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Eval11 Session 221: Testing an Unusual Model of Professional Development: The Self-Directed Study Group

An AEA local affiliate tested a study group model of professional development in which organizers did not have high expertise at the beginning. The topic of learning was organizational network theory and evaluation. Attendees met monthly for 8 months. We evaluated the course through an on-line...

Testing an Unusual Model of Professional Development.pdf



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Eval12 Session 688: Comprehensive Perspectives for State Partnerships (all presentations represented)

* Using Local Perspectives to Identify Practice Based Evidence in Chronic Disease Partnerships, three PPT examples from New Mexico (S

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Focus Search - National Center for Environmental Health National Asthma Control ProgramS The Use of Evaluation to Inform Coalition Development New Mexico Department of Health Asthma Program By: Shelly Moeller, MPH, MCRP Evaluator NM Council on Asthma: Background & Accomplishments S Came together in Fall of 2010 S Held/hold meetings every other month



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Empowerment Evaluation in Context: Tools for Determining Impact of State Capacity Building for Increasing Outcomes of Students With Disabilities

Handouts from the session. Abstract: This session will present the National Secondary Transition Technical Assistance Center's (NSTTAC) Evaluation Toolkit. We begin with an overview of NSTTAC's capacity-building model and how data-based decision-making is used to improve outcomes of students...

