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Shirts, R. GaryTrainer's Manual for CEVAL Boleientary School. ASimulation, Exercise.'California StAte Dept. of Education, Sadramento.;Educational Testing Service, Pri4ceton,Office of Education (DHEW) , Washington, D.C.Jun 1849p.; An audiocassette, which hasbeen removed fromthe document, replicates pages 3 thr9ugh 8 of thefirst bookletEvaluation Improvekent Program, Educational TestingService, Box 2845, Princeton, tiew Jersey 08541(Publicatiot Number 298033, $20.0 includes A

audiocassette and 30 copies of 4Achhandout)

MF-$0.83 Plus Postage. HC Not Available from EDRS.Eleterttary Education; *EvalUation Methods; EvaluationNeeds; *Instructional Materials; *Needs, Assessment;*Program Evaluation; *Simulation; *TrainingTechniques; Worksheets; Workshops

ABSTRACTThe CEVAL simulation exercise is appropriate for usel

in a 'workshop setting with up to 30 persons. It givesnon-administrative groups--school board members, parent advisorycouncils, teachers, and parents--experience in making evaluatiliedecisions, from the perspective of a school ptincipal evaluating fivespecial programs in an elementary school. The exercise, which canbeplayed in 50 to 90 minutes, is designed to acquaint the player withthe frustrations and rewards of evaluation, as well as theeducational and political context in which evaluation takes place..This document includes instructions for the workshop trainer and one ,

copy of each of four sets of handouts for the participants: (1)

summary of rules and background information about the school and itsprograms; (2) report frsam the evaluation consultant describingpossible methods of evaluation; (3) assessment selection form, usedto determine the amount of time devoted to different evaluationactivities; and (4) interdistrict memo, which lists,eleven questionsasked by parents about the effectiveness ofthe basiC educationprogram. (Author/GDC)

***********************************************************************Reproductions supplied by EDRS are the best that can .be made

from the original document.***********************************************************************

U.S. DEPARTMENT OF HEALTH, "*.

EDUCATION & WELFAREOAT IONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO- ,DUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NFCESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

A

4)! d.

an.

TRAINER'S ilANUAL-

FOR

CEVAL

A SIMULATION EXERCISE

(,A SIMULATION DEVELOPED AS PART OF THE CALIFORNIA.

EVALUATION IMPROVEMENT PROJECT UNDER THE LEADERSHIP

OF THE CALIFORNIA STATE DEPARTMENT OF EDUCATION,'

WILSON RILES, SUPERINTENDENT OF PUBLIC INSTRUCTION

AND DIRECTOR OF EDUCATION

DEVELOPE1 BY R. 'GARY SHIRTS, PH. D.

OF SIMILE II COR?ORA'TION

AUDIOCASSETTE BY ETS MEDIA PRESENTATIONS

The Evaluation Improvement Program

4-

The activity which is the subjedt of this reportwas supported in whole or in part by the U.S. Officeof Education, Department-of Health, Education andWelfare. However, the opinions'expressed he -rein donot necessarily reflect the positionl or policy of theU.S. Office of Eduation,.and no officarendorsementby the U.S. ,Office of,Education should be inferred.

Copyright Oc 1918 by the California State Department 46f EducatiOn'

All rights reserved"

June 1978.

Published by Educational Testing Service, Princeton, New Je-rsey

Educational Testing Service, a nonprofit organization isan Equal Opportunity Employer

0

TRAINER'S MANUAL

FOR3

CEVAL ELEMENTARY SCHOOL

SIMULATION EXERCISE

GENERAL PURPOSE

This exercise is designed for a workshop setting for upto thirty persons. In addition to this Manual, the exercisematerials consist of an audiocassette and four sets,of handouts, each printed in a different color., The Summary ofRules and Background Information (blue) ancii'the Report fromthe Evaluation Consultant (green) are rtturn'abJe. t. The

Assessment Selection Form,(cream) and the Ifnterdistrict Memo(white) are expendable.

This simulation( is designed to giVe non-admiliistrativegroups -- school board, embers, parent advisory c4Pncils,teachers, and parents ,-- experience in making evaluativedecisions in the "real world" of the'school system. It :

acquaints the participants with the frustrations and re ardsof evaluation, as well as the educational and politicalcontext in which most evaluation takes place. It may beplayed, in a 50 minute period or expanded to an hour and ahalf.

THE CASSETTE INSTRUCTIONS

The instructions for the simula,tion are presented onan audiocassette tape" The easiest and most effective wayfor the trainer to gaik an understanding of the simulationis to read the script as the cassette is playing and followthe instructions as they are given. The script withADMINISTRATIVE INSTRUCTIONS is presented below, followedby a series of clarifying questions.

MATERIALS NEEDED IN ORDER OF USE

"Trainer's Manual

Audiocassette tape

Audiocassette Player

Summary of Rules and Background Information ft

(blue leafletr 1' per participant, for return

Evalultion Consultant's Letter with Accompanying Report. (green leaflet)` 1 per participant, for return

Assessment Selection Form.0' (white sheet) 1-pr. more per table, expendable

Interdistrict Memo from Supevtintendent(cream sheet) 1 per participant, expendabl,

/ GETTING STARTED

Try to avoid ,the temptation.to make 'everything perfectlyclear. All required information -is on the tape. It isbest not to try,and anticipate problems. Briefly explain"to the' participants that they are about to be involved in asimulation in which they will be asked to.develop an evaluationplan-for an elementary school. - Divide them into working grouof three to-five persons, and start the audiocassette player.

vs,

TIMING

Below is a suggested schedule for a 50'minute presentationIf you have a'longer perfocof time available, DO NOT increasethe amount of time spent in playing the game, but expand thediscussion time. If the game playing time is expanded, itloses its sense of urgency.

