ED 211 '298

N- AUTHOR ,

TITLE

INSTITUTION

SPONS AGENCYPUE DATE.NOTE

ZDRS PRICEDESCRIPTORS

IDENTIFIERS

DOCUMENT RESUME

BC 013 1044

, 'Carsrud, Karen; And 'OthersEval tion Design: 1981-1982 Title I. Publication No.

irAUS in Independent School District, Tex. Office ofResearch and Evaluation.Department of Education, Washingtoni.,E.C.'Oct 81 .

42p.; Paper copy not vailable due to suall printsize. \...

.AMF01 Plus Postage.! PC Not Available frou EDFS.*Data Collection; *Econothically Disadvantaged;*Educationally Disadvantaged; Elementary'' Education;*Evaluation Methods; Federal Programs; InformationSources; Low Income Groups; Minority,Grgups; ParentParticipation:Preschool Education; Priaary

gram Effectiveness;hoos; Reading

strict *Elementary

Education; Program Design; Pr*Program Evaluation; PublicImprovement*Austin Independent School DSecondary Education. Act Title I

ABSTRACT a

The, evaluation. design for Austin Independent SchoolDistrict's Ele;entary Secondary Educatiopct Title I project for1%81-82 is a 1 -year` plan of evaluation work which providee a brief..project and evaluation summary, the major decision and evaluationquestions tc be addressed, other information needs, disseminationplans, and information sources to be used.The majcL.foci of, theTitle I evaluation component for .1981 -82 will be efleciiyenes,t of:pre-kindergarten and kindergarten instruction; the Title I readingImprovement Program (TRIP) ;the Parental Involvement Ccupnent; the.school-wide projects at Allison and Becker; and Rainbow Kits.Whenever possible, lOngitudinal examination or tracking of studentsin the program will be conducted..(Author)

11

**************W************.***!14************************************.*** Reproductions supplied by EDRS are the lestthat can be made *

* . . , from the original document. *

*****************************;*****1c*******************4.***************

.r

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0.

Research

and

Evaluation

EVALUATION DESIGN

1981-1982 Title I

October, 1981

ter

Austin Independent

School District

Texas

,

rec., q-na /

ti

/

U.S DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION-PERMISSION TO REPRODUCE THIS

EDUCATIONAL RESOURCES INFORMATIONMATERIAaHAS BEEN GFtAN;ED B'CENTER (ERICI

The document has been reproduced esr))recemed from the person or organtzenon

Vhiertor chenget NA been made to tarprovefetxodottion oesery

I Pont* of view of°Salmons stated to theS doma

ment do not netessatey representotfloet NIEPowbon w policy

rO

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

EVALUATION DESIGN

1981-1982 7-1-tee

.Octobt.A., 1981

OFFICE OF RESEARCH AND EVALUATION'AUSTIN INDEPENDENT SCHOOL:DISTRICT

Evaticatoit.:

Karen CansACid,, Ph. D. .

Evabiation Intetn:304 eph 84442e4 on

Evatuati.on A44.atant:

Wanda Wazhington

Data Anaty.st:

Kaagn GoOtth

Sectetaty:Lotkie Wand

Approved:

alr/%r 2rAti"te., 1 ST74

ACKNOWLEDGEMENT AND DISCLAWR

PubLica&on No.: 81.29

the lo&ofeet pu.sented Oeuponted,heneih waz pet6onmed puAzdant.to a gtant

6/Lam-the. Depwarnent 06,Eddcati-on. However, .the opinionz exptaised hettin

do not necw) y tegect'the position on policy o6 the Depantment, and

no o66icia2 arida ement by the Department 4h:owed be in6ented.

3

-r-

.4

81.29

/

Evaluation Design ABSTRACT

Title: EVALUATION DESIGN: ESEA Title I '1981-82

Contact Person: Karen Carsyud,Freda Holley

af

No. Pages:

Summary:

. 0The evaluation design is a one-year plan of evaluatfOn work for this project.It provides a brief project and evaluation sdmmary, the major decision andevaluation questions to be addressed, other information needs, disseminationplans, and information sources to be used.

The major foci of the'Tit14 I evaluation component for 1981-82 'war beeffectiveness of :

pre-Kindergarten and.,kindergarten instruction,

the Title IReading Improvement Program (TRIP),

the Parental Involvement Component,

the school-wide projects at Allison and Becker, and .

0Rainbbw Kits.4

Whenever possible, longitudinal examination or tracking of students in theprogram will be ,onducted.

. A

2,

81.29

TABLE OF CONTENTS

Abstract ,

Table of Contents. .11-

, 1

! _4

Program Staff. , . .iii

I.? Evaluation Design Review Form

'II.. Narrative Summary

I 1

A. Program Summary 2

B. E4aluation Sumiary 5 t

III. Decision QuestionsA. Questions AddressedB. Overview

IV. Information NeedsA. Needs 12B. Overview 17

Vt. Dissemination 18

VI. Information Sources Summary 19

VII. ,Data to be Collected in the Schools 22

VIII. Evaluation Time Resources Allocation 23

4

ii5

4.

O81.29

PROGRAM STAFFJ

The.following Austih 4ndepandent'School District staffthembers are

responsible fors the imvlementation of the various compbnents of the

Title I program:

Ruth, MacAllisterAssistant Superiptenden of Elementary Education

Timy Baranoff, Ph.D.

Director of Elementary School Curriculum

Hermelinda RodriguezDirector of Elementary School Management

,Lee LawsDirector, Federal and State Applications and Compliance

Oscar Cantu "

Title AI /Title I Migrant Administrator

Kathryn StoneInstructional. CoOrdinator for Title I

Ann NeeleyInstructional Coordinator fer Title I

Alicia Martinez .

