4/11/2019 Final Documents… Updates to the Revised 21 st CCLC External • We will send all final documents to Cindy this afternoon after the 2 nd webinar Evaluation Framework (2018‐19 Program Year) Terri Foulkes, Missouri AfterSchool Network Wayne Mayfield, PhD, Office of Social and Economic Data Analysis Overall Purpose of the External Guiding Principles Evaluation • Grantees and sites should see and be able to use • To provide DESE with an detailed and accurate the data collected picture of the grantee and their progress on the statewide goals and objectives • If we are going to collect it, it should be used • To provide the grantee accurate and usable • Expectations (goals) should be consistent across all information for dissemination about their use of levels (site, grant, state) grant funds and to support their ability to make • Programs need support with interpreting and using progress toward meeting and exceeding the their data statewide goals and objectives • Evaluation framework should align with ESSA 2018‐2023 Goals and Objectives Support or increase student achievement and sense of competence in the areas of reading/language Scoring the Rubric Goal 1 arts, mathematics, and science. The afterschool grantee will score satisfactory or above on the reading/communications arts rubric. Objective 1.1: The afterschool grantee will score satisfactory or above on the math rubric. Objective 1.2: • All rubrics are looking for “Satisfactory or Above” The afterschool grantee will score satisfactory or above on the science rubric. Objective 1.3: Incomplete Less than Satisfactory More than Advanced Satisfactory Satisfactory Develop and maintain a quality program that includes a safe and supportive environment, positive Goal 2 interactions, and meaningful opportunities for engagement. Item A X The afterschool site(s) will score satisfactory or above on the program quality improvement rubric. Objective 2.1: Item B X The afterschool site(s) will score satisfactory or above on the school day alignment rubric. Item C X Objective 2.2: The afterschool site will score satisfactory or above on the broad array rubric. Objective 2.3: Incomplete Less than Satisfactory More than Advanced Satisfactory Satisfactory The afterschool grantee will score satisfactory or above on the family engagement rubric. Objective 2.4: Item A X Enhance youth’s college and career readiness skills and behaviors, including positive school Item B X Goal 3 behaviors, personal and social skills, and commitment to learning. Item C X The afterschool grantee will score satisfactory or above on the program attendance rubric. Objective 3.1: The afterschool grantee will score satisfactory or above on the personal and social skills rubric. Objective 3.2: The afterschool grantee will score satisfactory or above on the commitment to learning rubric. Objective 3.3: 1
4/11/2019 Changes to the Rubrics 1.1‐3.C&D ‐ MAP and EOC Scores Satisfactory More than Advanced • Highest level is now called Advanced Satisfactory • Some items moved up The grantee's The grantee's The grantee's • Satisfactory to More than Satisfactory percentage of percentage of percentage of • More than Satisfactory to Advanced students with scores students with scores students with scores of Proficient or above of Proficient or above of Proficient or above • “Big OR” option on some items is within 10 is at or above the is at least 10 • Some items now compared to the state or district percentage points of state's percentage OR percentage points data the state's the district’s above the state's percentage OR the percentage. percentage OR the district's percentage. district’s percentage. 2.2.A ‐ Coordination of Academic Support 2.2.B – Documenting State Standards ‐ Consistency of Curriculum and Content Satisfactory (If documenting More than Satisfactory Advanced Satisfactory More than Satisfactory Advanced lesson plans, you can go to More than Satisfactory.) Written plan documenting Documentation that the Documentation of the Identify state standards for all Lesson plans for all academic Lesson plans for all how coordination of written plan is agreed implementation of the activities in the Program enrichment activities (math, academic enrichment academic support will take upon by both parties agreed upon plan. Activity Plan of the grant reading, and science) include activities (math, reading, place (see note 2.2.A). (school day and application or continuation the state standards (minimum and science) include the afterschool ‐ see note report (minimum coding of the coding of the standard ‐ see full description of the state 2.2.A). standards ‐ see note 2.2.B). note 2.2.B). standards OR 2.2.A ‐ The plan should include details about how school day staff and afterschool staff will ensure consistency of curriculum and coordination (but not replication) of content. The plan should include information about what content lesson plans for all the afterschool program will cover that is consistent/coordinated, but not replicated, the type of individual student activities (except information that will be shared to help determine targeted interventions, and methods of ongoing communication “…aligns the activities provided by the program with the homework help, tutoring, between school and afterschool team members (what will be communicated about students, methods of challenging State academic standards.” snack, and free time) communication, regularity/timing of communication, etc.). ‐ESSA include the minimum 2.2.A ‐ For more than satisfactory and advanced, documentation that the plan is agreed upon by both parties could be coding of state standards. in the form of signatures, e‐mail confirmation, etc. 2.3.B – Social and Emotional 2.3.A – Academic Strategies Based on Student Needs Learning Activities • Changed language from “targeted academic strategies” to Satisfactory More than Advanced “academic strategies based on student academic needs” Satisfactory • Fixed error – there is no Incomplete for this item, not having a Documentation that at Documentation of at Documentation of at plan is Less than Satisfactory least two SEL activities least three SEL activities least four SEL activities (individual, small group, OR with data to document or whole group) were a summary of the site's impact implemented. approach to supporting OR SEL that includes at the SEL summary must “… programs and activities with emphasis on … the academic needs of participating least two of the include topics covered, students.” following: topics frequency of SEL “… align with the regular academic program of the school and the academic needs of covered, frequency of activities, rationale for participating students …” ‐ ESSA SEL activities, rationale selection, and data to for selection. document impact. 2
4/11/2019 3.2.A ‐ Personal and Social Skills (and 2.2.B – School Day Discipline 3.3.A ‐ Commitment to Learning) Satisfactory More than Advanced Satisfactory More than Advanced Satisfactory Satisfactory At least 70% of youth At least 80% of youth At least 90% of youth At least 70% of youth At least 80% of youth At least 90% of youth indicate a medium to high indicate a medium to high indicate a medium to high have no in‐building or have no in‐building or have no in‐building or level of personal and level of personal and level of personal and out‐of‐school suspensions out‐of‐school suspensions out‐of‐school suspensions social skills on the Youth social skills on the Youth social skills on the Youth OR OR OR Survey Survey Survey the grantee's percentage the grantee's percentage the grantee's percentage OR OR OR of in‐building or out‐of‐ of in‐building or out‐of‐ of in‐building or out‐of‐ the site level SEL plan the site level SEL plan the site level SEL plan school suspensions is school suspensions is at school suspensions is at includes information includes personal and includes personal and within 10 percentage or above the district's least 10 percentage points about how the site will social skills AND social skills, a lesson plan points of the district's percent. above the district's address personal and documentation of a specific to personal and percent. percent. social skills. lesson plan specific to social skills, and data to personal and social skills. document impact. Change to the Documentation Review • Originally – External Evaluator • Now – MASN Changes to the Process • Consistency • Flexibility • Follow‐up Guided Grantee Evaluation Data Data Report Review of Reflection Level Action Data Design Collection Generation Plans Document • MASN • MASN • OSEDA • External Evaluator • External Evaluator • Grantees • OSEDA • Grantees • Program Director • Coaches • DESE • External Evaluator Documentation Review Sheet Snapshot of the Review Sheet • Will be used by MASN to capture the nuances of the documentation • Details that will help us with TA • Passed out to External Evaluators • Feedback on how we were going to review the information • AREs will use them to develop tools • Not meant to be used by program directors • Not coded to levels • Organized by type of document, not by rubrics • Some questions are to help with TA tools • Able to score More than Satisfactory and Advanced without all the questions 3
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