Plan for Program Evaluation - Park Hill School District

Plan for Program
Evaluation
2011-2012

2011-2012 Program Evaluation Plan
Introduction
The Park Hill School District recognizes the importance of the continued success of its key programs
and the need to continually improve them. An effective evaluation process is essential to achieving
these objectives. It is the intent of the evaluation process to determine the quality of the programs
and services provided in the district and how these services can be improved. This evaluation shall
also include recommendations/action steps for how improvements can occur. Each district program
has a planning team that conducts an annual evaluation based on program goals and a common set
of evaluation questions. These annual program evaluations are presented to the Board of Education.
The Missouri School Improvement Program (MSIP) requires every school district to have a written
evaluation plan that describes the coordination of the evaluation process for all programs within the
district. MSIP standards indicate that this procedural plan should include:
goals and objectives for each program
evaluation criteria and procedures for each program
designated responsible persons for each program
a list of programs which will be evaluated and timelines for reporting the results of these
evaluations to the board.
A program’s plan orients program staff toward quality and results. The program evaluation facilitates
identification of opportunities for improvement. Critical issues can be addressed through the program
improvement process of setting goals and monitoring progress. Program evaluation also facilitates
the prioritization of educational resources. Effective activities will be implemented on a larger scale
while ineffective activities will be revamped or discontinued. Data-driven decision-making is central
to program evaluation.
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2011-2012 Program Evaluation Plan
The following is a list of programs that will be evaluated in accordance with this procedural plan:
Park Hill Programs and Services
Program Name
Program Coordinator
504 Jackie Chatman
A+ Schools Phillip Adam
Assessment
Mike Kimbrel
Behavior Support
Jackie Chatman
Business Services/Budgeting
Paul Kelly
Career and Technical (Vocational)
Jennifer Corum
Communication Services
Nicole Kirby
Community Education
Jennifer Buckmaster
Curriculum
Jennifer Corum
Early Childhood Special Education
Angie Currey
Employee Health and Wellness
Kristina Brand
Employee Safety
Jim Rich
English Language Learner Services
Jennifer Corum
Facilities
Jim Rich
Food Service
Ronda McCullick
Gifted/High Ability
Jennifer Corum
Guidance/Counseling
Jackie Chatman
Human Resource Services
Mark Frost
Media Services
Barbara Colling
Parental Involvement
Nicole Kirby
Parents as Teachers
Angie Currey
Professional Development
Jim Dunn
School Age Child Care
Lisa McLaughlin
School Safety and Crisis Response
Jeanette Cowherd
School Social Workers
Jackie Chatman
Special Education
Jackie Chatman
Student Health Services
Jeanette Cowherd
Summer School
Jeanette Cowherd
Technology
Brad Sandt
Title I/Reading Improvement
Jennifer Corum
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2011-2012 Program Evaluation Plan
Description of the Evaluation Process
Each of the programs and services listed conducts an annual evaluation. The program coordinator
works with a planning team to develop and maintain an annual evaluation plan. The coordinator
monitors progress towards program goals, coordinates completion of the evaluation activities, and
reports evaluation results to the Board of Education.
Evaluation Plans
Each program develops their own evaluation plan, which is updated at least annually in response to
changing needs and results of evaluation. The plans contain the following information:
Program coordinator
Program planning team members
Description of the program
Description of how the program’s services are developed and delivered
Key program stakeholder groups
Student and stakeholder needs addressed by the program
Goals of the program with measurable outcomes (listed in Appendix A)
Evaluation questions that will guide the evaluation
Data collections methods
Program planning teams will develop the program evaluation plan in order to answer a common set
of evaluation questions:
What is the status of the program’s progress toward achieving the goals?
What do students and other stakeholders consider to be the strengths and weaknesses of
the program?
What do staff consider to be the strengths and weaknesses of the program?
How does the program’s actual implementation compare with the program’s design?
How should priorities be changed to put more focus on achieving the goals?
How should goals be changed? Any added or removed?
Based on the responses to these questions, a recommendation will be developed by the program
planning team. In addition, if the need for improvement is indicated, an action plan will be
developed to deploy the recommendation that resulted from the evaluation.