Instructional Coordinator for-Title I

Eva Barone,'Coordinator for Parental Involvement,

'Allie Langdon,Title ,I Instructional Administrator

Anita UphausInstructional Coordinator for Primary Education

4

eV

t

Also, members bf the Superintendent's cabinet not mentioned above:

"81.29

v.

1

EVALUATION RE'SIG'N REVJEW -FORM

The indiviauala listed below were provided an opportunity to revieirelevant pol.tions'of: this design and to provide input prior to pubrlication.

,

Oscar Cantu, Title I/Tttle I MigrantInstructional Administrator

Lqe Laws, Director I:if Federal and

State Applications and Compliance

Timy Baranoff, Director of ElementarySchool Curriculum

Anita Uphaus, Instructional Coordi-nator for Primary Education

Allie,Langdon, Titld I InstructionalAdministrator

16

Ann Neeley, Instructional/'dinator for Title I i

Kathryn Stone, InstructionalCoordinator for Title I

Alicia Martinez, InstructionarCoordinatOr for Title I

Eva Barron, Coordinator forParental Involvement -

John Ellis, Superintendent

James Jeffrey, Associate 'Superinten-dent of Operations,

Lawrence Buford, 4icting AssociateSuperintendent of Ii4truction

Ruth MacAllister, Assistant Superin-tendent of Elementary Edniation

Hetmelinda Rodriguez, Director ofElementary School Management

*

David Hill, Acting Assistant Super-intendent of Secondary Education

1

A

4d Sims, Director of SecondaryS hool\Curriculum

J. M. Ritbard, Director pf SecondlrySchool Management

Mauro ReynA Director of StudentRecords and Reports

Mike.Lehr, Executive Directorof.Personnel

Hobart Gaines, Director of SchoolCommunity Relatiorns

Jetta Todaro, Special Asststant forfor Administrative ervices

f 6

4.

.t I I AI:

PROGRAM SUMMARY

ti 41,

The,ESEA Title I Program in the Austin Independent School District is, .

a continuing program supported by funds from the Education Departmdhtunder the Elementary and Secondary Education Act. The purpose ofESEA Title I is to provide for.the learning needs of educationallydisadvantaged students in school attendance areas having high concen-trations of children fromlow-income fethilies. It is intended toprovide supplemental assistance over and above the.regular schoolprogram.

Participation of schools in the Title I program'ii determined by botheconomic and educational criteria. Schools which have ahigher_con-pentratiOnlof low-income families than the district average, are eligibleto receive Title I services. ,Standardized test results and otheravailable information are used. to determine which grade levels to serve,which schools to serve and how many students to serve .at each school.Participants are identified by ranking the students at each grade in a

.

school and selecting those with the greatest. -need.

Reading Component: Title I Reading Improvement Program (TRIP)

The main objective of this instructidhal component is ko improve Title Istudents' reading skills. The specific Reading Component outcome objec-tives can be found'in the Information Needs section of this ddsign.

A

The Title I Reading Improvement Program is supplementary to and coordi-nated with the. Austin Independent School District's hasic reading program.Its primary purposg is to provide additional assistance to studentsdeficient in oral language and/or reading skills. During' the 1980-81school year, Title I services will be provided to elibible students inthe following schools:

t

Allan Oak Springs'lackshear OrtegaBrooke pecan SpringsBrown Riccgetop

Campbell RosedaleDawson RosewoodGovalle SanchezHarris SimsLinder Travis HeightsLangford Walnut CreekMaplewood WinnMetz Wooten'

ZavalaNorman

$.

The recently developed Austin Independent School District Elementary Reading/Language Arts Position Paper outlines three aspects of the reading pro-gram: basic skills, developmental reading, and application. Title I willsupplement the AISD program with activities in the following areas:

. -81129

Basic Skills

41!

Developmental:Reading:

Application:

Oral Language DevelopmentEnglish as a Second LanguageVocabulary DevelopmentWord Attack SkillsComprehension

, Supplementary Basal ActivitiesTeacher-Made and Commercial Basal-'

Related Activities

Oral LanguageChildren's LiteratureCreative WritingContent Area Reading

The 26 Title I schools will employ classroom-based and "pull -out's in-

'structional approaches. Where space and instructional conditions permit,Title'I teachers will provide instruction in the regularother situations, seirices will be provided in the Titleor other: specified areas reserved for Title I-teachers.

Serviceg' will be rendered daily ininstructional periods Of 30 to 60minutes. Instruction will be delivered in groups not to exceed eight

per teacher.,

classrooms. In

I Reading Centers

Schoolwide Projecta: Allison and Becker

Traditionally, the Title I legislation has required.that instructionfunded.by Title I .mtst be supplemental; i.e., Title I instruction shouldbe distinct from regular instruction and should not supplant'instruCtionprovided wish state and local funds. The Mew Title I legislation, however,

allows the development of a new kind of Title I program, a schoolpro-ject, when at least 75% of the students residing within an attendance areaare from low-income families.. In a schOolwide project, ;ride I funds are

combined with local funds to lowtr'the pupil/teacher ratio', and Title I.instruction,is.no longer distinguishable from regular instruction. All"

students in the school are considered to be served by Title I. This year

AISD will have schoolwide projects at Allison and Becker for the second

year.

Early Childhood Education Program: Language Development Through Sensory

and Visual Experience

. .

