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Back to Index | Relevant Policy - 9.44 Evaluation of Instructional Programs
9.44.P.1 Evaluation of Instructional Programs

Section 9.44 - Policy


Regular evaluation of the educational program and instructional processes will be conducted under the direction of the department of accountability and achievement.  Evaluations will be scheduled according to a three to five year cycle aligned to the District strategic plan and the District curriculum cycle.  Procedures include the following steps:

1. Develop a steering committee to guide the evaluation.

2. Organize a steering committee to establish specifications of the program evaluation. The committee should include individuals who have the needed expertise. The job of the steering committee includes:
  • Discussing the key questions to be answered by the evaluation. 
  • What are the characteristics and distinctive features of the program to be evaluated?
  • How will the results of the evaluation be used?
  • What data and information are currently available?
  • What critical new information is needed? 
  • What resources will be needed to conduct the evaluation? What are the time limits? 
  • When are the results needed? 
  • What decisions might be based on the evaluation? Who should be involved in making the decisions? 
  • Will the data collected adequately answer the questions asked about the program? 
  • What forms of staff development (administrative, professional, support staff, etc.) are necessary to support effective implementation of the program?
  • Organizing the effort, deciding who is to do what.
  • Conducting or directing information-gathering activities. 
  • Analyzing the information so that it can be summarized and recommendations can be developed. 
  • Select the focus for the program evaluation. After the committee selects the purpose of the evaluation, focus and narrow the scope of the evaluation. The focus should include how the program increases student achievement. The following are possible areas to focus on:
    • Views of the staff involved with the program. 
    • Comparison of actual program results with expected results.
    • Reviews of currently available student achievement data or other data. 
    • Evaluation of the current instructional materials or proposed new materials for the program. 
      • Obtain the views of those affected by the program. 
    • Evaluation of student effort toward learning. 
    • Comparison of the current program with its actual program design or original goals. 
    • Professional evaluation of the program by (external, non-District) colleagues. 
    • Comparison of the program with similar programs in other schools or Districts. 
    • Comparison of program participant performance to nonparticipant performance at similar schools within the District.
    • Where applicable, evaluate the effectiveness of staff development on student achievement.
  • Select the information sources that will be needed for the program evaluation. If and when possible, triangulate information. Determine the types of data needed to achieve the purposes of the evaluation. Select the best quantitative and qualitative information sources that will inform the evaluation and the decision making process.
  • Establish a management plan or detailed schedule for the evaluation. The steering committee should list the steps of the evaluation and place a target completion date next to each step. The committee should indicate any necessary resources for each step, this includes money, time, and personnel. While steps are ordered logically, not every evaluation will proceed in a strictly sequential manner. Data collection forms must also be developed and checked in time for administration, and the data analysis procedures must be identified to ensure that the correct data was collected. Questions to consider while developing the management plan: 
    • What information is required to answer the program evaluation question? 
    • What data will be collected and what are the data sources? 
    • How will the data be collected (mailed survey, one-on-one interviews, observation, student files, student achievement data on the District mainframe system, etc.)? 
    • How large a sample will be needed, and how will they be identified? 
    • Who will collect the data and how long will data collection take?
    • Who will analyze the data, and how long will it take?
    • What will it cost in time and resources? 
    • What resources are available that can be utilized? 
    • Who needs to review the rough draft? 
    • What will the final report look like? 
    • When is the report due?
  • Develop or select the instruments or forms for collecting quantitative and qualitative information.
  • Develop a data collection plan of action to obtain or develop the necessary data collection instruments.
    • What data collection/scoring/analysis instruments and procedures already exist that can be used as examples?
    • What data has already been collected that can be used?  
    • How will new information be collected?  
    • What scoring strategies should be utilized?
    • What data will be needed to answer the evaluation questions?  
    • Who needs to provide information?
    • How long will it take?
  • Collect the information.
  • Analyze the information, summarize the results and make recommendations.
    • Gather the data collected and determine that it is valid, accurate, and reliable.
    • Summarize the data.
    • Develop a list of recommendations based upon the results.
    • Make valid and justifiable recommendations for program change or continuation.
    • Recommendations should be practical, efficient, and capable of being implemented.
    • Program modifications/changes may be integrated with other existing programs.
  • Prepare the initial report.
    • Key stakeholders should review the draft evaluation report to confirm its validity and inclusiveness prior to finalization.
  • Share the final evaluation with stakeholders in the evaluation.
  • Develop a follow-up action plan.  An effective action plan should answer the following questions:
    • What will the plan accomplish (the objectives)?  
    • What activities are needed to achieve the objectives?  
    • Who will be responsible for carrying out the activities?  
    • What is the target completion date for each activity?  
    • What will serve as evidence of success for each activity?  
    • What further staff development is needed to support the program?