Evaluating External Evaluations

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Evaluating External Evaluations

• Presented at the August Convocation
• August 2005

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This Professional Development Presentation was
funded by the US Department of Education, No
Child Left Behind Act, and the Ohio Department of
Education. It was developed by the Reading
First-Ohio Center for Professional Development
and Technical Assistance in Effective Reading
Instruction, a Consortium of Cleveland State
University, John Carroll University and The
University of Akron. All materials are copy
written and should not be reproduced or
used without permission of Reading First- Ohio
Center for Professional Development Technical
Assistance in Effective Reading
Instruction. Presentation Leaders James A.
Salzman Douglas Clay, Cleveland State
University
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Evaluation Principles

• Evaluation is perceived as a valuable tool to
  help reach a vision.
• It is important to evaluate both internal
  effectiveness and external results.
• The output of evaluation is organizational
  learninga way for the organization to determine
  its process and to change in directions that lead
  to greater effectiveness.
• Evaluation is a developmental process not a
  report card process.
• Evaluation is not an event, but a process not
  episodic, but on-going not outside the
  organization, but ingrained in its day-to-day
  operations.

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Minimum Standards

• District/Building Specific professional
  development evaluation (participation and
  satisfaction)
• District plans (other than Reading First-Ohio
  mandated) implementation
• Comparisons of reading progress disaggregated by
  income, major racial/ethnic groups, LEP, and
  special education
• Comparisons of reading progress of students in
  Reading First and non-Reading First schools

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2004 Compliance w/ Minimums

• District Specific PD Evaluation 33
• District PD Plans 11
• Comparisons of Subgroup Reading
• Progress 55
• Comparisons of RF and Non-RF Reading Progress
  66

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Purpose Intent

• Data Collection for the statewide internal
  evaluation to focus professional development and
  technical assistance
• Building capacity and institutional memory at the
  participant district level for sustainability

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What do you need?

• You need to know what worked, not from an
  anecdotal perspective, but from an external,
  unbiased perspective.
• You need to have a conceptual framework of how
  the personnel, training, and materials were used
  in your district and perceptions of their
  efficacy.
• You need to be able to apply lessons learned in
  further reform efforts.

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Next Steps

• We have just received the 2005 external
  evaluations, we will analyze them for compliance
  and quality.
• We are planning a meeting for external evaluators
  and district coordinators in early Autumn to
  review expectations.
• We are available for technical assistance
  regarding external evaluation. Call Douglas
  Clay [phone]