A The Early Ehildhoodrognam which is afull-day prekindergarten programdesigned for lew-SES four - year -old children will provide cognitivqand

affective preschool instruction. The emphasis will be on oral laduagedevelopmint," concept development, and the acquisition ofproble solving

Campuses'participating in this program are Allan, Brown (2 units),

Maplewood, Norman, Ortega, Ridgetop,4Rosewood, and Sims. The units at

Allan and Ridgetop are. funded half out of Title'I half,out of Title

1 Migrant.. N '

Itt

, 8149

yr

Parental,Invol;/gment..1

1,

1

The Aieceites of this component are to increase patental support for the'IlLeti program and to elicit parental advide in the planning and im7plementation of the.prdgram. Parental advice,is obtained through ParentAdvisory Ouncils'(PAC'.0. A PAC Will be established at,each campus witha Title I program. In addition, a Districtwide PAC composed of representa-tives from local PAC's will'be established.

The other thrust Is to obtain parental support by providing them withtraining in ways they can help their children improVe their school pee-formance. .

Each sdhool 'designates a-cAmpus contact person for parental involvement.Each campus also chooses one of three options for gaining assistance inestablishing PAC's. They may choose to use-the Title I/T1tsle I MigrantParentalt.Invorvement,Specialist, the school's Title I Readitlg Coordina or,or the school's own staff. ,

)4nPUblic/Neglected and Delinquent Component

Title I. Programs have been funded for the following nonpublic schools orinstitutions for pagla'cted and delipuent children:

,A 'St. ,Austin' School

oiSt. Ignatius-Martyr" S ho .1St. Mary's Cathedral SchoolJbnior Helping liand HoAle for Children

Middle Earth Spectrum .-

,Salado House-Settlement-Club Home

Title reading teachers, aides, or/to ger44,the_designated students inMiddle Earth gpectrum will receive'

I

,

I

materials are provided for each campusthe areas of 'reading and/or math.

only materials for 1981-82.

10

;

JIB

EVALUATIPN*MMARY '

The evaluation of the Austin TitleI Program perves.a number of purposes:

provide informe on to program staff for use in,pianning and. s.

implementing the p ograml*

b. To. provide information to District administrators the Board ef..

Trustees, and the public -concerning the success of the prpgram;

c. To provide evaluation staff with information necessary for theplanning and implementation of subsequent Title, I evaluation; .

N

The information needs related to these purposes are met by the collection-fild analysis oTf needs assessment, implementation, afid.outcqme data.

Needs assessment information `'is provided on-,both a016.ad,irclasii asquestions arise and in formal *aye through the publicationof a neediassessment document.

%.

On-going evaluation of the impletheiltation,of.-pr6gret components istthnplished through classroom obserkatices, interviews, and the collectionof information about whom the prppam is serving.

Outcome evaluation through the Use orstandardised instruments will measurethe student- outcomes produced by'the p'roject activities.

4

The,following.reports will be prepared by Title I EVAIiiadon this year:%

.11' Title I Final Evaluation Report - .

,

This report is a 104.15 page.summarl of findings of the Title I' Pro-gram. Wisincluded in the ORE Evaluation Findings Voluthe..

,

..-Title I FinaLTechnical Report.4 .

.

4 . ,

This report presents the technical information relevant to each., . instrument..or information source used fn the evaluation.,

.

Staff assigned to carry out the evaluation'activities discussed abOve.and described in this document consists of andevaluetdr, onehalf-tipeeValuation 'intern, one evaluation assis nt, a data analyst and a secretary.,

\

3

, 1 3 A .

DECISION dUESTI6NS ADDRESSED

.. 0 . ,v

°D1. Sliould the Title,I Reading Component be modified? If so, how?/

f'D2.. Should Title I,Schoolwide. Projects be continued, expantded, or

rbvised? 'If 'so, how? ,... /

a % k

* D3. Should the Rainbow Kit Eroject be continued,impdifie'd, odis'cOntinued?--

% .

D4., Should the Title I Early Childhood,Education Program be continued,'modified, or discontinued?. If,so, hog?

D5. Should changes, be made in.z,the instruction,of kindergtsiten students

who have participated 141 Early'ChildhOod Education PfOgrams?

D6. Should the Title I, Parental Involvement Component be modified?If sb,. how? 4 -

,

S

444

04,11.4

-1 .24

6

',

ill BDECISION QUESTION OVERVIEW

MOIL. MEMO1 .

.DECISION QUESTION: -. f,

- .

-DECISION..

DATE. DATENEEDED,

V

RELEVANT EVALUATIONQUESTIONS & OBJECTIVES

INFORMATION SOURCES

41

...

Dl.'Shquf8 the Title I Reading 1m-

. provement Plogram be modified?

If .so, how,?. .

, !,

-`\ ,-....._

..

.

0 . '..

,

A.

- 4

( -

.

, nr 114

I.

.._

April,

.

.

.

.

.

k.

1982,4

-

/.. .

.

.

.

-

.

March,

.

,

.

.

1982

r

...

.

..

.D1-1.

D1-2.

D1 -3.

D1-4.

-t=,!

...

D1-. 5e

,

.Were thwobjectives of theTitle I reading component.met?

..

flow many studdnts were\

served at each grade in the

following'inis:---...

.

ai. in the class m only,

b: in the readiu center

only, ande. in both the cla *room

, and Keading celer?

Did students served inthe three various-lo ationa(classroom, lab,or th) .

differ in Achievement gains?.

Considering instructionalarrangement,, was the

participant-to-rnstructorratio.equitable acrosscampuses? .

e

How did the egievement ofTitle I etude comparewith that of a comparablegroup of formerly Title, I'students who had been in

Schools without Title I

for two years?4

.

a.

a..

a.

b.

a.

a.

