Evaluation

Using the information found at the Project Evaluation Site at UGA, http://itech1.coe.uga.edu/ITevaluation/ along with consultants from the State University of West Georgia, we have formulated the following initial project evaluation design. Once the project is underway, the Evaluation Site will be a useful resource for models and techniques to be employed.

Project Design:

The purpose of the evaluation is to describe the program at each of the three schools, assess program implementations, and to provide recommendations for program improvement. As such, the design is a formative or process evaluation which offers immediate response to participant needs.

The evaluation is facilitated through classroom observations and site visits, perception data gathered through interviews and questionnaires, and through data obtained from school records, such as that used in the selection of project schools.

Questions addressed in the evaluation for each school are:

1. Is the program implemented as detailed in the goals set forth in section 3a of the proposal:
2. Achievement goals include implementing
3. reading readiness software in pre-K program
4. replacement program for existing WTR program
5. follow-up program for WTR or equivalent in grades 2+
6. Newnan Crossing intercession enrichment activities in language arts literacy in grades PK-2
7. Teacher training in
   • Level 1 competencies
   • new reading arts textbook and associated technologies
   • reading readiness software in pre-K program
   • replacement program for existing WTR program
   • follow-up to WTR or its replacement
8. Technical support staff training in
   • Appropriate technologies needed for the success of the project
9. Curriculum/Technology Specialist training in
   • Curriculum integration aspects of the aligned language arts curriculum
10. Parent and community involvement opportunities for
    • literacy training for adults and their children
    • access to information technologies and community support services
    • Providing for needs of special students
    • increase support programs, services, and equipment

What are parent, teacher, school leadership, and student perceptions about the attitudes toward the program? Determine the relationship between attitudes and involvement:

1. correlate attitudes and student attendance and discipline
2. correlate attitudes and parent attendance at school functions
3. correlate attitudes and parent involvement with on-line activities
4. correlate attitudes and teacher turn-over rate

What are the levels of student achievement in the school?

1. cohort trends of grades 1-5 adjusted for socio-economic status (free and reduced lunch status)
2. correlation between achievement and attendance
3. compare the achievement of these three Title I schools to other Title I schools of similar size and composition
4. comparisons of locally developed curriculum alignment benchmarks

What are the levels of student enrollment in the school?

1. continuity of the proficiency of a school to attract and keep students from on year to the next

A goal of the evaluation design is to provide useful information at various stages of program implementation to each school thereby facilitating accountability and program improvement. Available results of the evaluation will be disseminated to participants through monthly email presentations and discussions. A formal report will be written at the end of the evaluation year which includes recommendations for change and improvement.

Evaluation instruments and resources:

1. ITBS scores in grades 1-5
2. Locally developed benchmarks from language arts curriculum alignment process
3. Portfolio assessment
4. State University of West Georgia developed instruments and methods
5. Curriculum management system available to teachers and staff
6. Evaluation of teachers and staff, using pre and post test, in all three levels of the Georgia Framework for Technology Professional Development competencies

ELLI Index