  make  wise  choices  on  behalf  of  your  district  and  your  students.  

In 2011, we helped a Chicago-Area school administrator. Before we worked with her, uncertainty and disagreement about the effectiveness of her programs were reducing buy-in and implementation . . . After we worked with her, she was able to say . . . “Professional program evaluation shows that . . .

 

Quick  Case  Study:  Chicago-­‐Area        

15%

10%

5%

12%

0%

5%

10%

15%

20%

25%

Program A Program B Program C Program D

Test Score Gains Caused by Key Programs

       

     

9  

Qualita/ve  Data      

“The  program  made  learning  fun.”    

-­‐Student-­‐          

 Recommended  Ac/on:  See  how  

well  staff  are  buying-­‐in  &  implemen/ng  these  programs.  

   

“Our  programs  improve  test  scores,  when  staff  buy-­‐in  &  implement.”  

Sample  Slide!  

       

Qualita/ve  Data      

“Most  teachers  from  my  school  did  not  properly  execute  Title  I  programs.”      

 -­‐School  2  Teacher-­‐  

   

82%

21%

81%

24%

0%

20%

40%

60%

80%

100%

School 1 School 2 School 3 School 4

Staff implementation by School: Program A

10

 Recommended  Ac/on:    

Determine  ways  to  improve  staff  buy-­‐in  &  implementa/on  at  schools  2  &  4.  

 

“Buy-­‐in  &  implementa/on  can  be  be[er  at  schools  2  &  4.”  

Sample  Slide!  

5% 9% 6%

42% 48%

0%

20%

40%

60%

80%

100%

Poor Rationale Poor Initial Training

Poor On-going Support

Poor Monitoring Poor Praise

Staff Saying Each Item Reduced Buy In & implementation

       

11  

Qualita/ve  Data      

“I  wasn’t  praised  for  Program  A,  so  I  stopped  implemen,ng  it  when  I  got  busy.”    

     -­‐Teacher-­‐  

       

 Recommended  Ac/on:  Coach  schools  

to  monitor  &  praise  more.    

“More  monitoring  &  praise  will  improve  buy-­‐in  &  implementa/on”  

Sample  Slide!  

 

Case  Study:  Chicago-­‐Area        

The results were . . . greater buy in from her School Board, better implementation by her teachers / staff, and more student learning.

Program  Evalua,on  for  Educa,onal  Leaders