,

.

.......

Iowa Tests of Basic Skills'/

1 lir

Title I Service Report.

.

. .

. -

y

'

Iowa Tests of Basic SkillsTitle-,1,,Zer.vice Report

.Title 1 ServIce_Report

.

..

Iowa Testa of ,Basic Skills

. (

.

.

.

VI

.

dr

0

13.

BESfOP. VA"'''E

.

.

111 B

DECISION QUESTIONS OVERVIEW

45, :DEC,ISION QUESTION ,,.i .

DECISIONDATE .

DATE'NEEDED

RELEVANT EVALUATIONQUESTIONS & OBJECTIVES

SOURCES:INFORMATION SOU ES

1

D2.

.

-

taa..

.

.)

1'

.

0

,

. ;

Should Title I schoolwide pro-

jects be continued, expanded or

,revised? If so, how?

..

...

.

i.

,1

.

te,

.

.

.

April 1982.

eN

.

.

March,

.

.

1982

/

el

,

DI-6.

0

D2-1.-

D2-2.

D2-3.

v.., .

Did 1980 At-Home Summer .

Program participants showlarger achievement gainsfrom April 1981 to April

1982 than the matched

comparison groups?,

-

Were the objectives of the

schoolwide projects met?.

Now did the achievement .

gains made by -low-achieving

:students (40th percentile or

below) in the schoolwideprojects compare with the

gains madeby low-achievingstudents in regular Title I

schools? .-

How did achi4 ev.ement gains

made by high - achievingstudents (above 40th percen-

tile) in the schoolwide pro-jects compare with tire pansmade by high-2achievingstudents in regular Title I

schools? .

.

.

a.

a.

a.

b.

a.

b.

.

Iowa Tests of Basic Skills'

-%

.

Iowa Tests of Basic Skills

Metropolitan Readiness Tests

Iowa Tets of Basic Skills.,

.

0..

Metropolitan Readiness Tests

Iowa Tests of Basic Skills

.

. w

.

if

I

I

16

11113

DECISION QUESTIONS OVERVIEW

I ,.

DECISION QUESTION

_ ,

DECISIONDATE

_

DATE.NEEPED.

..

RELEVANT EVALUATIONQUESTIONS & OBJECTIVES

,

INFORMATION SOURCES

z

.

D3.

.

.

,

.

,--

. . .

.

.

.

.

Should the Rainbow Kit project be

,continued, modified, or discon-

tinued?4

0

A

. A.

--

.

i

.

.

r

.

e

June,

)

C

1982

.

4,

_

J

June,

.

0

1982

.

' D2-4. how did the achievementgains of students who hadparticipated in a shoal-

wide project for two years

compare with students who

had been in a regularTitle I school for two year

and participated in Title I

during one or two years.k

,

D3-1. Did the. achievement gains

,

of Ra4 inbowsKit participants

exceed those of nonpartici-pants in the control group?

D3-2. - Do Title I students who

have participated in Rain-.

bow Kits at more than one

r

grade level show greaterachievement gains thanstudents who have partici-

pated in:a) only one grnde level of

Rainbow Kits?

b) no Rainbow.yibe?

.

JP-

a.

a.'

a.

olbwa Teats of Basic Skills

Iowa Tests of Basic Skills

.

Iowa Testa of Basic Skills

"X

( /

.

1

'4:

III BDECISION QUESTIONS OVERVIEW I

DECISION QUESTION DECISIONDATE

AWENEEDED

-

RELEVANT EVALUATIONQUESTIONS & OBJECTIVES

.

INFORMATION SOURCES

-

D4.

D5.

,

.

D6,

4

,

Should the Title I Early ChildhoddEducation Program be continued,modified, or discontinued? If so,how?

(

Should changes be made in theinstruction of kindergartenstudents who have participatedin

i

Carly Childhood Educationprograms? 411. .

* .

,

s

7Should the Title I Parental Involve-meat Component bit modified? If so,how?

.

April,

.

June,

July,

-

1982

,

.

.

1982'

'

1981,.

k.

March,

June,

.

,

June,

1982

.

.

1982

.

1

.

:

1981

.

D4-1.

D4-2.

.

D5 -1.

D5-2:

06-1.

.

....i

Yaq the objectivt of theEarly Childhood EducationProgram met?

Do former Pre-K participant,score higher than otherstudents in their schools

when they reach higher gradelevels?

,

Are there' differences be-tween former pre-K studgptsand their regular kindeT--garten peer n the amountof'time-they end in:a)'basic Instr. tionb) adult conta t, orlc). time-on-task?

What are the instructionalcontent areas covered bypre-K students and theirregular kindergarten peers?

. .

Were the objectives of theParental Involvement Com-ponent met?'

a.

-

a.

b.

a,

a.

a,

b,

c,

d,

.

Peabody eictore Vocabulary Test

Iowa Tests of Basic SkillsMetropolitan Readiness Teat

If

aKindergarten Observations

. 1

r

-.

Kindergarten Observations

.

Districtwide PAC AttendanceForm

Local PAC Attendance FormDistrictwide PAC AgendasLocal PAC Agendas

VLSI taiI20

)c ...\\ 1113

DECISION QUESTIONS* OVERVIEW

DECISION QUESTIONi

DECISIONDATE

1

DATE ,''''''--

NEEDED ,

a .

RELEVANT EVALUATIONQUESTIONS & OBJECTIVES

*

' INFORMATION SOURCES.

t

-

.

.

. .

.

