Evaluation Plan

Specific benchmarks used to measure effectiveness of the Arp Independent School District Technology Integration Implementation Program will be both quantitative and qualitative. Measurable and observable data collection will be taken from teachers in areas of planning, design, implementation, and accountability for electronic portfolios and lesson plans. (SEE Three Levels of Competency.)  Student achievement will be determined in the areas of problem-solving, productivity, synthesis, and evaluation, behavior, academic achievement and pursuance of post-secondary education. Data is collected on a six weeks basis in conjunction with grade reporting procedures. Further information gathered includes data for ethnicity, gender, grade level, "at-risk", special education and limited English proficiency. Formative and summative quantitative data is collected and monitored and assessed for:

0. Student attendance

0. Grade reports by course

0. Pre- and Post-grant period testing in reading, math, science, and technology competencies

0. AEIS report pre- and post-grant period, including the state TAAS test data

0. Iowa Test of Basic Skills (ITBS) will be administered pre- and post-project to gather summative data as to the project's impact on student achievement.

0. Number of student referrals for discipline.

0. Number of students who seek post secondary education.

Formative and summative qualitative evaluation tools will be used to monitor achievement in:

0. Students attitude toward school subjects and project-based curriculum

0. Student's ability to use technology to enhance self-learning, productivity, creativity, and career awareness

0. Parent's perception of school reform

0. Parent's degrees of technology competency (Access, Operation, Productivity, Pedagogy, Innovation)

0. Teacher's degrees of technology competency (Access, Operation, Productivity, Pedagogy, Innovation)

0. Teacher's level of competency in appropriately integrating technology into the instructional process

0. Teacher's ability to use technology to enhance professional productivity.

Qualitative comparison evaluation tools will include student, parent, and teacher surveys, observations by project team, assessment of student and faculty portfolio exhibits, and will be reported using narrative. Quantitative comparison assessments will include standard and norm testing, collection of data and measurements and will be reported using charts and graphs.

Student expectations in the project are:

0. Improvement of attendance from 96% to 99% by the end of  2004.

0. Improvement in TAAS scores by 30% from 2000 to 2004

0. Improvement of ethnic groups on TAAS by 50% from 2000 to 2004

0. Improvement of reading competencies at all grade levels by at least 30% from September, 2000 to 2004

0. Improvement of math competencies at all grade levels by at least 30% from September, 2000 to 2004 (ITBS).

0. Improvement in student attitudes toward school as exhibited by reduction of disciplinary referrals to office or more serious infractions by 25% from September, 2000 to 2004.

0. Increase in number of students who pursue post-secondary education by 20% each year..

0. Increased use of technology for productivity by 50% as demonstrated by percent of use from 2000 to 2004

Formative reports will be generated after each six-weeks grading cycle. All administrators, technology team members, and project evaluators will be responsible for analyzing data and insuring that any real-time adjustments which can be implemented are made for the benefit of the students and faculty. The programs director will be responsible for generating this report and documenting any recommendations from the project team.

The use of technology to enhance the learning environment, improve professional productivity will increase by 50 % over the next three years. Teacher's degree of competency will improve with training, nurturing, and accountability. The amount of technology usage for instructional purposes will be documented through teachers' lesson plans. The Arp District's Acceptable Use Policy requires teachers to identify specific learning objectives to be accomplished by use of any media resources and technologies. Surveys will be administered to determine teachers' level of use, degrees of competency, continued training needs, and successful practices. In accordance with the district's new Professional Development and Appraisal System (PDAS), each teacher will be keep a professional productivity portfolio containing:

• Syllabus for each course taught K-12th grades (Pre-K through 3rd grades share syllabi for courses) outlining criteria for competency, integration of technology, multi-modal strategies and assessments

• Certifications for Inservice and Training

• District Certifications for Exhibited Mastery of Competencies (rubrics) in Integration of  Technologies Techniques

• Students scores on standardized and norm referenced tests

• Teacher Self-report including:

These portfolios will be used to develop a report on the successful practices and skills improvement for all faculty. Electronic portfolios will be available at the Arp Web Site.

A summative report will be generated using summative data and formative reports analyzed by the technology team, TCET, and ESC7. The curriculum director will be responsible for submitting the summative report community, publishing the report in journals and periodicals, and on the district's Web sites.

The summative report will be utilized in the District and Campus Improvement Plans for the year following. During the summer, workshops & clinics will be held for all community members, faculty and staff.  These workshops & clinics will assist the district to generate priority needs for continued improvement and training in the district and successful practices will be shared among the entire faculty.