Evaluation plans are developed in consultation with the Director of Research, Evaluation, and
Assessment. The program coordinator is responsible for ensuring that the program completes the
activities on the plan and that the evaluation procedures are conducted. Program evaluation
planning is conducted in the following manner:
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2011-2012 Program Evaluation Plan
Program Evaluation Planning Process
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2011-2012 Program Evaluation Plan
Sources of Data for Evaluation
Depending on the type of program and the program goal, there is a wide variety of possible data
sources that may be appropriate for use. Some common sources of data that may be used for
evaluation of programs include:
Standardized tests (MAP, Terra Nova, STAR, Acuity, EXPLORE, PLAN, ACT)
Classroom assessments
Scoring rubrics
Surveys (student, teacher, parent, etc.)
Interviews/focus groups
Descriptive data (attendance, number of meals served, etc.)
Observation checklists
Case studies
While the variance of possibilities is large, it is crucial that the data used is considered to be valid and
reliable. Results of evaluations will influence allocation of resources.
Reporting Results
In order for the evaluation to have a meaningful impact on the program, results are analyzed by the
program’s planning team. The team reviews results of the evaluation to determine the level of
program service implementation and how successful the program design is in achieving the goals of
the program. The team considers the value added by the program’s services relative to what would
have occurred during the same period of time if the services were not deployed.
Each program will present an annual report to the Board of Education, containing the following
information:
Results answering each of the evaluation questions
Recommendations resulting from the evaluation
Action plan (for program’s not yet achieving program goals)
Costs associated with the action plan
Program coordinators will report the results of the program evaluations to the Superintendent and
the Board of Education according to the following tentative schedule.
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2011-2012 Program Evaluation Plan
Month* Program Evaluations Reported
August 2011 Communication Services
Human Resource Services
Employee Safety
September 2011 A+ Program
Behavior Support
Gifted/High Ability
October 2011 English Language Learners
Parental Involvement
School Age Child Care
November 2011 Assessment
504
Title I/Reading Improvement
December 2011 Career/Technical Education
School Safety and Crisis Response
January 2012 Business Services/Budgeting
Early Childhood Special Education
Parents as Teachers
February 2012 Community Education
Guidance/Counseling
Media Services
March 2012 Professional Development
Summer School
April 2012 Curriculum
Technology
May 2012 Employee Health and Wellness
Student Health Services
School Social Workers
June 2012 Facilities
Food Service
Special Education
July 2012 2012-2013 PROGRAM EVALUATION PLAN PRESENTED
* Program evaluation reporting month may vary slightly due to varying Board agendas.
External Program Evaluations
Occasionally, there is a need for a more comprehensive external evaluation to be conducted in
collaboration with the Director of Research, Evaluation, and Assessment. In such a case, the
Academic Services Department will review and approve requests based on need and priority. The
process for these evaluations will vary depending on the specific nature of the project. Results of
these evaluations are also reported to the Superintendent and the Board of Education as appropriate.
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2011-2012 Program Evaluation Plan
Appendix A
Program Goals Measureable Outcomes
504 Park Hill School District is 100%
compliant with all federal
regulations regarding Section 504
of the Americans with Disabilities
Act.
A+ Schools Students in the A+ program will
qualify for financial assistance to
attend post-secondary
institutions.
100% of all students eligible for services through the
504 Program will be identified and will receive
appropriate accommodations in a timely manner.
Students on track to complete the program in their
sophomore and junior year will be 60%
Seniors completing the program will be greater than
30% of all graduates
Assessment
Behavior Support
Increase awareness of the A+
program.
Teachers will use assessments
regularly.
District staff will access academic
results and information.
Assessment program will meet
state requirements.
Assessment program will provide
the data needed for instructional
and programmatic evaluation.
Provide students with support to
independently monitor and adjust
behaviors that interfere with their
success at school.
Behavioral supports will minimize
the impact of student behavior
on instructional time.
100% of all students will be made aware of the A+
program within the first month of attendance.
Percent of teachers on faculty advanced questionnaire
survey reporting they will use assessments at least
daily will increase from 46% to 50%.
The number of access points and reports from
Inform, Achievement Series, and Acuity will increase
a total of 5% from last year.
Six out of 6 of the state requirements for assessment
programs will be met.
The assessment program will meet 85% of identified
needs, based on an annual internal audit.
At least 85% of all Recovery Room visits will be
proactive referrals.
Less than 35% of reactive Recovery Room visits will
result in a student missing 20 minutes or more of
instructional time.
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2011-2012 Program Evaluation Plan
Program Goals Measureable Outcomes
Business Services/
Budgeting
Park Hill School District will
establish a systematic budgeting
process that produces an annual
short- and long-term financial
plan for the school district.
Receiving the Meritorious Budget Award for the 2010-
2011 school year with 40 of 42 MBA criteria met.