Minutes Action

00-05 Arrival, divide into groups and introduction.05 Turn tape player on for background.11 Hand out blue Summary leaflet as indicated.12 Turn off tape player as indicated.

12-15 Participants review Summary leaflet.15-16 Turn tape player on for Consultant's, Report.

16 - Hand out green Consultant's Report.16 Turn tape player off as indicated.

16-20 Participants review Consultant's Report.,20 Turn tape player on for description of problem.21 Hand out white Assessment Selection Form.*21 Turn tape 157iYertroff as indicated.

21-40 Participants work on problem solving.41 Turn on tape-player for Superintendent's reque,st.41 Hand out cream interdistrict memo from superintendent41 Turn tape prayer off as indicated.

41-45 Participants place checks by questions..45 Discussion begins.

-2-

SCRIPT FOR THE

CEVAL ELEMENTARY SCHOOL SIMULATION EXERCISE

Office noises in backgroUnd

Telephone rings twice

Office'noises fade as conversation begins

SECRETARY: "Good morning, Ceval Elementary School. May I

help you? (slight pause) Yes, Mrs. Jones. No,I'm sorry, the principal's in a'meeting. May I

leave, a message? (listens) You want Tommy takenout of the multigrade (as though writing message)Yes, I'll make sure he gets it. Goodbye."

A 7ewriter starts again.

Phone rings

SECRETARY: "Good morning, Ceval Elementary School. Hello,.Mildred, how are things in the Superintendent's()Vice? (slight pause) No, he's meeting withthe new aides. Yes, I'm sute he knows of themeeting but let me check his calendar. Yes, he'sgot At.' Mr. Wilson at 3:15 at his office, ,OK.

Goodbye."

"Ceval Elementary School is located in a smallunified school district in California. Assumethat your group is the principal of the sichool.

As.principal you will be required to play anevaluation of one or more of the special programsin the school, prepare a report for the board ofeducation using the results of your evaluation,and then discuss the results of ,th.e simulationexperience with the other participants.- Allmaterials presented on this tape will be

NARRATOR:

summarized and handed out liter, so you, neednot take notes.

There are five special programs in the CevalElementary School which you may want to evaluate.To give you a feeling for what they are and howthey are working, we've gathered significantpersons from each of these programs. Here isMs. Phillips, a teacher from the 4-5-6 multigrade.Ms. Phillips, exactly what is the multigrade?"

(

MS, PHILLIPt:. "Basically, the multigrade is 90 kids and-3teachers. Each teacher teaches his or-herown specialty to the whole class. '4n te msof bookkeeping though, each teacher hasresponsibility for only one-third of theclass. All threeff us emphasize independent`'study, creative t inking. and tndividualed

NARRATOR: "How is the multigrade workipg out?"

MS, PHILLIPS: "Oh, it's working out very well. A few parents ,

have asked that their children be transferred,but that's natural."

"OD you think multigrade students work moreindependently and creatively than students intraditional classes?"

NARRATOR:

MS. PHILLIPS:

NARRATOR:

MR. JOHNSON:

NARRATOR:

MR. JOHNSON:

'NARRATOR

MR. JOHNSON:

NARRATOR:

"I think so, I think so."

And Mr. Johm,son also intheiffiatTgrade butresponsible for starting the ,IndividuallyGuded Mathematics Program . . Mr.,JOnso6,exactly what is the Individually Guided-Mathematics Program?"

"Well, it; that's' *hat14 is -- it's. theIndividually Guided Mathematics Program.Basically what we do is we give each studenta test at the beginning of the #ear anddetermine where .he or she is and we have themwork at their own pace and meet their owngoals. It's much better than the old way whenwe tried to teach all of the students thesame concepts at the same time.- This programis used only in the multigride but we thinkother teachers will be using it soon.

"Has it'tmproved your scores in the state test?"

"Well, no -- I din't thiitk it has. I'm noreally sure but there are other advantages."

"Like what?'

"Students like math a lot better, they're notunder so much pressure."

"Thank you, Mr. Johnson. And here's Ms. Silver,the Learning Cente/ Coordinator. Ms. Silver,how do you like working in the Learning Center?"

/

MS, SILVER:

'NARRATOR:,

. MS, SILV4114

NARRATOR;

MS, SILVER:

NARRATOR:

MR, FLYNN:

NARRATOR:

MRS. CARDOVA:

"It's just terrific -- just great. I

love in"

"What happens in the Learning Center?"

"Oh; all sorts of things. Welhave*taperecorders and cameras, typewriters, modelrailroads, rabbits, snakes and lizards.Kids comein to work an their own and ingroups. Oh, they just,do wonderful things,."

"Have yoU experienced any problems wick theLearhing Center?"

"Ohl some of'the. teachers feel that ,thereis a lack of discipline and the kids don'twork enough', but they're just not used to"seeing kids turned on."

"And now, our two parents. First Mr. Flynn,one of the prime movers of the Basic Education.Program."

"I've prepared a" statement. so I won't wasteany of yotir time or mine. Time is veryvaluable, you, know, and that's one of thethings we try to teach students in BasicEducation class. Reading, writing, andarithmetic are studied to the exclusionofall other subject ma-trter including art,social studies, health and current events.Discipline and formal manners are emphasized.Pupils stand when asking questions and shakehands with the teacher as they enter ttheroom. All students are expected to do atleast one hour of home work each evening.All are enrolled at the parents' request.It's a program a person can be proud of."