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Focus Search - Without their commitment and effort, the Evaluation Toolkit would not have been possible: Kelli Bond Rashell Bowerman Harvey Crawley Michael Nokes Erik Pye lan Shadrick We also want to thank these state departments of education and local school districts who contributed evaluation examples to the Evaluation Toolkit: Arkansas Colorado New Mexico Oklahoma Kiamichi region in Oklahoma, including the Durant and Hugo school districts,& Northeast Pryor region in Oklahoma Gallup-McKinley County Schools, New Mexico Grants-Cibola County Schools, New Mexico i DRAFT—April 2009 – Pending OSEP Review ii DRAFT—April 2009 – Pending OSEP Review iii Section 1: NSTTAC Evaluation Toolkit 1 Overview of NSTTAC’s Evaluation Toolkit 1 Why Evaluation is So Important 2 Improving Results: The SPP/APR Transition Indicators 3 Effective Transition Practices 5 The NSTTAC Program Improvement Process 7 Evaluation Strategies 7 References 21 Section 2: NSTTAC Capacity Building Model 23 Overview of the NSTTAC Capacity Building Model and Components 23 Evaluation Examples 24 Section 3: Taxonomy for Transition Programming 30 Team Planning Tool for Improving Transition Education and Services 31 Section 4: Student-Focused Planning 32 Colorado Transition Institute 2008 Team Planning Tool 33 Evaluation Examples 34 Section 5: Student Development 47 Colorado Transition Institute 2007 Team Planning Tool 48 Evaluation Examples 49 Section 6: Interagency Collaboration 52 Arkansas Transition Institute 2008 Team Planning Tool 53 Evaluation Examples 54 Table of Contents Section 7: Family Involvement 55 Oklahoma Transition Institute 2008 Team Planning Tool 56 Evaluation Examples 57 DRAFT—April 2009 – Pending OSEP Review iv Section 8: Program Structures 62 New Mexico Summer Transition Institute 2004 Team Planning Tool 63 Evaluation Examples 64 Section 9: Strategies for Reporting Results 75 Evaluation Planning and Reporting Samples 76 DRAFT—April 2009 – Pending OSEP Review v NSTTAC Capacity Building Model and Examples 23 NSTTAC Indicator 13 Checklist 25 Guskey’s Five Critical Levels of Professional Development Evaluation 26 Extending Research to Practice: School and Agency Policies that Influence Provision of Transition Education and Services 27 Framework for Analyzing Transition-Related Policy Instruments 28 Young Adult Transition Programs Planning Evaluation 29 Taxonomy for Transition Programming 30 Team Planning Tool for Improving Transition Education and Services 31 Student-Focused Planning Evaluation Examples 32 Colorado Transition Institute 2008 Team Planning Tool 33 Tool 1: Educator Implementation Information–Student Involvement and Self- Determination Curriculum 35 Tool 2: Student Demographic Information–Student Involvement and Self- Determination Curriculum 36 Tool 3: Educator Information on Student Involvement in the IEP Meeting 37 Tool 4: Student Feedback Form–Student Involvement in the IEP Meeting 38 Tool 5: Parent/Guardian/Family Feedback Information– Student Involvement in his/her IEP (pre/posttest) 39 Assessment of Student Involvement in Transition Planning 40 Using Transition Assessment Results to Build a Transition-Rich IEP (evaluation) 41 Using Transition Assessment Results to build a Transition-Rich IEP–Gathering Data Regarding Indicator 13: Checklist for Reviewing IEPs 42 Using Transition Assessment Results to Build a Transition-Rich IEP (pre/posttest) 43 Using the Indicator 13 Checklist to Measure the Effectiveness of IEP Forms 44 Student Involvement in Educational and Transition Planning (evaluation) 45 Student Involvement in Educational and Transition Planning (pre/posttest) 46 Table of Evaluations Evaluation Tools for Implementing Student Involvement Curricula 34 DRAFT—April 2009 – Pending OSEP Review vi Student Development Evaluation Examples 47 Colorado Transition Institute 2007 Team Planning Tool 48 Job Readiness Workshop 49 Life Skills, Safety, and Social Skills in Transition Planning (evaluation) 50 Live Skills, Safety, and Social Skills in Transition Planning (pre/posttest) 51 Interagency Collaboration Evaluation Examples 52 Arkansas Transition Summit 2008 Team Planning Tool 53 Sample Transition Services Database 54 Family Involvement Evaluation Examples 55 Oklahoma Transition Institute 2008 Team Planning Tool 56 CIMP Focus Group Development Questionnaire–Parents 57 CIMP Parent Questionnaire 58 CIMP Focus Group Script-Parents 59 New Mexico Informal Family Forum 60 Transition Family Night Evaluation 61 Program Structures Evaluation Examples 62 New Mexico Summer Transition Institute 2004 Team Planning Tool 63 Transition-Related Legislation Quiz 64 Self-Assessment: Ability to Implement Professional Development 65 Self-Assessment: Knowledge of Transition-Related Services 66 Self-Assessment: Knowledge of Transition Practices Content 67 Strategic Planning for Transition Services Planning Evaluation 68 SPP Indicators 1, 2, 13, and 14: Understanding National, State, and Local Needs Evaluation 69 Arkansas Transition Unit Strategic Planning Evaluation 70 DRAFT—April 2009 – Pending OSEP Review vii Oklahoma Transition Institute: Facilitator Preparation Evaluation 71 Third Annual Oklahoma Transition Institute Evaluation 72 Secondary Transition State Planning Institute: Building for the Future Facilitator Preparation Evaluation 73 Secondary Transition State Planning Institute: Building for the Future Evaluation 74 Strategies for Reporting Results 75 Checklist for Identifying and Evaluating Program Goals, Activities, Outputs, and Outcomes 76 Taxonomy for Transition Programming: Examples for Planning and Evaluating Goals, Activities, and Outcomes 77 Implementing Transition-Focused Education: Reporting Program Outcomes– Planning Form 78 Reporting Transition Practices Achievement 79 Transition Activities–Report of Program Outcomes 80 Implementing Transition-Focused Education: Evaluation Report Template 81 DRAFT—April 2009 – Pending OSEP Review viii DRAFT—April 2009 – Pending OSEP Review ix Table of CD Contents Indicator 13 Checklist Framework for Analyzing Transition-Related Policy Instruments Young Adult Transition Programs Planning Evaluation Folder: Taxonomy for Transition Programming Team Planning Tool for Improving Transition Education and Services Folder: Student-Focused Planning Colorado Transition Institute 2008 Team Planning Tool Evaluation Tools for Implementing Student Involvement Curricula Tool 1: Educator Implementation Information–Student Involvement and Self- Determination Curriculum Tool 2: Student Demographic Information–Student Involvement and Self- Determination Curriculum Tool 3: Educator Information on Student Involvement in the IEP Meeting Tool 4: Student Feedback Form– Student Involvement in the IEP Meeting Tool 5: Parent/Guardian/Family Feedback Information–Student Involvement in his/her IEP Assessment of Student Involvement in Transition Planning Using Transition Assessment Results to Build a Transition-Rich IEP (evaluation) Using Transition Assessment Results to Build a Transition–Rich IEP–Gathering Data Regarding Indicator 13: Checklist for Reviewing IEPs (pre/posttest) Using Transition Assessment Results to Build a Transition-Rich IEP (pre/posttest) Using the Indicator 13 Checklist to Measure the Effectiveness of IEP forms Student Involvement in Educational and Transition Planning (evaluation) Student Involvement in Educational and Transition Planning (pre/posttest) Folder: Student Development Colorado Transition Institute 2007 Team Planning Tool Job Readiness Workshop (pre/posttest) Life Skills, Safety, and Social Skills in Transition Planning (evaluation) Folder: NSTTAC Capacity Building Model DRAFT—April 2009 – Pending OSEP Review Life Skills, Safety, and Social Skills in Transition Planning (pre/posttest) Folder: Interagency Collaboration Arkansas Transition Summit 2008 Team Planning Tool Sample Transition Services Database Folder: Family Involvement Oklahoma Transition Institute 2008 Team Planning Tool Parent Questionnaire and Focus Group Script New Mexico Informal Family Forum Transition Family Night Evaluation Folder: Program Structures New Mexico Summer Transition Institute 2004 Team Planning Tool Transition-Related Legislation Quiz Self-Assessment: Ability to Implement Professional Development Self-Assessment: Knowledge of Transition Related Services SPP Indicators 1, 2, 13, and 14: Understanding National, State, and Local Needs- Evaluation Arkansas Transition Unit Strategic Planning Evaluation Oklahoma Transition Institute: Facilitator Preparation Evaluation Third Annual Oklahoma Transition Institute Evaluation Secondary Transition State Planning Institute: Building for the Future Facilitator Preparation Evaluation Folder: Strategies for Reporting Results Checklist for Identifying and Evaluating Program Goals, Activities, Outputs, and Outcomes Taxonomy for Transition Programming: Examples for Planning and Evaluating Goals, Activities, and Outcomes Implementing Transition-Focused Education: Reporting Program Outcomes–Planning Form Reporting Transition Practices Achievement Transition Activities–Report of Program Outcomes Implementing Transition-Focused Education: Evaluation Report Template x DRAFT—April 2009 – Pending OSEP Review Overview of NSTTAC’s Evaluation Toolkit Welcome to the National Secondary Transition Technical Assistance Center’s (NSTTAC) Evaluation Toolkit


