Technical Assistance of State Data Collection
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OSEP is seeking stakeholder feedback on Innovative Strategies and Best Practices to Attract, Prepare, and Retain Effective Personnel. If you would like to provide feedback on this very important topic, please follow this link to share your input.
Additional Resources for Grantees
Knowing how much to budget for an evaluation requires an understanding of the evaluation process and of the various factors that might influence costs. This CIPP brief discusses these factors and the included Evaluation Cost Considerations Worksheet can help you think more deliberately about the different factors affecting costs in an evaluation.
The CIPP Logic Model Outline provides information to help project staff and evaluators think through how they will implement and evaluate their project. It provides guidance on typical types of inputs, activities, outputs and expected short-term, medium-term, and long-term outcomes that should be considered when planning, implementing, and evaluating a project. It also illustrates the roles of external factors and evaluation throughout the project cycle.
The Adolescent Literacy Model Demonstration projects created an instrument to capture the context features of their implementation sites. The instrument summarizes demographic and instructional features at the school- and classroom- levels.
Capacity building is a term that is frequently used, yet hard to define and measure. The CIPP brief “Conceptualizing Capacity Building” presents the different dimensions of capacity building described in the literature and outlines strategies to evaluate capacity building efforts. It also includes an annotated bibliography with links to useful tools such as state and district capacity assessments.
This CIPP TA product is designed to help grantees effectively communicate information about project progress and results to a variety of audiences. The product includes a discussion of why grantees might want to communicate with a specific audience, and outlines key questions to ask when designing a communications plan for different audiences.
Webpage with the 2018 Grant Perfornance Report for Contniuation Funding and OSEP Performance Measures.
This is the FY 2019 Annual Performance Report for grantees under the Technical Assistance on State Data Program (84.373).
This CIPP TA product is designed to help projects funded under OSEP’s discretionary grant programs develop high-quality project performance measures.
The alternate assessment in Massachusetts is one pathway to meet the state requirements for earning a "competency determination" needed to receive a regular high school diploma. Therefore, it was necessary to calibrate performance levels precisely between the alternate assessment and the general assessment, especially at the Needs Improvement level, which is the level required to earn the competency determination. Massachusetts decided to use an analytical rubric to convert raw scores to performance levels. Combinations of scores that could be obtained across the alternate assessment scoring rubrics for Level of Complexity, Demonstration of Knowledge and Skills, and Independence were discussed and reasoned perceptions were used to assign performance levels of Awareness, Emerging, Progressing, and Needs Improvement or above (Proficient, Advanced) in each portfolio strand. The reasoning behind the Massachusetts approach and the ways in which performance levels in each strand are combined to produce an overall performance level is described further in the report. This approach reflects not only the Massachusetts standards, but also its unique culture and values.
This page lists resources developed by IDC and IDC partners on the topic of disproportionality, including white papers, presentations, rubrics and other tools.
This toolkit includes information about the Department’s investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The section on large-scale assessment includes a collection of seven papers and a glossary that address key issues related to the participation of students with disabilities in these standards-based assessments. The TA products are divided into four substantive areas: Assessment, Instructional Practices, Behavior, and Accommodations.
This CIPP infographic discusses some of the reasons to conduct an evaluation and outlines concerns that are commonly associated with evaluations.