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Gatherings on Impacting the Brain through Educational Practices
Memory, Recall & the Brain
The Gifted Brain
Parent Work Shops
Brain Based Teaching
Creating and Changing Mindsets
Using Data to Assess Program Impact
Using Data to Assess Program Impact

Gathering, Measuring, Analyzing and Using Data to Assess Program Impact :

We Provide Professional Evaluation Services for Grants, Programs and Projects

•  Work with clients to identify team of individuals to assist in construction of the overall study/research design
•  Identify salient questions - suggest hypothesis and/or areas of inquiry
•  Conduct literature review as necessary
•  Identify specific variables that, when appropriately measured, will provide information/data about possible answers to the questions
•  Establish a protocol for the collection and organization of data
•  Identify subjects and sampling plan
•  Provide plan for analysis and reporting of data
•  Collect, record, and analyze data
•  Create charts, graphs, and tables illustrating findings
•  Develop and submit findings in a formal report
•  Coordinate with team to suggest meaningful recommendations derived from the findings

Note: the listing above is a general outline and is not intended to describe every step necessary in conducting high quality analysis of programs and/or processes.

Drs. Hayden and Greenleaf have consulted on several evaluation projects over the years to provide quantitative and qualitative assessments of programs and services by working with teams of educators to construct and implement formal and systematic investigations into the impact of local or grant generated initiatives.

Linking Teacher Practice Directly to Student Acheivement :

Timely, Diagnostic "Local" Data

Description: Not High Stakes. Not Annual. Not even quarterly. Learning is NOT determined by the annual alignment of curriculum--or test scores. One of the most powerful factors in student learning is feedback. Research studies report between 21% and 41% impact on student achievement outcomes-- when used with certain criteria. The questions are: What feedback? How soon? How much? In what format? Data that is diagnostically useful to educators (and to students for feedback purposes) must be available now - about the skill or objective of focus for today's instruction. This workshop demonstrates how two schools have used a new method to dissect curricular standards/objectives, convert them into simple 3-5" classroom assessments, and generate representations of student and class achievement levels within minutes.

Learning Outcomes ~ Participants will:
•  View student learning objectives
•  See the data organization
•  See the immediate charts and graphs of student achievement levels

Effects on Student Learning:
•  Students, when provided feedback soon after a lesson and practice, understand their successes and challenges in a more discrete, useful way.o Teachers, when able to clearly identify student learning needs TODAY, can plan TOMORROW's lesson in a more focused manner, specifically addressing demonstrated student need--by class, by group, or by individual.
•  myScholaris Software for managing the cycle of teaching and learning.
•  myScholaris.com is a web-based program that provides an efficient way to effectively monitor student progress on targeted objectives and requisite skills for success. It provides immediate feedback to building leaders, teachers or students-as desired by the user.
•  This system simplifies the process of making informed decisions regarding student capacities and potential "real time" adjustments for reemphasis or review. It also allows teachers and school leaders to pinpoint opportunities to adjust practices based on individual student, small group and whole class successes.
•  The process, documented by the software system, can be orchestrated at different levels and on adjustable time-lines.

Levels Time-line Interval Uses:
District - Annually; Building - Quarterly; Department - Monthly; Grade - Weekly; Team/Academy - Daily; Small Group - As Needed; Program; Individual


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