Meet 35 of 35 criteria on the Business Services
Budgetary Scorecard for 2010-2011 (similar to the
financial measure on School Balanced Scorecards).
Career and
Technical
(Vocational)
Communication
Services
Community
Education
Park Hill School District will
communicate budget information
in a format that is accessible to
key stakeholders.
Park Hill will provide a
quality career education
program in alignment with
MSIP standards.
The Park Hill Career and
Technical Education
program will increase
opportunities for high
school students.
We will engage stakeholders in
financial conversations.
We will meet stakeholders’
information needs.
Provide courses that meet the
needs/interests of our
stakeholders.
Improve taxpayers’ perception of the Park Hill School
District’s communication and transparency of financial
information to 3.0 on a 4.0 scale.
Park Hill Career and Technical Education programs
will meet 100% of MSIP requirements.
Enrollment in career and technical education courses
that serve for both career and college preparation will
increase to 30% of credits earned in career education
courses as reported on the APR.
We will increase our Financial Index from 2.47 to 4.5
by implementing our financial communication plan
from CSIP.
We will use the ADDIE model to determine why our
open rate did not increase last year and how to go
about increasing it for this year.
We will track the number of First Hand and
Happenings subscribers who open the email
newsletters. Our current open rate of 34.35 percent is
above the 25-percent average for school districts. Our
target is a 40-percent open rate.
We will also establish a list of stakeholder information
needs with stakeholder input, and we will track the
number of communications we produce for each
need.
Maintain enrollment at or above 4,007 students.
Increased stakeholder satisfaction by 1% (95%
satisfaction)
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2011-2012 Program Evaluation Plan
Program Goals Measureable Outcomes
Curriculum
Teachers will use curriculum
guides to plan effective
instruction and appropriate
assessment strategies.
There will be an increase from 84.7% to 90% percent
of teachers indicating the content considered
essential for all students to learn versus that
considered to be supplemental has been identified
and communicated to teachers.
There will be an increase from 73.2% to 80% in the
number of teachers who state they use the
curriculum guide to make instructional decisions.
Early Childhood
Special Education
Employee Health
and Wellness
Employee Safety
English Language
Learner Services
Park Hill curriculum will align with
fourth cycle MSIP standards.
Park Hill employees will utilize the
curriculum portal as a method of
ongoing planning and
instructional support.
Increase student achievement in
the area of literacy.
Increase parent satisfaction with
parent input in the IEP process.
New Program to be evaluated –
goals established in 2011-2012
Reduce the number of safety
related incidents
The program will meet federal
compliance requirements.
Students in the ESL Program will
obtain the English language
proficiency they need to be
academically successful in the
regular classroom.
Park Hill currently meets all 4 MSIP standards. Park
Hill will continue to meet all 4 standards. (1- written
curriculum guide with 8 components; 2- teacher
training; 3- skills related to equity, technology,
research and workplace readiness; 4- systemic
procedures for review and revision)
There will be an increase of 100% in BYOC logins
from staff- moving from 657 to 1314.
75% of ECSE students will demonstrate age
appropriate skills in literacy development.
97% of parents will report satisfaction with the level
of parent input in the IEP process.
Baseline data will be established.
Reduce the number of incidents by 5%.
Park Hill will annually meet 100% of all federal
compliance requirements as measured by DESE self
monitoring checklist.
Park Hill will meet the state Annual Measurement
Achievement Objectives (AMAO) Goal #1 of having
80% of Park Hill ELL student’s progress in learning
English.
Park Hill will meet the state AMAO Goal #2 of having
17% of students attaining English proficiency.
Park Hill will meet the state AMAO Goal #3 of making
AYP for the LEP subgroups.
The percent of ELL students scoring proficient on MAP
Communication Arts will increase from 36.7% to 40%
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2011-2012 Program Evaluation Plan
Program Goals Measureable Outcomes
Facilities
Improve on-time performance for
requested services.
Reduce completion time from 14 to 10 days and
Maintain on-time completion of 91.9%
Food Service
Gifted/
High Ability
Guidance/
Counseling
Increase customer satisfaction
Increase student satisfaction with
food taste and quality
Provide meals in a safe, caring
environment
Park Hill’s gifted and HAP
programs will meet or exceed all
state requirements.
Gifted students will be
academically challenged.
Gifted staff will provide high
quality support for classroom
teacher’s use of higher order
thinking strategies.
Increase the knowledge and skills
necessary of all Park Hill students
K-12 to make informed
academic/career decisions.