"Thank you, Mr. Tlynn. And Mrs. Cardova,past president of the Parent Advisory Council."

"Yes, my committee helped to get the Hispanicreading materials in the school. Our childrenwere falling way low on the reading scoresand their reading books didn't say anything -weabout the Chicano culture. The Hispanicreading materials were developed by Dr. Garciaout at State. They help the students learnhow to read and use examples from our culture.Some of the parents in the new council dlon'tlike them because they're only mimeographed,and they say the.children still aren'tlearning how to read." .11c

) .

,

NARRATOR: . "Have the children'S scor es improved?"

MRS,,CARDOVA: "I'm sure they have."'

Hand 'out blue'eumytry white narrator 6 talki4g.

"Thank you, Mr's. Cardova. Those are thespectal programs; Basic EdUcation, Multigrade,Htspatiic Reading Materials, Learning Center,and Indivi.duaJly Guided Mathematics Program.Sped a few minutes studying the backgroundon the CEVAL School and Community in the blueleaflet, as well as each of the programs asoutlined with an eye to making decisionsabout what shouldibe evaluated."

NARRATOR:

Bing, pause

Stop tape player

Allow one or ttiv minutes 'to study programs

Z'tart tape'

Band out green!coneuitant's letter with the available assessmentinformation report while consultant is talking.

Bing, bing,' Bing,. pause

EVALUATIONCONSULTANT:

"Yes, it's all in the'report. The cov4ring .

letter explains,what I've done. I didn't comeup with an evaluation plart' per se. What I'vedone is to'develop a list of tests, interviews, .

surveys and other assessment activities whichy u, as principal, might want, to undertake. I

hink each one of the activities would yieldseful information. The problem is, of course,hat if you tried to do all of the things I

h ve ,outlined here, you wouldn't have timefor anything else. So you've got some decisions

, to make. I've tried to make them as easy as '

possible by giving you an estimate of howmany hours of your time each activity is likelyto take, and preparing data tables which giveyou an idea of what the completed results -

will look like..

I hope' this report is useful to yOu. I'vlenjoyed working At the school." i,

NARRATOR:. -

Spend a few minutes reyiewing the EvaluationConsultant's report.as it will)serve as the*basis forLyour evaluation."

Ping, pause

Stop tape playqr

Starttape player

Bing, bing, bing, pause, .,,,

MN,

NARRATOR: (-- "A4sume that it is the begirining of'the schoolyear. You know that it is possible that theSuperintendent or the board will ask you toprepare a report on one or all of the programsat any time during the year You have alsodecided that, you Can afford mo more ttkan5%Of your time or 135 hours' during the year onevaluation.' Which of the five programs are

evaluate one very thoroughly? What kind of,a little infordation on each program, or .

you going to.evaluate? Are you going to

information are you going to get? Select theassessment information you want by circling

) the number of hours you wanton the white :'''

+.-sheet. Do not go over..135 hours. Ys517Fiveapproximately:.20 minutes to make your selection'.Do this now." 4'

fling, pause

Stop tape p layer

Al i.00 approximatc.10 mir!utcs to select assessment instments

Start tape player, hand out: white Assessment Selection orm

Hand out cream supe'rintendent's memo while secretary is talking(see below)

P7'ng, pause

"Hello, Ceval Elementary School. Oh, hello,Mildred. -No,,he didn't make it to the boardmeeting last night. -.Can I take a message?7.C'pause) Basic Education parents were upset.'(4 though writing message) .They want BasictOgotion in 41T the schools of the district.I -see. The board wants a report on, the Cevalexpvtie,nce at Tuesday's meeting; . A. list ofqueWa!Eis? OK, I'll tell him. I'll expectthemApAAR. inter-district mail thiS afternoon.ThanV..111dred.".

SECRETARY:

NARRATOR; "You should now have the questions the boardwants answered. Assuthe that you have accessto all 01 the data which you selectedwithyour 135 hours, Place two checks-by eachquestion you feel /ou would be able,toanswer well, one check by each question youcould answer minimally, and-.a zero.by eachquestion which you would not be able toanswer at all. 06 this now."

Bing

Turn tape player off

CLARIFYING QUESTIONS

1. Why is it called Ceval?

Ceval stands for California EVALuation project.

2. How should the participants be divided at the beginningof the simulation?

Before the simulation begins, divide them into groups ofthrees. If there is one "extra" person, form a four persongroup. If there are two "extra" persons, form a two persongropp. Each group should have a table or desk on whichIo work.

. Should they be given warnings about how much time to use?

Yes, give a 6, 5, 2, and 1 minute warning.

4. Will they need more instructions than are presented onthe tape?

Generally no, but you should be prepared to answer theirquestions. It is probably best to answer each group'squestions individually rather than explain your answerto the entire group.

5. What if they believe 5% of a principal's time is unrealistic?

We have surveyed several hundred principals and when askedhow much time they are likely to spend on evaluation, over75% of the participants answered '5%.

