Parent District The District will guarantee • Place a high premium on education pathways to opportunity that will • Make sure your child goes to lead to achievement and success in school and to all classes every day exchange for hard work, • Make sure your child does his in‐ school work to the best of his commitment, and collaboration of ability and puts in additional study our students and time (up to 2 hours each day) parents. Presenters: outside of school hours • Dr. Genelle Morris, Chief Accountability Officer/Chief Information • Make sure you and your child show respect for teachers and for Officer staff • Erica J. Boyce, MCJ & Dr. Ruzanna Topchyan, Program Evaluators
Outline • Introduction & summary of school evaluation models • OSA program evaluation and research projects • Lessons learned • What do we expect to accomplish in SY2018? • Discussion, questions & comments
TIMELINE OF DISTRICT RESEARCH To determine effectiveness of the NEB implementation, the Superintendent supported a new Research division within the Office of Shared Accountability. As NEB is a new district‐wide initiative, the division is beginning to evaluate emergent efficacy data. Where were we? Where are we? What’s next? • • • Program Evaluation: No Sum ‘16: Hired 2 Program Evaluators Continue to publish • ongoing research Ongoing: Monthly Research capsules research; increase performed/published published to district and web to publications to peer regarding the supplement insights into NEB reviewed publications; • effectiveness of the NEB Ongoing: Program evaluation of increase number of and certain grants (Title I, effectiveness of NEB planks and national conference etc.) grants presentations.
FRAMEWORK OF DOMINANT RESEARCH THEMES Effectiveness State and Evaluation Research Federal Policy Systems Standards‐based Standards‐based Examination of the Examination of the Educational Educational evaluation models evaluation models history history Accountability Accountability •Methodologies of •Methodologies of • Implications for • Implications for • NCLB, RTTT, ESEA • NCLB, RTTT, ESEA measurement measurement educational evaluation educational evaluation Waiver Waiver •Connection to student •Connection to student achievement achievement
OSA EVALUATION & RESEARCH PROJECTS ‐ SY2017 • Community Schools – Plank 2 • School Climate Transformation Grant – Plank 5 • Evaluation of ELA Reading Intervention (Title I) ‐ Plank 1 • Grade 9 Student Transfer Survey ‐ Plank 3 • Virtual Pathway Program Evaluation ‐ Plank 3 • Teacher Support by Coaches (Title I) ‐ Plank 6 • Teacher Data Use Survey ‐ Plank 6 • Research Capsules
COMMUNITY SCHOOLS • Community School Implementation – Plank 2 • Research Question: Is there a significant difference between students’ academic performance if they attend Community Schools vs. non‐Community Schools? Data Sources • Secondary • Participation • Surveys • Mapping
FINDINGS • Over 22,000 attendees (6,874 unique individuals) • 149 Saturday Academies • Approximately 110 Adult Classes • 50% of Saturday Academy attendees were students Parent Student Not Identified/Grandparents etc. Evening Adult Classes/Parent Centers Saturday Academies 5,412 2,249 1,734 3,916 2,550 442 1,070 1,340 17,247 750 1,199 919 676 402 NORTHEAST EASTSIDE WESTSIDE SOUTH ZONE ZONE ZONE BUFFALO ZONE
FINDINGS Approximately 950 students within walking distance 100% 87% agreed it would help them be a 80% better parent 60% 47% 40% 40% 20% 7% 6% 0% Strongly Disagree Agree Strongly Agree Disagree “It was another day of learning and time well spent with family.” “This is a great idea. I as a parent love that my daughter goes to such an amazing school.”
SCHOOL CLIMATE TRANSFORMATION GRANT • Services for the Neediest Children – Plank 5 • Research Question: Is there a reduction in the number of suspensions in schools receiving coaching and professional development on a multi‐tiered behavior framework? Data Sources • Secondary • Surveys • Fidelity Assessment • Participation
FINDINGS Coaching Hours Suspensions 1,000 800 98 95 87 80 66 600 63 74 61 74 493 379 400 234 218 213 208 200 106 75 25 0 #18 #27 #37 #72 #76 #91 #97 #197 #204 #18 #27 #37 #72 #76 #91 #97 #197 #204 15‐16 16‐17 17% � The large majority (83%) of coaching survey respondents agreed that 83% � coaching helped or maintained a positive culture in their schools.
