Past Reports

In California's State Improvement Grant (SIG) effort, systems change has been the focus since day one. The motto “Do and Develop” was adopted to instill the spirit of willingness to take action, to learn from experience, and then to take new actions based on that experience. These efforts are being guided by research-based core messages in areas such as literacy, collaboration, and behavior http://www.calstat.org/cores.html.

Evaluation has been integral to the CA SIG effort through the active use of data to inform the system change process in a way that is accessible to all participants. We see evaluation as an intervention, one that engages participants in reflection and examination of the data toward their being able to make data-informed decisions http://www.signetwork.oDocs/CA/California705DC.ppt.

Inspiring Success:
In response to many requests from the field, California has focused on supporting implementation of a more inclusive/collaborative classroom model in order to improve outcomes for all students, and in particular, those with special needs. To accomplish this goal, the California SIG has provided funding for training and technical assistance in the area of collaboration between general education and special education . During the five years of California's first SIG grant, over 100 schools, districts, county offices of education, and SELPAs received SIG-funded collaboration training/technical assistance from leading field experts and “leadership sites” identified for their outstanding work in general education/special education collaboration.

In 2004, a survey was conducted to find out what, if anything, had changed at the sites receiving the training/technical assistance. Forty-two sites responded. The survey asked sites to describe their service delivery model prior to and after receiving technical assistance in the area of collaboration. The sites were also asked to rate their degree of collaboration on a scale of 1 (totally separate) to 10 (totally collaborative) in the following areas:

• Assessment
• Intervention
• Core Curriculum
• Teaming
• Accountability
• The Role of Parents
• Administration
• Resources
• Professional Development

Before receiving TA , the overall average degree of collaboration at the sites was 4.19 on a scale from 1 (totally separate) to 10 (totally collaborative). This indicated that, on average, the sites were operating more separately than collaboratively. When asked what their service delivery system looked like prior to receiving TA, the sites responded that they focused on students receiving special education services in a self-contained setting; and, since there was little collaboration between special education and general education teachers, the special education students were seen as separate from general education and not a joint responsibility.

After receiving TA , the overall average degree of collaboration at the sites was 6.66 on a scale from 1 (totally separate) to 10 (totally collaborative). This indicated that, on average, the sites were operating more collaboratively than separately. When asked what their service delivery system looked like after receiving TA, the sites responded that there was much greater inclusion of students receiving special education services and special education teachers in the GE classroom; there were more pre-referral intervention options available; teachers were collaborating more and working as a team; and at many sites scaffolded/differentiated instruction was used for all students and was based on extensive assessment.

When looking at the collaboration indicators in specific areas, the greatest gains were made in teaming, intervention, and focus on the core curriculum.

Student achievement at the collaborative sites was examined through analysis of their Academic Performance Index (API) scores between 1999 and 2003. Ninety-six percent of the collaborative sites that received three or more days of TA in collaboration and had received some of this TA at least a year prior to the survey being conducted showed growth in their API scores, with an average gain of 81 points toward the statewide goal of 800.

To see a full report on the findings of the Collaborative Sites Survey, go to http://www.calstat.org/ta.html.

Sharing Resources:
The California SIG Evaluation Team has not only focused on evaluating program activities and outcomes, we have also focused on creating easy to use tools that help make data gathering, analysis, and interpretation a more manageable task for schools, districts, county offices of education, and SELPAs.

TED (Training Evaluation Database)
TED is a database developed in FileMaker Pro, to assist in gathering and reporting on information related to professional development training. Just a few of the many capabilities that have been incorporated into this user-friendly program include:

• Participant registration
• Printable event roster and nametags
• Mailing labels
• Event certificate of completion
• Continuing education units and hours
• Event evaluation form and entry
• Email broadcast by type of participant
• Tracking events across multiple funding sources
• Numerous evaluation and participant reports at the click of a button

To view more information on TED, go to: http://www.calstat.org/ted.html or contact Kelly Bucy at ted.support@calstat.org for a demo copy.

California Standards Test (CST) Proficiency Charting

On the California Department of Education's website, the percent of students performing at the five levels of proficiency (advanced, proficient, basic, below basic, and far below basic) are provided in table format at the school, district, county office of education, and statewide levels. Students are tested in the areas of English-language arts, math, and social sciences.

The SIG Evaluation Team developed an Excel charting database that allows the user to enter the numbers for their school or district and easily chart them so that the percentages are visually represented and much easier to understand and use in the decision-making process.

To view example statewide charts, download the Excel program, or download brief instructional movies, go to: http://www.calstat.org/CSTProficiencyCharting.htm.