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FY05 and FY06 Systems Transformation Grants: Factors that Influence Grantees' Efforts to Change Community Long-Term Support and Service Systems

Powerpoint slides for Systems Transformation Grants presentation; part of Session 631: Multi-paper Session: Adaptation to Local Contexts #Cluster,Multi-SiteandMulti-LevelEval #2009Conference #Evaluation2009

2009 AEA Abel STG Session 11.13.09.ppt


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Eval12 Session 212: Veterans and the Criminal Justice System: Evaluating Treatment Options

This paper was presented at AEA 2012, and compared the state-level evaluations in RI and Texas for a national project dealing with jail diversion and trauma recovery with a priority for military veterans. Authors are John Stevenson and Stacey Manser. Paper Abstract: This paper examines how...

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Focus Search - Stevenson University of Rhode Island TEXAS Stacey Stevens Manser University of Texas at Austin Acknowledgments This work was funded in part by the Substance Abuse and Mental Health Services Administration (SAMHSA) grant: RI: 1H79SMO59269 TX: 1 H79SMO59275 https://www.federalregister.gov/articles/2009/12/04/E9-28953/agency-information-collection-activities-submission-for-omb-review-comment-request RI: Thanks to PIRE Associates Bill Zywiak, Karen Friend, and Jordan Braciszewski for their work in support of this presentation TX: Thanks to Sam Shore, Aaron Diaz, Gilbert Gonzales, and Cruz Vallarta for their work in support of veterans and this presentation JDTR Priority to Veterans – Overview 5-year SAMHSA grant to 13 states State and Local Advisory Councils Divert a primary population of veterans with trauma from the criminal justice system Divert into trauma-informed systems that provide trauma specific interventions Implement at local pilot sites and then rollout Cross-site and local evaluation 13 States w/ SAMHSA JDTR Funding Cohort 1 (2008) Colorado Connecticut Georgia Illinois Massachusetts Vermont Cohort 2 (2009) Florida New Mexico North Carolina Ohio Rhode Island Texas Pennsylvania (2010) Sequential Intercept Model The 13 JDTR states address a variety of intercept points 1 pre-booking; 7 post-booking pre-adjudication; 5 post-booking post-adjudication; 2 post-booking, post-sentencing 5 What can we learn from this important national study?


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How to Use Evaluation to Achieve HR System Alignment

This document is the combined presentation and handout for session 573 of the AEA 2010 conference. It outlines a conceptual model for talking about the HR system and how to use evaluation to inform decision-making. #Development #management #employee #evaluative #inquiry ...

Fuentes_HR_System_Alignment_AEA2010_573.pdf


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Sailing the Seven C's of Social Change

Session 302: Sailing the Seven C's of Social Change: A Framework for Evaluating Social Change and Systems Change Initiatives--presentation document and PowerPoint #SystemsinEvaluation #Evaluation2009

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Focus Search - The i2i Institute has utilized the 7 Cs framework in a number of large-scale change initiatives, including a women’s economic empowerment initiative in Africa, a juvenile drug court initiative in northern New Mexico, and an early intervention initiative in the Russian Far East