Increase customer satisfaction from 96.91% to
97.5%
Increase Average Daily Participation (ADP) from
73.62% to 74%.
Student surveys will indicate that 95% of elementary
and 75% of secondary students will state they would
recommend school lunch to a friend.
FACES of Food Service Customer Service Surveys
completed by parents and staff will indicate an
average score of 75%.
95% of students will feel that their foodservice staff is
friendly.
The annual state of Missouri Self-Monitoring Report
will indicate 100% compliance.
All students in the program will score advanced level
on the Missouri Assessment Program.
Survey results will indicate 75% of teachers believe
the gifted teachers helped them improve their use of
higher order thinking strategies.
At the elementary level a minimum of four career
awareness lessons will be conducted per classroom.
By the end of eighth grade all students (100%) will
have completed Career Cluster Inventory.
A minimum of two Missouri Connection lessons will be
conducted per grade level (6, 7, 8 grades).
By the end of ninth grade all students will have
developed a career portfolio in Missouri Connections.
All high school students will have a Personal Plan of
Study that has identified a Career Path and a Career
Pathway.
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2011-2012 Program Evaluation Plan
Program Goals Measureable Outcomes
Human Resource
Services
Open positions will be filled with
high quality staff
There will be an increase from 87.8 % of teachers
meeting all performance expectations to 93%.
There will be an increase from 81% of support staff
meeting all performance expectations to 81.5%.
Staff will be satisfied with
working in Park Hill.
There will be an increase from 86% of teachers
satisfied with working in Park Hill to 87%.
Media Services
Parental
Involvement
Parents as
Teachers
Teachers will be appropriately
certified under federal N.C.L.B.
Standards
Meet state collection standards
quality and quantity.
Increase circulation of materials
Increase the use of technology
New Program to be evaluated –
goals established in 2011-2012
Provide families with effective
parenting strategies
Increasing parent satisfaction of
interactions between children and
parent educators.
There will an increase from 87% of support staff
satisfied with working in Park Hill to 87.7%.
There will be a reduction of teachers working under a
provisional or temporary teaching license for a
specific content or grade level from 2.12% to 2.0%
Each collection will reach and maintain 70% currency
and level II or III based on state requirements as
determined by a yearly inventory and assessment.
Circulation of materials will maintain or increase 1.5%
across the district for the next 2 years.
A baseline survey will be created to indicate the level
of technology currently being use in the media
centers for communication and instructional purposes.
Following analysis of the survey results, media
programs will be developed to increase the use of
technology as a means of instruction and
communication.
Baseline data will be established.
Increase parent satisfaction of parenting strategies to
95%.
Increase parent satisfaction of interactions between
children and parent educators to 95%.
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2011-2012 Program Evaluation Plan
Program Goals Measureable Outcomes
Professional
Development
Park Hill’s professional
development program will comply
with provisions of the
Outstanding Schools Act.
**SUSPENDED UNTIL 2013**
In May, 2010, the Missouri legislature passed HB1543
which excused districts from the 1% professional
development allocation required in the Outstanding
Schools Act for any year in which the foundation
formula is not fully funded in 2011, 2012 and
2013. The Park Hill School District has chosen to
continue funding PDC activities for the 2010-11
school year with a reduced budgetary allocation.
School Age Child
Care
School Safety and
Crisis Response
Teachers will report that
professional development
offerings have improved their
classroom practice.
Teachers will evaluate specific
district professional development
offerings for impact on their
teaching practice.
The Park Hill School Age Child
Care Program will provide a safe
and caring environment.
The Park Hill School Age Child
Care Program will provide
development and guidance in
physical, cognitive,
communication, creative and
social skills.
Provide a safe, caring learning
environment for students.
Reduce bullying in school.
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The percentage of teachers that report professional
development has improved their practice will improve
from 75.8% to 80%, as measured by the Academic
Services teacher survey or MSIP Advanced
Questionnaire.
Based on three month follow-up survey results,
baseline measures and improvement goals will be
established to determine the impact of selected
district professional development offerings.
Parent satisfaction surveys will reflect that 98% of
families are satisfied with the environment provided
for their child.
Student surveys will reflect that 90% of students will
say they feel they are in a safe and caring
environment.
Parent satisfaction surveys will reflect that 98% of
families are satisfied with the quality of activities
provided to their child.
Student surveys will reflect that 90% of students will
say they are satisfied with the quality of activities
provided to them.
Increase the number of students who report “I Feel
Safe at School”. Elementary 88% - 90%; Middle
School 81% - 83%; High School – 78% - 80%;
Increase parent survey perception of safety.