. .. ..,

.

..

*

,,

.

, .

I

,,-

e

.

.

-..-

"

,

.

.

.

,

.

..

..

I

D6-2#,-Did attendance at District-

wide and Local PAC meetings

improve over the 1980-81

school year?

D6-3. How many Districtwide and

Local PAC meetings wereheld between July 1, 1981,

.'and Jude 30, 1982?

06-4. Now would parents prefer u).

be involved 14 PAC's in

' future years? (What would

they like to have included

on PAC agendas, for exam-

ple74

2

.

.

:

.

.

a, Districtwide PAC Attendance

iForm

b. Local PAC Attendance Form

a. Districtwide PAC Attendance

Form,b. Local PAC Attendance Form

a. Patedt Survey

e'

'

S

.

*

.

.

.

.

.

.

r P *F1 VV.;1-141ii

8k.29

Needs 'Assessment

IV A

INFORMATION NEED

Il. What percentage of the students residing in-each,Title I attendancearea from low-income families? A

12. Hoyt similar are the results when the schools are ranked for Title Ieligibility in the'various,ways possible under the Title I regulations?

13. How many student's in each school scored below selected percentile

poinpe-on the MRT and ITBS.o .

14. pow many students would be eligible for Title I services for variotits

combinations of criteria for campus and student eligibility?'

4 .

Annual Program Documentation

ne-

15. How many students were served by Title I at each grade in public and

nonpublic schools?

cIo. How many §tudents were served in N&D'institutions?

17. Were the objeCtives of the Title I Program met? (see below)'

Title I Reading Improvement Program

a. Upon completion 9f the 1981-82'scbool year, students in the Readingprogram in kindergarten will make the'following gains as measured'

by the Iowa Tests of Basic Skills (Language) administered in English;

17, will gain 10 per centile points or more.7 will garb 7-9 percentile points. ,

7 _will gin 4 -6, percentile points.

13 will gain.1-3 percentile points.'

56 will show normal gain or.less for students at. the same level.

b. UpOn completion of the 1981-82 school_year, students in the Tit I

Reading program in grade 1 will score as follows'on the April, 19administration of the Iowa Tests of Basic Skills (Average Heading'GradeEquivalent). A

I* score at a grade equivalent of 1.9 or-above.1 score between grade equivalents of 1.1-and 1.8.

7% wi 1score between grade equivalents of 1.4 and 1.6.21% wi 1 score between grade equivalents of 1.1 and 103.

36% will score at a grade ,eopivalent.of 1.0 or lower.

12

*3

. Upon completidn of the 1981-82 school year,.students in. theReading program in` grade 2' will' make the folloWingsgains As m,by the loWa.Tests Basic Skills (Rpitding Total):

'

419% Will gain 1(1 percentile points or mbre. *4% will gain' 7-9 perbentile_pointe

-7-317 will gAin 4-6 percentile points.6% will gain 1-Y.Percentile points.

will -glow not-Mal gain or less for students at the same level.f

it],e

asured

d. n completiOn of the 1981=82 school year, students ina' din program in grade 3 will mikethe following gains

y they /owe Tests of Basic Skills (Reading Total):

31 .will gain 10 percentile points or more.7% will gain 7-9 percentile points.11% will gain' 4-6 percentile points.13%. will gain 1-3 Tercentile points.

38% ,will sow normal_gain'orless for stu4gnts at the samd level.

Upon co mpletion of the 1981-82 school year, students in the Title IReading program in grade 4 will'make thd following gains,as measuredby the Iowa Tests of Basic Skills- (Reading Total):

L7% will gain 10 percentile points,or more.7% will gain 7-9 percentile points.7% 'will gain 4-6 percentile points.

13% will gain 1-3 percentile points.56% will show normal gain or less for students at tsame level.

f. Upon completion of the 1981-82 school year, students in the Title IReading' program in grade will make the following &ains as measured'by, the Iowa Tests of Basic Skills (Reading Total):

24% will gain 10 percentile points or more.7% will gain 7-$9 percentile ppints.

11% will` gain 4-6 percentile points.16% will gain 1-3 percentile points.'42% will show normal gain or less fox students at the same levell.

g. Upon completion of the L981 -82 school year, students in the Title I/Reading program in grade will make the following gains as measuredby the Iowa Tests`of Basic Skills (Reading Total):

21% will gain 10 percentile points or more.8% will gain 7-9 percentile points.

13% will gain 4-6 percentile points.12%. will gain 1-3 percentile points.46% will show= formal gain or less for students as the same level.

the Title I

.as Measured

.

13

24

0

81.27",i

J:

Schoolwide Projects.

'a. Upon completion of the 1961-82 school year, students in the Title Ischoolwide project at Allison in kindergarten will make the followinggainsas measured by the,towd Tests. ofBasic Skills.'

f9 will gain 10 percentile points or more.9 will gain 7-9 perentile points.2 will gain 4-6 percentile points.6, will gain 1-3 percentile points

54 will "show normal gain or les's for students at the same level.

b. Upon copple'tioft-of the 1981-82 school year; students in the. Title Ischoolwide project at Allison in grade I will score as lalPows onthe April, 1981, administration of the Iowa Tests of Basic Skills(Average Reading Grade-Equivalent).

27% --will score at a grade equivalent of 1.9 or able.12% will scoe between grada'equivalents of 1:7 and 1.8.

X16% will score between grade equivalents of 1.4 and 1.6.167: will score between-grade equivalents of 1.1 and 1.3.27% will score at a grade equivalent of 1.0 or lower,

c. Upon completion of the 1981-82 school year, students in the Titleschoolwide project at- Allison in grade 2 will make the followinggains as measured by the Iowa Tests of Basic,Skills (Reading Total).

