3.+Evaluation


 * INSTRUCTIONS**

•	The critical questions you want to answer about the impact of your project •	Who you will involve or work with (within your organization or outside) in order to complete the evaluation •	Who within the state needs to learn about your evaluation findings and what difference the knowledge might make •	How you will plan for and collect relevant data. •	How you will make sense of your findings and use those finding to make improvements. Evaluation - Describe the process you will follow to determine if the goals described in #1 are achieved. (20 Points) •	Are the primary focus areas and specific measurements identified? •	Are the participants and their roles identified? •	Will the evaluation plan reflect student performance gains? •	How will you report your findings to stakeholders in your community?
 * Evaluation (no more than 1 page)** - Describe the process you will follow to evaluate this grant. Include such items as: (20 Points)
 * Criteria**

Poor 0 – 6	Average  7 – 13	Excellent 14 – 20 Evaluation – Total Score (MAX is 20):


 * FOR THE GRANT**

During the 2007-2008 school year, the grade 4 teacher participated in a graduate course and a research study group on formative assessment. One of the most effective approaches to evaluation is to provide students with frequent ongoing formative assessments. This type of assessment is more authentic and is already a part of the teacher's day-to-day instruction with students. As students are engaged in authentic, creative tasks the teacher can provide this continuous individual feedback. It makes the assessment more meaningful as the student is involved in the evaluation of the performance and setting next step goals.

A second form of assessment that will be used is an Electronic Portfolio. This will be created by incorporating many types of electronic media. "Technology-infused" performance assessments will not only produce a product, but will provide an opportunity for students to share their knowledge with others. When students have to teach other students, it requires a higher level of understanding, and retention is a result. Students began as researchers, then as authors, then as designers and finally as producers, which secures the learning.

On a broader assessment scale, students in grade 4 take assessments in reading, mathematics and language arts in the Fall and Spring using NWEA Measures of Academic Progress. Using these scores, it is the expectation that a greater percentage of students will meet and/or exceed the RIT growth goal as indicated by the Fall 2008 report. Achievement levels and Standard Scaled Scores on the statewide test in math and reading (NECAP) could also be used as indicators of learning. The results of these assessments are shared with parents and administration. Confidential reports will be created with the gathered data to make a presentation to the school board and to the community.

The teacher also will be using pre and post surveys with students and families to measure change of attitudes towards the school, education, and overall attitude. She will consult with Jim Moulton to design appropriate questions to gain a true measurement of growth. These results will be shared with the School Board and community.