POSTGAME DISCUSSION

It is possible for people to participate in a simulationsuch as this, believe that it is very valuable and not be ableto identify what they learned or why they value it. Thepurpose of the discussion, and it is the most important partof the experience, is to help the participants articulate thepossible learnings which can be gleaned from the simulation.Before moving to an abstract discussion of`xoncepts and ideas,however, it is often necessary to give the participants achance to express their immediate feelings, frustrations andimpressions. One way to allow this to happen is to identify,the highest and lowest scoring group and ask them to describethe strategy they adopted in selecting their assessmentinstruments. As the two groups report, encourage the othersto expand, confirm, agree or disagree with what is being said.Then move from this to a more generalized discussion by askingthe participants to answer this question: "Anyone playingthis game is likely to come to the following conclusions."You might have to give them a few examples and get them started.Once they begin, encourage them to list as many ideas aspossible. The concepts listed below are likely to emerge:

A. One should be aware of the relative cost of data.

B. One should take advantage of inexpensive data.

C. One can learn a great deal about a program withoutconducting a giant research project.

D. It is risky to rely on subjective evaluations.

E. It takes time to evaluate.

F. There are many different reasons and uses forevaluative data.

G. Parents, boards and teachers are all likely to beinterested in different aspects of the educationalprogram.

H. If one is going to do a better job of evaluating oneprobably will have to figure out a way tit more time.

I. One has to decide how much a good evaluation is worth.

J. One can be asked for an evaluation at any time.

K. Some programs need to be evaluated more than others.

Pleqse_ return atend of exercise

CE'VAL ELEMENTARY SCHOOL

SIMULATION EXERCISE

SUMMARY OF RULES AND BACKGROUND INFORMATION

\, In this simulation you will be asked to:

1. Identify programs to be evaluated in the CevalElementary School

2. Select, the instrument's which will give you theinformation for your evaluation.

3. Discuss and analyze your choices.

Description of Ceval Elementary School

LOCATION: A small unified school district in California

GRADES: K-6

NUMBER OFSTUDENTS: 651

PERSONNEL: Teachers: 22

Volunteer Aides: 9

Administrator: 1

Non-certificated: 4

LANGUAGE: 33% Spanish speaking,language

English as a second

67% English speaking

RACIAL 33% ChicanoMAKEUP: 10% Blacks

57% Caucasian

VALUE OF 30% below $20,000HOMES IN 20% $21,000 to $35,000AREA: 20% $36,000 to $44,000

5% $55,000 to $80,00025t rent or lease

Groups which Influence School Policy:

Strong teachers' group which reviews and comments on allmajor policy decisions by administration and board.

211.A The Evaluation Improvement Program

Active parent advisory council with strong representationfrom Chicano Community.

A 3-3 conservative liberal split on the board with onemember who votes with either group depending on the issue.

A press which.features all controversy and considered bysame to be hostile tb the school and district.

Three or four articulate parents who are not members ofany group, but make their influence felt whenever schoolpolicy affects their children.

General Mood of Community:

General demand for quality education at reduced cost.State, district and parents insisting on demonstrableachievement.

Results of State Testing Program:

Ceval Elementary School is below the district, tnmathematics and, reading at both the second and sixthgrade level.

Special Programs ,at the Ceval Elementary School:

Two years ago, a variety of programs were incorporatedinto the school to increase the effectiveness of theteaching process, ..They include:

Basic Education

At each grade level, there is one basic educationclass., All pupils are assigned by parent request:Reading, writing, and arithmetic are studied to theexclusion of all other subject matter including art,social studies, health, and current events. Disciplineand formal manners are emphasized. Pupils stand whenasking questions and shake hands with the teacher asthey enter the room. All students are expected to doat least one hour of homework each evening.

Learning Center

The Learning Center is staffed by a full-time teacherwho is supposed to work closely with all other members'of the staff. The focus of the Center is on individu-

alized instructions-,and self-directed learning. Pupilswork in groups and as individuals- on preassigned aswell as self-selected projects. The purposes of theCenter are t9.: (a) intease the ability of pupils tobegin and cop7plete work independently, (b) to providelearning which would not normally beavailable in the regular classroom, (c) to increasethe pupils' creativity and range of interests and(d) to make It easier for the teacher to assignindividual study projects.

Multigrades

There are two multigrade classes. One which combinedgrades 1 through 3 and the second, grades 4 through 6.The 1-3 class contains 96 students, -has 3'teacherand 4 volunteer aides. The 4-6 class has 90 students,3 teachers and 2 volunteer aides. The purpose of themultigrades are to: (1) allow teachers to specializein the teaakhing of subject areas and thus improve theacademic excellence of the students, (2) increase thesocial and intellectual interaction of pupils acrossage groups, (3) increase the ability of pupils towork independently, (4)'increase respect for studpnisof different ages.

Reading Program for Bilingual Pupils

A special reading program published by Hispanic Presshas been instituted at the demand of a small group orChicano parents. The main purposes are to increasethe ability [of bilingual students to read English andto gain an appreciation and awareness of the Chicanoculture. -All teachers are required to use thesematerials with the Chicano students in their classrooms,

Individually Guided Mathematics Program

A K-6 individually guided mathematics program builtthe developmental concepts of Piaget and designed toimprove the mathematical excellence of the pupils.Used only in the multigrades.

Some Reasons for Evaluating the Special Programs:

None of these aforementioned programs have mandatgryevaluation requirements, however, there are good r2asonsfor evaluating each of the special programs.

Learning Center

There is some disenchantment with the Learning Center.Some of the teachers have complained that the pupilS

'which they send to the Center are not well supervised,that there is too much noise, end that the books andequipment ,are not properly maintained. Other teachersare wondering if the Center is used enough to justifythe services of a full-time tedcher.