29% will gain 10 percentile paints or more.'9% will gain 7-9 percentile points.2% will gain 4-6 percentile points.6% will gain 1-3 percentile points.

54% will show normal gain or less for.students,at the same level.'

d. Upon completion of thel981412 school year, students in the Title I,schoolwide project at Allison in grade 3 will make the followinggains ds measured by the Iowa Test of Basic Skills (Reading Total).

41843 will gain 10 percentile points or more.

1;% will gain 6-9 percentile points.12% will gain 4-6 percentile points'.9% will gain 1-3 percentile points.

297 will shoW normal gain or less foY students at the same level.

e. Upon completion of the 1981-'82 school year, students in the Title Ischoolwide project at Becker dnkindergarten will make the followinggains as measured by the Iowa. Tests of Basic Skills.

16 Will gain 10 percentile points or more.

14 will gain 6-9 percentile points.

14 will gain 4-6 percentile points.7. will gain 1-3 perbentile points.

48 Will show normal gain or less for students at the same level.

14

81..29,

.

f. Upon completion of the 1981-82 School:year, Students in the Titleschoolwide project at Becker in grade 1 will store as follows on .

Apiil, 1981, administration of the Iowa Tests of Basic Skill's.( Average 'eading Grade Equivalent):

/

'64% will score at a grade equivalent of 1.9 or above.5% will score between grade equivalents of 1.7 and 1.R.

12% will score between grade equivalents of 1.4 and 1.6.14% will score betioeeh grade equivalents of 1.1 anA 1.3.

. 5% will score at a grade equivalent of 1.0 or lower

g. Upon completion of the 19E1-82 schpOhl year, students in the Title Ischoolwide project at Beaker in grade 2 will make the followinggains 'as measured by the Iowa Tests of Basic Skills .(Reading Total):

20% will gain 10 percentile points or more.3% will g4n 6-9 percentile points.9% will gain 4-7 percentile points.1% will gain 1-3 percentile points.67% will show normal' gain.or less for students at the same

h. Upon completion of the 1981-82 school year, students in the Titleschoolwide project at Becker in grade 3 will make the followinggains as measured by the Iowa Tests of Basic Skills (Average ReadingGrade Equivalent.):

21% will gain 10 percentile points or more.6% will gain 6-9 percentile points. );

25% will gain 4-7 percentile Apints.12% will gain 1-3 percentile points.36% will show normal-gain 'or less for students at the same level.

i. Upon completion of the 1981-82 school year, students in the Title Ischoolwide project at Becker in grade 4 will make the followinggains as measured by the Iowa Tests of Basic Skills ing Total):

. ,

16% will gain 10 percentile points or more. /14% will gain 7-9spercentile oints.14% will gain 4-6 percenti points.

tg/P

...,

7% will gain 1-3 percenti e points.,

48% will show normal gain or less for students at the same level.

j. Upon completion of the 1981-82 school year; student.iu the,Title Ischoolwide project rat Becker in'grade 5 will make the followinggains as measaisA by the Iowa Tests of Basic-Skills (Reading Total):

46% will. gain 10 percentile points or more.-5% will gain 6 -9 percentile points.'16% will gairi,4-6 percentile points.3%. will gain 1-3 percentile points

30% will show normal gain or less for students at the same level.

15

26

41,

81.29

k. Upon completion of the 1981-82 ifhool year, stu tsin the Title I, schoolVide project at Becker in grade 6 wilkme e e following

gains as measured by the Iowa Test's of Basic Skills ading Total):

27% will gain,10 percentile points or more.5% 0.11 gain 7-9 pescenOle points. 6 e

13; wal gain 4-6 p4icentile points.7% will gain 1-3 percentile points. .

27%` will show normal gain of lesilor student's at the same lev4.

Early Childhood

. Upon completion of the 1981-82 school year, students in the EarlyChildhood program in prekindergarten' will make the following gainsas measured by the Peabody Picture Vocabulary Test:

25% will gain more than 20-standard score points.22% *will gain 11-20,stadard score po .ts.14% will gain 6-10 standard score ints.

7% will gain-.1-5 standard score points. 0

32% will show normal gain or less for students of the same level.

.

Parental Involvement

A minimum of one parent training session for theDistrictw PAC members will be held during the1981-82 school year. It. may be in conjunction

with the Districtwide PAC meetings:

A minimum of two aff det4iopment sessions willbe held by the' Tit d and Tine I...Migrant in-structional coordinators for the community repre-sentativei and/or thecampus PAC contact persons.

A minimum of one parent'training'session will beheld on each Title I2campus during the 1981-82school year. It may be held in conjunction with-the local PAC meeting.

2716

IV B

INFORMATION NEEDS OVERVIE

INFORMATION NEED

.

DATENEEDED

INFORMATION SOURCES. ,

Il.

12.

.

L3

I4.

15.

.

16.

17.

.

What percentage of the studentsin each Title I attendancefrom low-income families?

How similar are the resultsschools are ranked for Titleity in each Kay possible underTitle I regulations?

,

How many students in each sbelow selected percentile pointshe MRT and ITBS?

Ho many students would beTit e'I services foe varioustions of criteria forcampusstudent eligibility?

How many students were servedat each grade'in,public andschools?.

How many students were servedinstitutions/ .

Were, the objectives of the

program ment?

'lb

residingarea are

40

when theI eligibil-

the

1 scoredon

eligible forcombine-and

by Tile Inonpublic

in N&D

.-

Titre I.