Continue to decrease the percentage of Middle
Schools boys and girls who report being bullied 2-3
times per month at school.
Provide Olweus Survey to students in 5th and 9th
grade to establish benchmark data.

2011-2012 Program Evaluation Plan
Program Goals Measureable Outcomes
School Social
Workers
Optimize the academic
functioning of identified at-risk
students
Early Childhood: 100% of the identified students will
show improved progress on quarterly progress checks
(i.e. IEP goals and benchmark assessments)
Elementary: 90% of the identified students will show
improvement on quarterly progress checks conducted
through the Three-Tiered Model of Interventions
Middle School: 60% of the identified students will
demonstrate academic improvement
High School: Determine baseline of the percentage
of the identified students that will be on track to
graduate on time.
Day School: 80% of the identified students will show
improved progress on quarterly progress checks
(i.e. IEP goals and benchmark assessments)
Special Education
Strengthen the partnership with
key stakeholders to improve
communication regarding student
and family needs.
Increase compliance with all
IDEA federal and state
regulations to 100%.
All students on IEPs are afforded
a Free Appropriate Public
Education (FAPE).
Based on survey results, 93% of key stakeholders will
rate the School Social Work Program as either
effective or highly effective in meeting the nonacademic
needs of students.
We will meet 20 of the 20 student targets and
indicators outlined in the State Performance Plan as
identified in DESE’s District Special Education Profile.
Given a random sample of student IEPs, 100% will
contain documentation of progress toward meeting
individual goals.
Development of Standards Based Goal Bank by
August 2012.
All Assistive Technology evaluations are completed
within the 60 day evaluation time frame.
Increase the number of business partnerships and
worksites available for post-secondary activities.
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2011-2012 Program Evaluation Plan
Program Goals Measureable Outcomes
Student Health
Services
Compliance with state laws that
protect the health of students
attending public schools
The Park Hill Student Health Services program will
achieve 100% compliance with state guidelines
related to student vision and hearing screenings.
SNAP Data will be collected to verify compliance with
screening requirements on December 1, 2011. Staff
will be allowed (10) days after the deadline for rescreening
to verify compliance.
Summer School
Students and Parents report the
Health Services Department
meets their school healthcare
needs.
Health Services staff will receive
professional development training
in current student health care
issues (i.e. diabetes, allergy
prevention); current drug trends
among teens, and use of statewide,
online immunization
program.
Provide academic remediation
and support.
Increase student participation in
the Summer School Program.
Gather satisfaction information
from high school students and
parents, and all staff members.
A survey will be developed for students and parents
to provide feedback regarding the level of services
provided by the Health Services Department. Data
collected will be used to establish baseline levels of
program satisfaction.
100% of health services staff members will
participate in professional development programs.
Elementary Summer School participants will increase
academic growth so it is greater than nonparticipating
students. Growth will be measured
using the STAR Reading/Math, Early Literacy
Screening, and MAP/Acuity tests.
Increase from 62% to 70% the parent level of
satisfaction with a challenging curriculum.
Increase student participation in the program as
measured by student enrollment (ADA) from 100.0 to
105.0.
Survey high school students and parents. Survey
teaching staff at all levels to establish baseline data
points.
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2011-2012 Program Evaluation Plan
Program Goals Measureable Outcomes
Technology
Increase knowledge of staff
members regarding use of
technology. (Teacher
Preparation)
80% of teachers report adequate training (Academic
Services Teacher Survey).
Title I/Reading
Improvement
Increase students using
technology to support learning.
(Student Learning)
Systematically evaluate district
hardware and software
resources. (Admin, Management,
Comm.)
Increase the number of students
and staff who feel they have
access to technology (Resources)
Increase end user satisfaction
with technology. (Technology
Support)
The Title I program will meet all
state and federal compliance
requirements.
Title I students’ will increase their
reading proficiency.
Early childhood Title I students
will be academically prepared for
kindergarten.
77% of students report using technology to support
learning (Academic Services Student Survey).
Maintain 100% systematic evaluation processes.
4.1 on the Academic Services teacher and student
surveys.
95% end user satisfaction on the technology work
order satisfaction survey.
Annually, 100% of Park Hill’s Title I programs will
meet all state and federal compliance requirements.
In Park Hill Title I programs, at least five Title I
students in each building will have a successful
transition out of Title I Reading Improvement
annually.
In Early Childhood Title I, 85% of students
demonstrate age appropriate skills in the area of
literacy as measured by the Teaching Strategies Gold
Assessment
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