Multi grades

The multigrade has been a controversial program sincethe beginning. There' seems to be no logical reasonfor the !Aver which the mere mention of the programhas to polarize parents and teachers alike. Thereis likely to be a battle over this program in someform, or another sometime in the future.

Reading Program for Bilingual Pupils

The group of Chicano parents who persuaded the boardto accept the Hispanic procp-am for the Ceval Schoolhas fallen out of favor with Lhe rest,of the Chicanocommunity. The group who is now in power controlsthe Parent Advisory .CoOncil and is reviewing all ofthe work by the fo'rme.r group and may put pressureon the board to at-andon the Hispanic reading program.It would be helpful if you and the board have anidea of the effectiveness of the program in orderto make a wise decision.

Individually Guided Mathes tics Program

Two members of the board are interested in gettingindividualized learning in math, science and readingestablished in the entire school and not justmathematics in the multiqr'ade. It would be valuableto know how effective the program is in the eventthe board calls for a rep(o.t.

Basic Education Progrdn1

There is a move by the hlrenH, who were instrumentalin having the basic education classes put in th.e

school to convert the entire school to a basiceducation plan. It would be very helpful to knowhow the basic education pupil compare to otherpupils in mathematics, wrLing and reading as..wellas in social studies, art, music and physicaleducation in case they are L.:.cessful in getting theschool board to consider their gestion.

Please return atend of exercise

To: Susan Greene, PrincipalCEVAL ELEMENTARY SCHOOL

Re: Possible evaluation activities

In preparing the enclosed report, I have listed anumber of evaluation procedures which would yield usefuland interesting data. Realizing that your time is limited,I have estimated the number of administrative hours whicheach procedure is likely to require.

In addition, I have prepared tables for receiving thedata of each evaluative procedure to help you visualizethe kind of data each procedure will yield.

I hope this information will be helpful as you deyelopyour evaluation plan for the coming year.

Sincerely,

MARTIN WINSTON, Ph.D.Evaluation Consultant

MW:ldf

0

The Evaluation .Improve pent Program

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Standardized Tests

.SUBJECT AREA

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(\MULTIGRADE

-BASICEDUCATION

SPANISHSURNAMED TRADITIONAL

GRADE PRE POST PRE POST PRE POST PRE POST

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Format used for reporting scores for each of the normreferenced or criterion referenced tests, for example,reading scores, language scores. All scores are inpercentile rank.

I

TPp essence of questions askedin Survey of Parents:

1.- Rvents' Feelings about:

Multigr\ade

Basic Education

The Learning Center

Hispanic Press Materials

Individually GuidedMathematics

2. Programskparents wantextended to rest of district:

Multigrade

Basic Education

The Learning Center



3. Parents' willingness to havechild enrolled in:

Multigrade

Basic Education

Parents' willingness to havechild use:

The Learning Center


Individually Guided

Mathematics

Parent Questionnaire

Table for Reporting Results

PERCENTAGE OF PARENT RESPONSESi

.

PARENTS OFMULTIGRADE

PARENTSOF BASICEDUCATION

PARENTSOF SPANISHSURNAMED

PARENTS OFTRADITIONAL

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1. Staffigslings about:

2. The percent of staff,reporting positiveinfluence of programs on:

Learning problems

Discipline problems

.*Parent's complaints

Studgnt disinterest inschool

Staff Questionnaire

Table for Repoiting Results

PERCENTAGE OF STAFF RESPONSES

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3. I ntinued next year, what changes should be incorporated into programs? Each

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Multigrade

Basic Education4ft,

Individually Guidgd Mathematics

Learning Center

Hispanic Press

The essence of the questionsWed in Interview with Parents!

l. Parents' feelings abouti

Multigrack

Basic Education

The Learning Cenilr


individually GuidedMathematics


Multigrade

Basic Education

3. Parents' willingness to havechild use:

The Learning Center


'Individually GuidedMathematics,

4. Progr8ms parents wantto rest of district:

. Multigrade

Basic Education

The Learning Cener


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EDUCATION

I

VAG IT I MAL

PRE POST PRE POST PRE POST PRE POST

1 t-1

'2

3

4_

5

6 ,

Observations to be made:

1. 4rcentage of time pupils observed in productive work.

2-. Percentage of time pupils interacted with other pupils.

3. Percentage of time pupils worked in groups.

4. Percentage of time pupils spent in non-attending to the assignedtask.

5. Number of times pupils disrupted class.

timeNumber of time pupils asked questions.

7. Number of tim s pupils initiated learning.

Teacher Ratings

Table Used to Report Average Scores of Pupils

ALL STUDENTSIN GRADES PIULTIGRADES

BASICEDUCATION TRADITIONAL

Gi.titiE PRE POST m PRE POST PRE POST POE POST

1

2

3

/1

ci

h

Ratings will be made on a five point scale with a five meaningthe pupil exhibits the behavior most of the time., and a onemeaning the pupil almost never exhibits the behavior.

1. Constructively cooperates with other pupils

2. Initiates learning

3. Has a positive self-concept

4. Wo4s willingly.

5. Exhibits creative behavior

Table used for reportingpercentage of time spentteaching the followingsubjects:

1. Reading

2. Mathematics

3. Spelling

4. Social Science

5: Art

6. Recreation

7. Science

8. Music

9. Language

1. Total number of absences

2. Total number of bookschecked out or used atLearning Center

3. Number of student visitsto Learning Center

4. Number at students referredto principal for discipline

Teacher Logs

ALLTEACHERS

BASICEDUCATIONTEACHERS

MULTIGRADETEACHERS

'TRADITIONALTEACHERS

GRADE GRADE G RADE GRADE

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,

3 4 5 6

.

