urban school districts reform initiative ......weingart foundation grant usc community meeting...
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Magaly Lavadenz, Ph.D.Director, CEEL and Bilingual/Biliteracy Programs
Professor, School of Education
Elvira G. Armas, Ed.D.Associate Director, CEEL
310.568.6117
http://soe.lmu.edu/ceel
URBAN SCHOOL DISTRICTS REFORM INITIATIVEWEINGART FOUNDATION GRANT
USC COMMUNITY MEETING
LENNOX SCHOOL DISTRICT EVALUATION
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LENNOX SCHOOL DISTRICT IMPLEMENTATION TEAM
• Dr. Bruce McDaniel, Superintendent
• Jo Ann Isken, Assistant Superintendent of Instructional Services
• Rosalinda Barajas, Project Lead
• Drs. Magaly Lavadenz & Elvira Armas, Evaluators
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PROCESS EVALUATION APPROACH
STAGES OF PROCESS EVALUATION
• Form Collaborative Relationships
• Determine Program Components
• Determine Methodology (Evaluation Design)
• Develop Logic Model
• Consider a Management Information System
• Implement Data Collection and Analysis
• Write Report
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LENNOX SCHHOL DISTRICT EVALUATION DESIGN
PROJECT GOAL
To develop and operate an
Intervention Program to improve the English
skills and academic achievement of long-term English Learners
ACADEMIC ACHIEVEMENT
REPLICABLE MODELPARENT/COMMUNITY INVOLVEMENT
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
Collaborative Conversations
Program Modifications
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OBJECTIVE #1: Improve academic achievement in Language Arts for the targeted group of English learners by providing a critically needed focus on the basic linguistic underpinnings of the English language and a more specialized and intensive version of intervention, beyond the regular school day
Evaluation Measures
Person(s) Responsible
Date of Completion
Data Collection Data Analysis Form ofDocumentation
Student Achievement Measures(District Assessments)
Project Lead (PL) Instructional Technology Coordinator (ITC)Participating Teachers (T)Administrators (A)Evaluator (E)
As per district timeline
GradesDistrict-wide Writing TestsIPT (Pre and post)Progress toward RFEP
Descriptive statisticsMatched Scores (ITC to keep track of students who repeat program)
Charts/tables reports of grades and writing test scores* (PL) Annual Progress Reports (E)
LOGIC MODEL
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LOGIC MODEL
OBJECTIVE #2: Create a model of intervention that is replicable within the district and nation-wideEvaluation Measures
Person(s) Responsible
Date of Completion
Data Collection Data Analysis Form ofDocumentation
Intervention Program: Curriculum and Methodology
Project Lead (PL) Instructional Technology Coordinator (ITC)
Beginning and end of intervention cycles
Lesson PlansProject Director Observation LogsAgendas/Content for teacher professional development
Formative feedback based on protocol for evaluation of effective program models
Intervention Program Handbook/Manual (PL)Mid-year and/or Annual Progress Report (E)
OBJECTIVE #3: Involve parents/significant adults as partners in improving academic achievement of students in EnglishEvaluation Measures Person(s)
ResponsibleDate of Completion Data Collection Data Analysis Form of
Documentation
Parent Survey Project Lead (PL) Instructional Technology Coordinator (ITC) Evaluator (E)
Annually Development of Survey (E)Distribution, and Collection of Survey (PL)
Qualitative Analysis of themes
Summary of Results (E)Annual Progress Report (E)
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Objective #1:ACADEMIC ACHIEVMENT
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
• ELD Intervention Data Profiles
• Project-based Writing Tasks (Lennox Voices)
• Small group student feedback sessions
• Monitoring progress toward criteria for Redesignation
• CST English Language Arts Data
• CELDT Annual Data
• IPT (Pre and post)
• District-wide Writing Tests
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Objective #2:REPLICABLE MODEL
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
Formative feedback through scheduled discussion sessions about:
• Program Description & Timeline
• Modifications to Program Design
• Professional Development Components
• Implementation Calendar
• Link between Intervention Program and “regular day” classroom instruction
• Teacher Implementation Survey (Content Analysis)
• Program Manual (Content Analysis)
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Objective #3: PARENT/COMMUNITY INVOLVEMENT
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
Formative feedback through scheduled discussion sessions about:
• Parent/Family Involvement Plan Description & Timeline
• Connection between district-wide/school-wide parent involvement plan and Intervention plan
•Parent Survey (Qualitative Analysis of Themes)