EVALUATION OF ELA READING INTERVENTION (TITLE I) – PLANK 1 Positive Change Title I vs. non‐Title I 42.6 Positive Change by Subgroups Areas Explored : 13.0% 13.0% 12.9% 12.3% 12.0% Exploration of positive change 10.0% 9.7% 9.1% on DIBELS MOY vs. BOY by 18.7 18.1 15.9 15.5 14.8 subgroups 12.7 10.6 9.7 9.9 8.7 8.3 8.1 Positive change in Title I vs. 6.5 non‐Title I students in Title I schools K 1 2 3 4 5 6 Positive change in Title I Title I Non‐Title I Males Females Asian Black Hispanic ENL FARMS SPED afterschool vs. non‐ afterschool students Positive Change – Afterschool vs. Non‐ BOY – MOY Scale Score Difference Significance of MOY‐BOY Afterschool 23.7 Score Difference Score 20.0 Course Name BOY MOY Difference 15.2 16.8 15.6 15.1 Samples: 12,134 students with 13.8 13.8 13.1 12.2 Rtl Benchmark 11.5 scores on BOY & MOY 209 261 52* 10.3 10.1 8.8 Reading Positive change was noticed in 1,565 (12.9%) students Rtl Strategic 212 257 45* Reading K 1 2 3 4 5 6 Rtl Intensive 129 169 40* AfterSchool Non‐AfterSchool Reading
9TH GRADE TRANSFER – PLANK 3 Belonging Student‐Student Relationships Areas explored : 45.3% 45.1% Student Belonging Students from different social classess 91.8% & races get along well Student Engagement 9.6% Students make friends easily 79.3% Learning Felt did not belong & Felt did not belong Felt at home on day Student‐Student still do but now OK one Students are kind & supportive 76.4% Relationships Students respectfully listen to one Learning (scale 1-5) Teacher‐Student 70.9% another during class discussions 4.1 3.6 3.6 3.5 Relationships 3.4 Teacher‐Student Relationships Teachers treat students with Learning a Understand Remember Topics are Things 82.1% respect lot what I learn what I learn interesting learned will be useful Population : 3,512 9 th grade later Engagement (scale 1‐5) Teachers treat students fairly 77.0% students 4.8 Responded: 568 9 th grade Teachers take the time to help 4.5 4.4 students work out their 74.9% 4.3 students (16.1%) 4.2 differences Teachers praise students more 66.5% often than criticize Attending Paying Doing Getting Finishing classes attention in homework good grades high school class
VIRTUAL PATHWAYS PROGRAM EVALUATION – PLANK 3 Reaction to the Program Perceptions about Learning Environment Purpose : Appropriate amount of individualized Feel part of the Program 92.3% 88.5% Perceptions about attention Feel Program promotes a VPP makes me realize that education learning environment 79.2% 88.5% desire to learn is important Reactions to the Feel belong in Program 76.9% Have to put effort in learning 84.6% community Program Feel confident that others Perceptions about self‐ 62.4% Understand what I need to work on 84.6% will support efficacy Feel connected to others 56.0% VPP gives me flexibility in learning 80.8% Future academic Students care about one 51.9% VPP meets my learning needs and another intentions 80.8% interests Understand my strengths and 72.0% Perceptions of Self‐Efficacy weaknesses Future Academic Intentions In VPP I feel that I can figure 88.5% out answers In VPP I understand what I Have sense of hope for the future 88.0% 88.5% learn In VPP I remember things Able to do well in education 88.0% 80.8% that I learn Population : Around 100 I have options for the future 87.5% I am doing well in VPP 77.8% students Need to continue studies year after year 84.0% In VPP I remember that I am Responded: 27 students 76.9% just as smart as others (27%) Conviced not to drop out of school 76.9%
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