.

_._.

Summary Sheet of Existing Records

Table for 'Reporting Results

ALLCLASSES

BASICEDUCATIONCLASSES

__.

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TRADITIONALCLASSES

GRADE GRADE GRADE GRADE

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1.

2 3 4 5 6, . .

ASSESSMENT SELECTION FORM

DIRECTIONS: Select the ,

assessment information youwant by circling the numberof hours required to collectthe information. Do not-select more than 135 hours.If you' assess the entireschool; then yw need notselect any of Ti e subgroups

on the same row as they arein the "Entire School"category,

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1. Standardized Tests:See

Reading 15 15 15 15 55 page 3

Language 15 15 15 15 55si

Social Science 15 15 15 15 551,

Mathematics 15 15 15 . 15 55i,

Science 15 15 15 15 55,,

See

2. Parent Questionnaire 35 35 35 35 35 page 4

See

3. Staff Questionnaire 10 10 10 10 10 page 5

See

4. Interview with Parents 25* 25* 25* 25* 95* page 6

5. Summary of Pupil See

Observations

6. Teacher Ratings of

40, 40 40 40 150** page 7

See

Pupils 20 20 20 20 70 page 7

See

7. Teacher Logs 3 3 3 3 3 page 8

8. Summary Sheet of See

Existing Records 3 3 3 3 3 page 8

. _

* Sample of Parents** Sample of Students

AIM

11.The Evaluation Improvement Program

INTERDISTRICT MEMO

To:, Susan Greene, Principal, CEVAL ELEMENTARY SCHOOL

From: Superintendent Hanson

Re: CEVAL EXPERIENCE WITH BASIC EDUCATION

At last night's board meeting, a group of parents headedby Mrs. Baker accused the board of dragging its feet on thequestion of providing Basic Education classes for all of theschools in the district.- In response, the board asked for areport on the Ceval experience for the next board meeting.The question they asked was: What are the advantages anddisadvantages of the Basic Education program as experiencedby the Ceval Elementary School? I would think if you couldanswer the questions I have formulated below, that the boardwould be well satisfied.

1. Do the Basic Education students make as much progressin reading as students who are not in Basic Education?

2. In Mathematics?

3. In Language Skills?

4. In Science?

5. In Social Studies?

6. In Art and Music?

7. Do the teachers of the school'consider the BasicEducation program worthwhile?

8. Do the parents?

9. Are the Basic Education students as innovative andcreative as the other students?

10. Are there any motivational problems associated withBasic Education?

11. Do Basic Education students have more than their shareof discipline problems?

PDH:mk11) --)

4-ur" The Evaluation Improvement Program

Note: Only'one copy of the following four handouts is reproduced in this document.

1/ Rules and BaCkground Information

2/ Evaluation onsultantls Report

3/ Assessment Selection Form

4/ Interdistrict Memo

IP

RULES

AND

BACKGROUND INFORMATION


CEVAL ELEMENTARY SCHOOL.

SIMULATION EXERCISE

SUMMARY OF RULES AND fiCKGROUND INFORMATION

In this simulation you will be asked to:

1. Identify programs to be evaluated in the CevalElementary School

2. Select the instruments which will give you theinformation for your evaluation.

3. Discuss and analyze your choices.

Description of Ceval Elementary School

LOCATION: A small unified school

GRADES: K-6

district in California

NUMBER OF,STUDENTS: 651

PERSONNEL: Teachers: 22

Volunteer Aides: 9

'Administrator: 1

Non-certificdted: 4 r

LANGUAGE: 33% Spanish speaking,language

English as a second

67% English speaking

RACIAL 33% Chicano

MAKEUP: 10% Blacks57% Caucasian

VALUE OF 3'O% below $20,000

HOMES IN 20% $21,000 to $35,000

AREA: 20% $36,000 to $44,0005% $55,000 to $80,00025% rent or lease

Groups which Influence School Policy:

Strong teachers' group which reviews and comments on all

major policy decisions by administration and board.

A" The Evaluation Improvement ,,Program

1 Active parent advisory council with strong representationfrom Chicano Community.

A 3-3 conservative liberal split.on the board with onemember who votes with either group Opending on the issue.

A press which features all controversy and considered bysome to be hostile to the school and district.

Three or four articulate parents who are not members ofany group, but make their influence felt whenever schoolpolicy affects their children.

General Mood of Community:

General demand for qu,ality education at reduced cost.State, district and parents insisting on demonstrableachievement.

Results of State Testing Program:

.Ceval Elementary School is below the district inmathematics and reading at both the second and sixth,grade level.

Special Programs at the Ceval Elementary School:

Two years ago, a variety of programs were incorporatedinto the school to increase the effectiveness of theteaching process, They include:

-,Basic Education

At each grade level, there is one basic educationclass. All pupils are assigned by parent request.Reading, writing, and arithmetic are studied to theexclusion of all other subject matter includingsocial studies, health, and current events. Disciplineand formal manners are emphasized. Pupils stand whenasking questicns and' shake hands with the teacher asthey enter the room. All students are expected to doat least one hour of homework each evening.