,

.3-1-82

...

,

3-1-82

3-1-82,

3-1-82

47-1-82.

7-1-82

7-1-82

a.

b.

c.

d.

e.

f.

glt

a.

b.

c.

a.

b.

a.b.-

c.

a.

b.

c.9

a.

a.

b.

Student Master File ,

District Free Lunch RecordsIncome Information for District Special ProgramsDistrict DropOut FileIncome Information for DropoutsAttendanbe Information from Nonpublic Schools andN&D InstitutionsIncome Information from Nonpublic Schools andP&D Institutions ,i..Page 3 SourcesMetropolitan Readiness TestaIowa Tests of Basic Skills

Metropolitan Readiness Tests'Iowa Tests of Basic Skills

* ,

Metropolitan Readiness TestsIowa Tests,of'Basic SkillsPage 3 Sources

,

Title I Service ReportNonpublic School Nine Week Report

.

Pre-K Enrollment Form. /'\

N&DNine Week Reports.

Metropolitan Readiness Tests . .

Iowa Tests of Basic Skills- ,

29:

V

DISSEMINATION.

INFORMATION4

DISSEMINATIONFORMAT

BATE_

PERSONSRECEIVING

, .Evaluation findings.for 1980-81 Brief Brochure

a

8-81 For general dis-

tribution:

.

.

.

.

-

.

Parents,Teaciers,Principals,Program: staff,,

Administratin, :

.,

Evaluation findingS for 1980-81 Prqsentation 9-81

TEA,

etc.

Title I TeachersTitle I /Migrant

PAC '

Evaluation design or 1981-82 Evaluation Desigr 9-30-81 Program staff,

. Administrators_

$

Needs assessment information Needs Assessment 2-82 State and FederalDocument `Applications and

Compliance

Evaluation findings for 1981-82 Final Report 6-30-82 AISDTechnical Report . .. .

) .

/7-----___/-

,.

..

_

d.- 4

. .

.

.

J .

,

f

..

18

30

VI,INFORMATION SOURCES

INFORMATIONSOURCE .

F'OPULATION.

,

EVAL.OUES.REFERENCED.

DATE,'COLLECTED

ANALYSIS.

TECHNIQUES C.......

_

REMARKS

1,

2.

3.

4.

5.

Peabody PictureVocabulary/leht.

.

Metropolitan ReadinessTests.

'

Iowa Tests of BasicSkills. '

%.

I A

Kindergarten Observa-Lions

APre-K Enrollmerk Form

.

A14 Early Childhood par-ticipants.

v.

All let gradersin TitleI schoole. -----..

1. All students in gradesK-8, 1981-82.

2. All Title I partici-pants, 1980-81.

lbA sample of former Pre-Kstudents and a sample ofregular K students in Title.1 and non-Title I schools.

.

StAnts enrolled in TitleI pre1K program.

D4-1

D2-2,

D4-2,1-4;

DI-1,

D1-5,D2-1,

D2-3,

D3-1,D3-3,

1-2,

I-7.

D5-1,

.

02-3,

1-2, 1-3,1-7

D1-3,D1-6,

D2-2,

02-4,

D3-2,D4-2, 1-2,1-3, 1-4,

D5-2

-

1.-

4.,.....%

October, 1981April, 1982 1

September 1981

.

April, 1981April, 1982

October, '1981

throughMay, 1982

Fall and Spting,1981, 1982

o

.

.

.

Frequency counts.Descriptive statistics.Analysis of covariance.

Frequency counts.

Analysis of covariance.

Frequency counts.

statistics.alysis of covariance.

Frequency counts. ,

Descriptive statistics.

.

Counts..

. .

I

a

.

;

.

.

so

.

ea

A.

31

9IP

vt

VIINFORMATION ,SOURCES

INFORMATIONSOURCE

,

POPULATION EVAL. QUES.REFERENCED

DATECOLLECTED

J

ANALYSISTECHNIQUES

REMARKS.

6. Titla I Service Report. Title I students in all D1-2, D1-4, 1-5 Fall and Spring Frequency counts..

schools.Cross Tabulation.

.7. Student Master File. X11 students in AISD. I-1 Ongoing Counts.

.8.. District Dropout File. All dropouts from AISD. I-1 Ongoing Counts.9. District Free Lunch

Records.All studpnts in "regular"AISD schools. h

1-1, January or

February, 1982Counts.

'.

10. Income Information forDistrict Speical Pro-grams.

11. Income information forDropouts.

All students in A119special programs.

All dropouts currentlyresident in AISD.

I-1

I-1 .

January orFebruary, 1982

January orFebruary, 1982

Counts.

Counts.

12. Attendance Informationfromlionpublic schools

Students attending nonpub-lic schools which report

I-1 Counts.

. which report enroll-,went to AISD.

enrollment to AISD,

1 .

13. Income Information fromNonpublic Schools and'NO Institutions.

PagePage 3 Sourcen.

Students attending nonpub-lic and NO institutions,

All AISD schools

I-1

1-2, 1-4 .

January or .

February, 1982

'

Counts.

.

Ranking schools by various.criteria.

,

15. Nonpublic and USDNine-Neck Reports.

1

Students served by Title Iis nonpublic and NO ln-stitutions.

1-5, 1-6 Every nine weeks Counts.

A- itt

At

10

'

a

,VIINFORMATION SOURCES

INFORMATION'SOURCE

POPULATION EVAL. DUES.REFERENCED

DATECOLLECTED

ANALYSIS '.TECHNIQUES`

REMARKS

16.

17.

18.

19.

20.

