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|This document provides basic guidance toward planning and implementing an evaluation process for your programs. This guide is an excellent source to help you understand the basic ingredients of program evaluation from types of program evaluation, methods to collect data, selecting the method to use, analyzing the data, and then carrying out the evaluation. Great aid if you're working on a grant application (e.g. EETT).|
|In this article TICAL cadre members Lisa Gonzales and Devin Vodicka provide suggestions on building trust and recommend free resources that can improve your efficiency and effectiveness in using data to improve teaching and learning. Originally published in the ACSA "Leadership" Magazine.|
|This page contains important information regarding current information about the administration, and background of California High School Exit Exam (CAHSEE). You will also find links to teacher guides for subject areas of the test, as will as packets to assist schools, districts, and counties in reporting CHSEE information. There are also links to released exam items.|
|This page provides links to a variety of program resources regarding the California Standardized Testing and Reporting (STAR) test, including test blueprints, writing rubrics, test results, and sample questions. Also included are links to Frequently Ask Questions , administration forms and documents, regulations and policies, and to the test publisher's website.|
|In this TICALevision episode, Kenny Pennington, principal in Monticello School District in rural Monticello, Arkansas demonstrates how he uses a handheld computer while observing a computer/technology teacher at the high school. Kenny shares the process to quickly record observations and how he engages his teachers in a continual improvement process.|
|Is a Focus Group the right solution for your information gathering need? Assembled by a PhD, this site provides valuable information about how to run a focus group, what goals can be achieved, and pitfalls to avoid.|
|Many vendors are offering various technology tools to support data-driven decision making. In this short article, John Cradler provides a nice overview of just what's necessary for data-driven decision making to be successful and how CLRN's reviews of electronic learning assessment resources (ELAR) can help administrators with the task of choosing among competing products.|
|Looking for a product to help you make a data-driven decision? There are many products on the market to help districts utilize student assessment data in sound decision making. Which one will help a district become an effective data-driven organization? California's CLRN project is charged with reviewing such products against a set of criteria that TICAL cadre members helped to develop. In this area of the CLRN website you’ll find the reviews as well as the criteria which you may want to use as you shop for your own ELAR.|
|The connection between technology, achievement, and other learning outcomes has been the focus of much research, not all of it sound. This guide from the U.S. Department of Education can help you separate the good from the not-so-good. See especially Appendix B, Checklist to Use in Evaluating Whether an Intervention is Backed by Rigorous Evidence.|
|Published in 2005 by the Center for Children and Technology, this study compares New York City classrooms using Grow Network report data in their decision making with teachers who are not using the grow reports. Great insight into how teachers use and feel about assessment data, technology to analyze data, their own perceptions, and the outcomes for students.|