Learning Center

The Learning Center is staffed by a full-time teacherwho is supposed to work closely with all other membersof the staff. The focus of the Center is on individu-

alized instructions and self-directed learning. Pupilswork in groups and as individuals on preassigned aswell as self-selected projects. The purposes of theCenter are to: (a) increase the ability of pupils tobegin and complete work independently, (b) to providelearning experiences which would) not normally beavailable in the regular classroom, (c) to increasethe pupils' creativity and range of interests and(d) to make it easier for the teacher to assignindividual study projects.

Multigrades

There are two multigrade classes. One whith combinedgrades 1 through 3 and the second, grades 4 through 6.The 1-3 class contains 96 students, has 3 teachersand 4 volunteer aides. The 4-6 class has 90 students,3 teachers and 2 volunteer aides. The purpose of themultigrades are to: (1) allowteachers to specializein the teaching of subject areas and thus improve theacademic excellence of the students; (2) increase thesocial and intellectual interaction of pupils acrossage groups, (3) increase the ability of pupils towork independently, (4) increase respect for studentsof different ages.

Reading Program for Bilingual Pupils,

A special reading program published by Hispanic Presshas been instituted at the demand of a small'group ofChicano parents. The,main purposes are to increasethe ability of. btlingual students to read English andto gain an appreciation and awareness of the Chicanoculture. All teachers are required to use thesematerials with the Chicano students in their classrooms.

Individually Guided Mathematics Program*

A K-6 individually guided mathematics program built opthe developmental concepts of Piaget and designed toimprove the mathematical excellence of the pupils.Used only in the multigrades.

Some' Reasons for Evaluating4the Special Programs:

. .

None of these aforemeWoned progr*ms have mandatoryevaluation requirements, however, tkiere are good reasonsfor evaluating each of the special'programs.

Learning Center

There is some disenchantment with the Learning Center.Some of the teachers have complained that the pupilswhich they send to the Center are not well supervised,that there is too much noise, and that the books andequipment are not properly maintained. Other teachersare wondering if the Center is used enough to justifythe services of a full-time teacher.

Multigrades

The mufltigrade has been a controversial program sincethe beginning. There seems to be no logical reasonfor the power which the mere mention of the programhas to polarize parents and teachers alike. Thereis likely to be a battle over this program in someform or another sometime in the future.

Reading Program for Bilingu'al Pupils

The group of Chicano parents who persuaded the.boardto accept the Hispanic program for the Ceval Schoolhas fallen out of favor with the rest of the Chicanocommunity. The group who is now in power controlsthe Parent Advisory Council and is reviewing all of

the work by the former group and may put, pressureon the board to abandon the Hispanic reading program.It would be helpful if you and the, board ha9e anidea Ofthe effectiveness of the program in orderto make a wi,.s,e decision.

Individually Guided Mathematics Program

Two members of the board are interested in gettingindividualized learning in math, scitence and readingestablithed in the entire school, and not justmathematics in the multigrades. It would be valuableto know how effective the program is in the eventthe board calls for a report.

Basic Education, Program

There is a move by the parents who were instrumentalin having the basic education classes put in theschool to convert the entire school to a'basiceducation plan. It would be very helpful to knowhow the basic education pupils compare to otherpupils in mathematics, writing and reading as wellas in social studies, art, music and physicaleducation in case they are successful in getting theschool board to consider their suggestion.

'Cry

EVALUATION

CONSULTANT'S

REPORT

3,,

TO: Susan Green'e, PrincipalCEVAL ELEMENTARY SCHOOL

Re: POssible evaluation activities


In preparing the enclosed report, I have listed, anumber of evaluation procedures which would yield usefuland interesting data. Realizing that your time is limited,I have estimated the number of administrative hours whicheach procedure is likely to require.

In addition, I have prepared tables for receiving thedata of each evaluative procedure to help you visualizethe kind of data each procedure will yield.

I hope this information will be helpful as you developyour evaluation plan for the coming year.

Sincerely,

MARTIN WINSTON, Ph.D.Evaluation Consultant

MW:ldf

:30

IMPThe Evaluation Improvement Program

' AVAILABLE

ASSESSMENT

INFORMATION

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Parent

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Summary

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Pupil

Observations

Teacher'Ratings

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Pupils

Teacher

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Summary

Sheet

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15

15

15

15

35

10

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40

20

33

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33

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Standardized Tests

SUBJECT AREA

MULTIGRADEBASIC

EDUCATIONSPANISHSURNAMED TRADITIONAL

GRADE PRE POST PRE POST , PRE POST PRE POST

1

2

4 2

3

4

5 . .

.

6

..

...

_ .

Forni&t....u.s.0d for reporting scores for each of the normreferefitecVor criterion referenced tests, for example,reading scores, language scores. All scores are inpercentile rank.

The essence of questions askedin Survey of Parents:

i. Parents' feelings about:

Multigrade

Basic Education

The Learning Center

Hispanic Press Materialt


2. Programs parents wantextended to rest of district:

Multigrade.

Basic Education

The Learning Center


Individually, GuidedMathematics


Mpltigrade

Basic Education

V. Parents' willingness to havechild use:

The Leatning Center


Individua4ly Guided

'Mathematics

Parent 'Questionnaire'

Table for Reporting Result;

PERCENTAGE OF PARENT RESPONSES




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The essence of the questionsasked in Staffo2uestionnaire:

1. Staff feelings about:

2. The percent of staffreporting positiveinfluence of prograMs on:

Learning problems

Discipline problems

Parent's complaints

Student disinterest inschool

Staff Questionnaire


PERCENTAGE OF STAFF RESPONSES

MULTIGRADE

BASIC

EDUCATION

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MATHEMATICS

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CENTER

HISPANIC

PRESS

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------7

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Multigrade

Basic Education

Individually Guided Mathematics

Learning Center

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4

The essence of the questionsasked in Interview with Parents:

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Multigrade

Basic Education

The Learning Center

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Basic Education

3. Parents' willingness to havechild use:

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1

2

3

4

5

6

Observations to be made:

1. Percentage of time pupils observed in productive work.

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3. Percentage of time pupils worked in groups.