21.

22.

,

Local PAC AttendanceForm. 4

Local PAC agendas.

.

Diprictwide PACAttenigfnce Form.

Disirictwide PACAgendas.

Parent Survey

,

District Records.

Page 3 of TItle I

ApplicatiOn 'for 1981-82

.

Parents attending localPAC meetings,.

N/A.

Parents attending District",wide PAC meetings. ....,

N/A '

,

Parents of itle I studentq.

Title I teachers. Studentteachers.

4

N/A

.

.

,

06-1, D6-2,

06-3.

06-1

D6-1, 06-2,06-3.

06-1

06-4

I-1

1 -2, 1-4

.

, .

'

September, 1981through

April, 1982

September, 1981through

April, 1982

September, 1981, throughApril, 1982

---...

September, 1981through

April,1982

November, 191

Fall, 1981 <-

N/A

.

.

..

Counts.

N/A.

.

Counts. "*

N/A

-

Frequency counts, content' atlysis.

.1

Counts. N

Counts.

.

.

.

.

..

.

a.

35

S

6'

81.29.

viiDATA TO BE COLLECTED IN THE ,SCHOOLS

Ongoing

October, 1981April, 1982

November, 1980,through April, 1981

Fall, 1981Spring, 1981

November, 1980,and March, 1981

A. Students

1% Tests of Basic Experiences II - Language;Metropolitan Readiness Tests, CaliforniaAchievement Tests: Administered to studentsin Title I schools. who do not have spring1981 (grades 2-5) or fall 1981 (grade K-1)test scores. Also administered to studentswith possibly invalid test scores.

2. Peabody Picture Vocabulary Test: Administeredto Title I Early Childhood Program participants.

Kindergarten Observations; Observations of a

election of former pre-Kindergarten studentsd regular kindergarten students.

B. Teachers

1. Early Childhood Roster: Roster of studentsparticipating in each Title I -Early ChildhoodProgram

2. Title I Service Report: Coriipleted by Title I

reading teachers and/or aides.

Continuous

C. Others

1. Local and District PAC Agenda: Collected by

the Title I/Migrant Parental InvolvementSpecialist (from campus contact persons forparental involvement).

2. Local and District PAC Atterance Punic.'Signatures of parents attending local orDistrict PAC meetings. Collected by Title'I Parental Involvement Specialist fromcampus contact persons for parental iTiolve7ment.

22

VIII

EVALUATION TIME .RESOURCES ALLOCATION

ACTIVITY

'

DIRECTOR',.._ u

INTERN EVALUATOR

mm=0.PROGRAMMER EVALUATION

ASSISTANTSECRETARY

N 1

..r.. I

A. Design .

1 IG 3 5

B. Information Sources

1. Peabody Picture Vocabulary Test. 40 5 3 20 72. Metropolitan Raadiness Tests. 1- 10 -- .53. Iowa Tests of Basic Skills.- 10 8 435 10 24. Kindergarten Observations. 1 20 8 35 100 202 5. Title I Servide Report. 10 30 10 86. Student Master File. .5 25 -- 3,7. District. Dropout File. .5 5 .58. District Free-Lunch Records..9. Income Information for District

5 . 9 , 1 2-

Special Programs. 1 4 1 210. Income Informatio9 for'Dropouts. .5 2 5 211. Attendance Information for Non-

public Schools and N&D Institu-...,

t..tions.

12. Income Information 'from Nonpublic .

1.

- 2 2

and N&D Institutians. 4 2 - 5 213. Local PAC Attendance Form. 1 - 2 I14. Local PAC' Agendas-. 1 - 2 115. Districtwide PAC Attendance Form. 1 - 3 L16. Districtwide PAC Agendas. 1

_.,3 1

17. District Records.-- 1 - .1 118. Page 3 af Title I Application for

1980-81. . 5/

2 - 5

N \, /

,. 3938

"it -

144

'EVALUATION TIME RESOURCES ALLOCATION

..-

ACTIVITY,

-0,- v.DIRECTOR INTERN EVALUATOR PROGRAMMER

_

EVALUATION

ASSISTANTSECRETARY

1- :.

C. Interm Dissemination

1. Findings Brochure. .

2. PAC Presentation.3. Manual and Materials for Testing

,,aStudents for Title I eligibility.4,. Needs Asseidment.5. Overlap Study. .

7

,

.25

-

.. .

-.

N

.

3

.25

-20

' 10

2

.

----

--

5

5

' 4

-.

10

1

1

.

4

'2

10

s 1-

.

b. Ad` Hoc Analyses - 2 10.

20 : 42 10.

.

r2

.

.

E. Final and TeChnical Reports.. ,

5 ,20 -

.

52.25 -- 40 65

F. Other bieseminatlon., 3 10 5' 5

...-

10 15-

G. ',Administrative and Other IndirectCpsts.

. .

15 5 55

v10 20

. ,

- 60

*a-

H. TOTAL

-. ,

.

,

.

°.

--.

, .

.'

-.27.25

-

,

.

15

.

,

20

.

..

230

.

. - . .

.

t

,

.

.

261

(..

,

.

.

230

.

-

. A

4 1-

,c-

.9

.06

BOARD OF TRUS1LES

Will D. Davis, President.

Nan Clayton, Vice President

Mgnuel Navarro, Secreary

Steve M. Ferguson Peter W. Werner, M. D.

Ed Small e Jerry Nugent

SUPERINTENDENT OF SCHOOLS

Dr. John Ellis

DIRECTOR, OFFICE OF RESEARCH AND EVALUATION

Dr. Freda M. Holley

42