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Final Eval Word

The document outlines an evaluation plan for the Saturn Learning Technology Initiative (SLTI) program. The SLTI provides professional development and technology tools to K-12 schools. The evaluation aims to measure the effectiveness of professional development and implementation in classrooms. Data will be collected through surveys, tests, and observations to answer questions about improvements in student achievement, engagement, and teacher practices with technology. Data will be analyzed to inform future professional development and guide decisions about the program.

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52 views

Final Eval Word

The document outlines an evaluation plan for the Saturn Learning Technology Initiative (SLTI) program. The SLTI provides professional development and technology tools to K-12 schools. The evaluation aims to measure the effectiveness of professional development and implementation in classrooms. Data will be collected through surveys, tests, and observations to answer questions about improvements in student achievement, engagement, and teacher practices with technology. Data will be analyzed to inform future professional development and guide decisions about the program.

Uploaded by

api-413059832
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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I.

Background

Program Description
The Saturn Learning Technology Initiative (SLTI) provides professional development
and 21st Century learning tools to the Saturn’s K-12 public schools to support the
attainment of the Saturn’s college and career readiness standards. It has five
operational goals; equity, integration with Saturn’s Learning Results,
sustainability/avoiding obsolescence, teacher preparation and professional
development, and economic development.

II. Evaluation Purpose

According to Alkin and Vo, “we do professional evaluation to add to an organization’s


ability to learn about its program, to provide a basis for judging the accountability of
programs, to allow better decisions to be made, and to further an organization’s
capacity to continue to benefit from evaluation” (p127). One of the main goals of the
evaluation is to measure the effectiveness of the free professional development that is
offered to all schools and the consistency that it is implemented inside the classrooms.
If the evaluation proves to require more effective professional development, there will be
supporting documentation for funding.

III. Use of Evaluation Findings


Understanding Stakeholder Needs

Audience Evaluation findings Utilization of


of interest evaluation findings

Teachers ● Teacher comment ● Consistent


box professional
● Anonymous surveys development
that indicate ● Develop a teacher
opinions pre and program committee
post implementation to provide data on
● Increase in use of new program
new program by
staff

Instructional Coaches ● Collect data from ● Assist teachers that


teachers and need more hands
administration on training based on
● Participate in grade data collected
level meetings ● Assist teachers with
● Document student student engagement
opinions with new program

Administrators ● Program ● Identify funding


discussions during sources to continue
grade level and improve the
meetings program
● Networking with ● Advocate the
other administrators program at board
implementing the meetings, parent
same program meetings, open
house etc

Evaluation Questions and Anticipated Data Sources

1. How much or in what ways have test scores improved since the
implementation?
2. In the area of TKES evaluation, Instructional Strategies, did educators
scores increase from prior year?
3. Did the educators find that using technology made their students more
engaged?
4. Did the educators find differentiation more achievable with the
implementation of the devices?
5. What ways have you changed your practices?
6. Does your staff engage in effective use of technology regularly?
7. Do you feel more comfortable using the devices and do you feel
supported?

The answer to these questions can be found through diverse methods such as surveys
with the teachers, students, and administration. The overarching goal would be that with
the successful implementation of this program student achievement would be increased
and accelerated. Therefore, are we seeing this kind of improvement and how much
improvement? Improvement could be numerically measured by test scores,
standardized test scores, and lexile levels. Improvement can also be measured by the
number of students with IEP’s that have a decreasing number of goals They can also be
discussed during grade level meetings or as touching points with the observations that
are being done throughout the year. The SLTI program did not want to just throw
devices at teachers and students but change their current teaching and learning
practices. Effective use of technology would include students being comfortable using
the technology independently and transitioning to more student led activities when using
the technology. This question can also be answered during TKES observations and
walk- throughs. A big goal of the program is to provide teacher support. SLTI wanted to
make professional development intentional. Therefore, this question will be very telling
of a big focus of the program.

IV. Data Collection

Data Collection Plan

Indicator Data Collection


Sources/Tools

From Who When How

Gains in Tests and Teachers and End of grading Pre and post
Knowledge assessments Teacher periods Tests
Leads

Increase in Surveys Teachers, Ongoing Surveys forms


Program use Lead
Teachers and
Administrators

V. Data Analysis

Data will be collected from the surveys and classroom observations. The teacher leaders and
coaches will use a google form that will highlight the strands covered in the SLTI Summer
Institute. Through using a google form, teacher leaders and coaches will be able to document
which areas they are seeing observed in the classrooms. Then, as a result of the google form, a
spreadsheet will be created showing the data. Then, this data can be used to drive future
professional development within schools and grade levels. It will show which strands are being
used most and give more detail as to how the teachers are using them. In addition, it will show
which strands are not being used, but if they were being used could have a greater impact with
students. Then, those coaches can have more conversations and create more personalized
professional learning opportunities for their teachers. The Data will be kept and continously
evaluated and analyzed to check for changes in stakeholders and other inputs over time.
Decision will be made and conclusions will continue to be drawn from the data for as long as it
is relevant.

Appendices

Alkin, M. C., & Vo, A. T. (2018). Evaluation essentials: From A to Z. New York: The Guilford
Press.

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