4. Percentage of time pupils spent in non-attending to the assigned

task.

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Teacher Ratings

Table Used to Report Average Scores of 'Pupils

GRADE

ALL STUDENTS.IN GRADES

'tMULT [GRADES


PRE POST .PRE POST PRE POST PRE POST

1

2

1 3

4

5

__

I6

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1. Constructively cooperates with other pupils

2. Initiates learning

3. Has a positive self-concept

4. Works willingly.

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1. Reading

2. Mathematics

3. Spelling

4. Social Science

5. Art

6. Recreation

7. Science

. Music

9. Language

1. Total number of absences

2. Total number of bookschecked out or used atLearning Center

3. Number of student visitsto Learning Center

4. Number of students referredto principal for discipline

Teacher Logs

.

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-I

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MULTIGRADETEACHERS

,

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GRADE GRADE GRADE GRADE

I 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 3 4 5 6

H

Summary Sheet of Existing Records


ALLCLASSES

BASICEDUCATIONCLASSES

MULTIGRADECLASSES

TRADITIONALCLASSES

GRADE

.

GRADE

,

GRADE GRADE

1 2 3 4 5 6 12 3 4 5 6 1 2 3 4 5 6 1 2 3 4 56I 6

- _

ASSESSMENT

SELECTION

FORM

DUPLICATE ADDITIONAL SUPPLIES ON WHITE WHEN SUPPLY GETS LOW

4

ASSESSMENT SELtk TION FORM

DIRECTIONS: Select theassessment information youwant by circling the numberof hours required to collectthe information. Do'notselect more than 135 hours.If you assess the entireschool, then you need notselect any of the subgroupson the same row as they arein the "Entire School"category

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Language

Social Science

'Mathematics

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3. Staff Questionnaire

4. Interview with Parents

5. Summary of PupilObservations

6. Teacher Ratings ofPupils

7. Teacher Logs

8. Summary Sheet of .

Existing Records

15

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15

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10

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212"P The Evaluation Improvement Program


DIRECTIONS: Select theassessment information youwant by circling,the numberof hours required to collectthe information. Do notselect more than 135 hours.If you assess the entire,.school, then you need notselect any of the subgroupson _the same row as they arein the "Entire School"category

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Reading

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Social Science

Mathematics

Science

2. Parent Questionnaire

3. Staff Questionnaire

4. Interview with Parents

5. Summary of PupilObservations

6. Teacher Ratings ofPupils

7. Teacher Logs

8. Summary Sheet ofExisting Records

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4

The Evaluation Improvement Program


DIRECTIONS: Select the x0 r- 11) ....- 11) 0 0 r- 0assessment informationyou U1 e II) V) V) +.I 0 daC 0War W W C W W 41want by circling.the number 0 11) . IA a) 0 C0 g IA -0in , 0 wof hours required to collect :C : cc .,:c < = .c ..,c c e

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Language 15 15 15 15 55 ,

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Social Science 15 15 , 15. 15 55n

Mathematics 15, 15 15 15 55it

Science 15 15 15 15 55n

See2. Parent Questionnaire 35 35 35 35 35 page 4

See3. Staff Questionnaire 10 10 10 10 10 page 5

See4. Interview with Parents 25* 25* 25* 25* 95* "page 6

5. Summary of Pupil SeeObservations 40 40 40 40 150** page 7

6. Teacher Ratings of 4 SeePupils 20 20 20 20 70 page 7

See7. Teacher Logs 3 3 3 3 3 page 8

8. Summary Sheet of SeeExisting Records 3 3 3 3 3 pagic, 8

. ._


A111.The Evaluation Improvement Program

INTERDISTRICT

MEMO

-go

DUPLICATE ADDITIONAL SUPPLIES ON CREAM WHEN SUPPLY GETS L01,,4:-

INTERDISTRICT MEMO

To: Susan Greene, Principal, CEVAL ELEMBINTARY SCHOOL

From: Superintendent Hanson

Re: CEVAL EXPERIENCE WITH BASIC EDUCATION

At last night's board meeting, a group of parents headedby Mrs. Baker accused the board of dragging its feet on thequestion of, providing Basic Education classes for all of theschools in the district. In response, the board asked for areport on the Ceval experience for the next board meeting.The question they asked was: What are the advantages anddisadvantages of the Basic Education program as experiencedby ,the Ceval Elementary School? I would think if you couldanswer the questions I have formulated below, that the boardwould be well satisfied.

1. Do the Basic Educatlon students make as much prog essin reading as students who are not in Basic Educa ionT

. 2. In Mathematics?

'3. In Language Skills?

4. In Science?

5. In Social Studies?

6. In Art and Music?

7. Do the teachers of the school'consider the BasicEducation program worthwhi-le?

8. Do the parents?

9. Are the Basic Education students as innovative andcreative as the other students?

10. Are there any motivational problems associated withBasic Education?

11. Do B#sic Education students have more than their shareof discip176-problems?

PDH:m

4 L)

AellfrA I Evaluation Improvement Program

doconent resume, i 95 tn 0.08.196' · one of the prime movers of the basic education....

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