Formative Evaluation Process for School Improvement TECHNOLOGY PACKAGE FEPSI

1. Formative Evaluation Process for School Improvement TECHNOLOGY PACKAGE(FEPSI/TP)

2. FEPSI: General Assumptions Critical factors for achievement are establishing improved curricula, instructional strategies, and conditions for learning. Few schools engage in systematic formative evaluation of strategies and conditions. Consequently, program after program comes and goes, none producing sustained results.

3. FEPSI:Standard Components Implementation Benchmarking Classroom Observations School Climate Inventory Teacher Technology Questionnaire Technology Skills Assessment Student Performance Assessment Principal Interview Teacher Focus Group

4. FEPSI � IAP Instrument Alignment Package Alignment of FEPSI Instruments to: National Curriculum Standards English Mathematics Science Social Studies National Educational Technology Standards (NETS) for Students

5. Technology (Implementation) Benchmarking Process where school personnel reflect on, discuss, and document Curricular, Instructional, and Organizational school goals related to technology use and integration Specify Indicators and Evidence for implementation stages. Beginning (Phase I) Intermediate (Phase II) Full (Phase III)

6. Generic Technology Benchmark

7. Benchmarking Comprehensive onsite training Schools also receive templates and manual CREP benchmark specialists provide technical assistance

8. School Observations: Tools School Observation Measure Common and alternative teaching strategies Survey of Computer Use Student use of technology Rubric for Student Centered Assessment Quality of observed strategies

9. School Observation Measure (SOM) Instructional Orientation Classroom Organization Instructional Strategies Student Activities Technology Use Assessment

11. Independent Seat Work (self-paced) Independent Inquiry/Research on the Part of Students Overall Impressions:Elementary School Student Learning Activities

12. Use Technology for Instructional Delivery Use Technology as a Learning Tool Overall Impressions:Secondary School Technology Use and Integration

13. Survey of Computer Use (SCU) Five types of data aligned to NETS for Students Computer capacity and currency Student configuration Student computer ability Student activities Meaningfulness of computer activities

14. Rubric for Student-Centered Activities (RSCA) Assesses degree of learner engagement in student-centered learning activities Cooperative learning Project-based learning Higher-level questioning Experiential hands-on learning Independent Inquiry/research Student discussion Students as producers of knowledge using technology

15. Teacher Surveys School Climate Inventory Teacher Technology Questionnaire Technology Skills Assessment

16. School Climate Inventory (SCI) Brief survey administered to professional staff to gather their perceptions of climate. Seven research-based dimensions of climate: - Collaboration - Involvement - Environment - Leadership - Expectations - Order - Instruction

18. Teacher Technology Questionnaire (TTQ) Focuses on teacher experiences during the current school year, with regard to: Technology usage Professional development Accessibility of technology resources Confidence in using technology

19. Technology Skills Assessment (TSA) Teachers assess degree to which they feel proficient in 51 designated skills not at all Somewhat very much Based on NETS for Students Computer Basics Software Basics Multimedia Baics Internet Basics Advanced Skills Using Technology for Learning Policy and Ethics

20. Sample TSA Items

21. Student Performance Assessment: Problem-Solving and Technology Literacy Problem-Solving Task Open-ended, authentic, Solution assessed on the following dimensions: Understands the problem Identifies what is known about problem Identifies what needs to be known to solve the problem Determines how the data need to be manipulated to solve the problem Describes use of technology Describes how to present findings Collaborative learning

22. Student Performance Assessment: Problem-Solving and Technology Literacy Technology Literacy Task Use of technology to support Problem-Solving Task Exemplary applications would encompass using a spreadsheet, constructing graphics and visual displays, analyzing data, etc. Rubrics assess actual technology-supported work related to the problem-solving activity with regard to (a) type of technology application (b) level of skill (c) quality, appropriateness, and depth of the product.

23. Improvement Planning: Assumptions Collecting formative evaluation data is important, but it is not the same as using it. Planning is often based only on test scores. Program/climate/teaching improvement is not well integrated. FEPSI includes a Guidebook to accomplish this.

24. The Guidebook Hands-on activities User-friendly Consensus-building Data-driven

25. Hands-on Worksheets

26. Benefits of Formative Evaluation Feedback on efforts, successes, and areas for continued focus. Direction for data-driven decision making.

27. More Benefits Training in developing improvement benchmarks and conducting observations. Inviting participative discussion by stakeholders. Telling the �story� of a school�s progress beyond student achievement outcomes only.