FRIT 8435 Assignment #2 Evaluability Assessment Checklist Shannon Morris and Lynn Holland

Question Step 1. Is there a contractual requirement to evaluate? (If yes, initiate the evaluation; if no, go to step 2.) Answer No there is no contractual requirement to conduct an evaluation to determine whether the Response to Intervention program at Bleckley County Primary School is effectively aiding Kindergarten and 1st grade students improve academically. Yes, the program is designed to meet the needs of struggling students to give them to individual instruction so they will be able to meet grade level benchmark scores. Each student has an individual plan based on weaknesses, and assessment data is taken to document student progress. Yes, the RTI process is an Achievement Pyramid of Interventions which is the process of aligning Justification No contractual obligation is in place at this time for this evaluation.

Step 2. Does the object of the evaluation have enough impact or importance to warrant formal evaluation? (If yes, go to step 3; if no, formal evaluation is unnecessary, and you should discontinue further use of this checklist.)

In Georgia, Response to Intervention is based in the general education classroom where teachers routinely implement a strong and rigorous standards-based learning environment. RTI impacts general education classrooms.

Step 3. Is there sufficient consensus among stakeholders on the model for the program? Its goals and objectives? (If yes, go

The models for RTI are designed by the state that the stakeholder participate in, and Georgias RTI process

to step 4; if no, consider a needs assessment study.)

appropriate assessment with purposeful instruction for all students to reduce the number of referrals to Special Education. The cost for educating a students with special needs in Special Education is much greater than a student in General Education. Yes, the program has begun and the action to the Response to Intervention process sets up evidencebased interventions utilized with increasing levels of intensity based on progress monitoring. Bleckley County Primary School has effectively created interventions for Kindergarten and 1st grade students so that they will improve academically.

includes several key components which include: - A 4-Tier delivery model designed to provide support matched to student need through the implementation of standards-based classrooms. - Evidence-based instruction as the core of classroom pedagogy. The program model in Bleckley County Primary School is aligned with the model prescribed by the state to effectively aid Kindergarten and 1st grade students improve academically.

Step 4. If the program has begun, are its actions consistent with the program model? Is achievement of goal(s) feasible? (If yes, go to step 5; if no, consider a needs assessment or monitoring evaluation to study program modifications.)

Step 5. Is the proposed evaluation feasible given existing human and fiscal resources and data availability? (If yes, go to step 6; if no, find more resources before

Yes at Bleckley County Primary School the RTI process is effectively taking data on learning and behavioral goals for identified Kindergarten and Ist

Data Teams at Bleckley County Primary School serve as the driving force for instructional decision making in the building. Purposeful allocation of instructional resources

proceeding or revise the scope of your plan.)

grade students.

are based on student assessment data.

Step 6. Do the major stakeholders agree on the intended use of the evaluation? (If yes, go to step 7; if no, discontinue or focus on those stakeholders who can use the information effectively.)

Yes, the stakeholders, which are: parents, teachers, administrators, students, GaDOE, and the taxpayers, have identified that significant intervention data is necessary for a child to receive formal evaluation prior to moving to Tier 4. The stakeholders will be able to use this evaluation to assess if Bleckley County Primary School students are benefiting from this intervention. Yes the stakeholders (parents, teachers, administrators, and students) will be directly involved in both the information gathering and in the implementation of any improvements that are suggested. No, the stakeholders have a vested interest in the success of the RTI program. The stakeholders are teachers,

The stakeholders are in agreement that the evaluation will determine if the use of a variety of ongoing assessment data will determine which students are or are not meeting success academically and/or behaviorally.

Step 7. Are the stakeholders in a position to use the information productively? (If yes, go to step 8; if no, discontinue or focus on other stakeholders who can use the information to make decisions or take action.)

Due to their involvement, stakeholders would be able to easily accept all findings and implement changes.

Step 8. Will the decisions of your primary stakeholders be made exclusively on other bases and be uninfluenced by the evaluation data? (If

All of these stakeholders participate in the actual program to some degree and will greatly benefit from its improvement. They are seeking

yes, evaluation is administrators, superfluous discontinue; parents, and students. if no, go to step 9.) Step 9. Is it likely that the evaluation will provide dependable information? (If yes, go to step 10; if no, discontinue.) Yes, since the data used for this evaluation will be gained through progress monitoring tests that have been maintained throughout the year and from questions answered directly from those immediately involved the evaluation will be accurate. Yes, the evaluation will be completely acceptable according to standards of propriety. Parent and teacher interviews will be conducted anonymously and privacy will be maintained throughout the evaluation. Yes, based on our responses to the steps 1-10 above, the evaluation should be conducted.

improvements and very willing and open minded to suggestions. The progress monitoring data gathered for this evaluation is regularly gathered and monitored by teachers, administrators, and parents. The interview questions are kept anonymous so that all interviewees may be open and completely honest while privacy is maintained. Student records will not be attached to any individual students. The data will be used as a whole. No names will be made public or discussed in the evaluation. All interviews will be conducted in confidence.

Step 10. Is the evaluation likely to meet acceptable standards of propriety? (See Chapter 3.) (If yes, go to summary. If not, consider other means of data collection or discontinue.)

Summary: Based on steps 1 10 above, should an evaluation be conducted?

We are justified in doing this evaluation because program goals and priority information needs are defined, the program objectives are established, and we have access to the Bleckley County Primary School the RTI student assessment data. We met the requirements set in this rubric and we will conduct a meaningful

evaluation.
Checklist for Determining When to Conduct an Evaluation was taken from, Practical Guidelines for Planning Evaluations p.272 GaDOE Response to Intervention Data came from the web page on the Georgia Department of Education's website.