Intended

1. EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. CTTA Program Evaluation and Research Model Actual Intended FORMATIVE EVALUATION SUMMATIVE EVALUATION Study of Subjects, Climates, and Resources in Each School to Determine Needs and Promising Strategies for Improvement Triangulated Information Gathering Yielding a Shared Perception of Challenges, How to Resolve Them, and a Sense of Ownership by Teachers and Principals Climate and Community Growth Teachers’ Growth: Skills, Knowledge, Attitude, Character Teaching-Artists’ Growth Students’ Growth: Academic, Social, Moral, Behavioral, Motivational, Artistic, Creative, Emotional, Intellectual Means Becoming Ends Dependent Variable CONTEXTS C P PRODUCTS DEVELOPMENT EVALUATION OUTCOME / IMPACT EVALUATION INPUTS I P PROCESSES Training for Teachers in Artful Learning & Character Ed. Training for Teaching Artists Programming for Students: Arts-Enriched and Character-Enriched Teaching and Learning in Academics, the Arts, and Socio-Moral Areas That Is Standards-Driven Instruction Teachers’ Instructional/Interpersonal/Intrapersonal Change Processes Students’ Interpersonal/Intrapersonal/Behavioral/Motivational/Academic/Artistic/ Character Change Processes School/Classroom/Learning Community Change Processes Means Ends Becoming Independent Variable IMPLEMENTATION EVALUATION FORMATIVE & PROCESS EVALUATION Intended Actual IMPLEMENTATION EVALUATION EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. CTTA Program Evaluation and Research Model EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. CTTA Program Evaluation and Research Model EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. CTTA Program Evaluation and Research Model EVALUATION UNITS OR PRE-PROGRAM CONTEXT Defined by baseline variables including a) client type (e. g. students), b) client needs, c) potential program resources including human (e.g. teachers), informational, and financial, d) program technology including methods and materials, and the condition of the overall physical, social, and professional climates or environments within which the program will unfold. Intended Actual Intended Actual FORMATIVE EVALUATION SUMMATIVE EVALUATION Intended Actual FORMATIVE EVALUATION SUMMATIVE EVALUATION Study of Subjects, Climates, and Resources in Each School to Determine Needs and Promising Strategies for Improvement Triangulated Information Gathering Yielding a Shared Perception of Challenges, How to Resolve Them, and a Sense of Ownership by Teachers and Principals Climate and Community Growth Teachers’ Growth: Skills, Knowledge, Attitude, Character Teaching-Artists’ Growth Students’ Growth: Academic, Social, Moral, Behavioral, Motivational, Artistic, Creative, Emotional, Intellectual FORMATIVE EVALUATION SUMMATIVE EVALUATION Study of Subjects, Climates, and Resources in Each School to Determine Needs and Promising Strategies for Improvement Triangulated Information Gathering Yielding a Shared Perception of Challenges, How to Resolve Them, and a Sense of Ownership by Teachers and Principals Climate and Community Growth Teachers’ Growth: Skills, Knowledge, Attitude, Character Teaching-Artists’ Growth Students’ Growth: Academic, Social, Moral, Behavioral, Motivational, Artistic, Creative, Emotional, Intellectual Study of Subjects, Climates, and Resources in Each School to Determine Needs and Promising Strategies for Improvement Triangulated Information Gathering Yielding a Shared Perception of Challenges, How to Resolve Them, and a Sense of Ownership by Teachers and Principals Climate and Community Growth Teachers’ Growth: Skills, Knowledge, Attitude, Character Teaching-Artists’ Growth Students’ Growth: Academic, Social, Moral, Behavioral, Motivational, Artistic, Creative, Emotional, Intellectual Means Becoming Ends Dependent Variable Means Becoming Ends Dependent Variable Means Becoming Ends Dependent Variable CONTEXTS C P PRODUCTS CONTEXTS C P PRODUCTS DEVELOPMENT EVALUATION OUTCOME / IMPACT EVALUATION INPUTS I P PROCESSES CONTEXTS C P PRODUCTS DEVELOPMENT EVALUATION OUTCOME / IMPACT EVALUATION INPUTS I P PROCESSES DEVELOPMENT EVALUATION OUTCOME / IMPACT EVALUATION Training for Teachers in Artful Learning & Character Ed. Training for Teaching Artists Programming for Students: Arts-Enriched and Character-Enriched Teaching and Learning in Academics, the Arts, and Socio-Moral Areas That Is Standards-Driven Instruction INPUTS I P PROCESSES Teachers’ Instructional/Interpersonal/Intrapersonal Change Processes Students’ Interpersonal/Intrapersonal/Behavioral/Motivational/Academic/Artistic/ Character Change Processes School/Classroom/Learning Community Change Processes Training for Teachers in Artful Learning & Character Ed. Training for Teaching Artists Programming for Students: Arts-Enriched and Character-Enriched Teaching and Learning in Academics, the Arts, and Socio-Moral Areas That Is Standards-Driven Instruction Teachers’ Instructional/Interpersonal/Intrapersonal Change Processes Students’ Interpersonal/Intrapersonal/Behavioral/Motivational/Academic/Artistic/ Character Change Processes School/Classroom/Learning Community Change Processes Training for Teachers in Artful Learning & Character Ed. Training for Teaching Artists Programming for Students: Arts-Enriched and Character-Enriched Teaching and Learning in Academics, the Arts, and Socio-Moral Areas That Is Standards-Driven Instruction Teachers’ Instructional/Interpersonal/Intrapersonal Change Processes Students’ Interpersonal/Intrapersonal/Behavioral/Motivational/Academic/Artistic/ Character Change Processes School/Classroom/Learning Community Change Processes Means Ends Becoming Independent Variable Means Ends Becoming Independent Variable Means Ends Becoming Independent Variable IMPLEMENTATION EVALUATION IMPLEMENTATION EVALUATION IMPLEMENTATION EVALUATION FORMATIVE & PROCESS EVALUATION FORMATIVE & PROCESS EVALUATION Intended Actual FORMATIVE & PROCESS EVALUATION Intended Actual Intended Actual IMPLEMENTATION EVALUATION IMPLEMENTATION EVALUATION EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. IMPLEMENTATION EVALUATION EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PURPOSES: DEVELOPMENT/FORMATIVE, PROCESS/IMPLEMENTATION, OUTCOME/SUMMATIVE Determined by the evaluation concerns and informational needs of program decision makers, and the recognition that this PURPOSE will determine the questions raised, the methods used to answer them, and the type of data that will need to be gathered. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results. EVALUATION PHASES: DESIGN, CONDUCT, DISSEMINATE The identification of concerns, needs, and questions about program development, implementation, and outcomes at design level; gathering appropriate data before, during, and after implementation; analyzing, interpreting and reporting results.