NCLB Sub-grant Planning & Evaluation Checklist

Developed by John Cradler & Ruthmary Cradler, Educational Support Systems

This checklist is intended to guide the development and evaluation activities for NCLB Sub-grant projects. Some of the items in this checklist may not apply to your proposed project. Read each item and check "Y" if the item is incorporated in the project; "NA" if the item is not applicable; and "P" if the item is planned or considered for this NCLB grant.

I. Evaluation Readiness

A. Pre-planning steps for the evaluation	Y	NA	P
1. Project faculty and administrators understand the reason to conduct an evaluation of the project.
2. Sufficient resources have been made available for the evaluation.
3. The evaluator is included in the project planning process.
4. The NCLB guidelines informed the development of the evaluation plan.
B. Getting the NCLB project sufficiently described so that it can be evaluated	Y	NA	P
1. The school and community context or conditions for implementing the project are described.
2. Professional development needs or priorities to be addressed by the project are stated.
3. The target teacher and/or student population(s) to be served by the project has been identified.
4. The project objectives are clearly stated and related to the documented needs.
5. The project activities for all participants are linked to the project objectives.
6. A schedule has been identified for completion of activities.
7. Specific products, services, and practices to be developed by the project are clear.
8. Staff and consultants who will implement each activity have been identified in the proposal.
9. Professional development is clearly described and related to student needs
10. Technology-related training and other resources allocated for the project are described.
II. Implementation Evaluation Questions (Project Input)
A. Conditions for Implementation Does the evaluation plan address the extent to which:	Y	NA	P
1. administrators, faculty and other stakeholders support the project?
2. coordination with existing programs, projects and priorities is present?
3. staff support and resources to implement the project activities are available when needed?
4. adequate time for faculty to initiate, implement and complete project activities is provided?
5. project partner support and resources as defined in the plan is evidenced?

B. Implementation progress Does the evaluation plan address the extent to which:	Y	NA	P
1. project activities were implemented as planned?
2. professional development activities were implemented as planned?
3. State curriculum standards were used to guide professional development and instructional activities?
4. faculty implemented the project-specific activities with students as planned?
5. mid-course adjustments to the project were made as indicated by evaluation findings?
6. faculty and students were observed to engage in activities made possible by the project?
7. resources and practices having the greatest influence on project outcomes were evidenced?
8. other implementation considerations unique to the project were considered?

III. Outcome Evaluation Questions (Project Output)
A. Faculty and instructional change Does the evaluation plan address the extent to which:	Y	NA	P
1. faculty integrate technology use into curriculum and instruction?
2. there were project-related changes in the professional development activities or courses?
3. technology was used for the delivery of instruction?
4. telecommunication was used to enable virtual collaboration?
5. technology resources were used to change or support instruction?
B. Student change Does the evaluation plan address the extent to which:	Y	NA	P
1. student changes could be attributed to changes in professional development activities or courses?
2. student changes in attitude about technology use have been enabled by the project?
3. students were prepared to use technology in their learning activities?
4. other changes, predicted to be a direct result of the intervention of the project, have occurred?
C. Implementation Readiness Does the evaluation plan address the extent to which:	Y	NA	P
1. products or practices have been reviewed for evidence of effectiveness prior to implementation?
2. conditions for implementation including equipment, connectivity, support, training, etc., are identified?
3. Other necessary resources have been identified to support project implementation?

IV. Evaluation and Analysis Strategies
A. Developing evaluation questions to be answered by the evaluation	Y	NA	P
1. The NCLB plan was examined and revised to enable preparation of evaluation questions.
2. Project leadership assisted in developing evaluation questions for the NCLB.
3. Evaluation questions are sufficient to determine attainment of each NCLB objective.
4. The final evaluation questions have been made available to project participants as appropriate.
5. Evaluation questions address conditions and extent for project implementation.
6. Evaluation questions address instructional outcomes resulting from project intervention.
7. Evaluation questions address development of project-produced innovative practices, processes or products.

C. Establishing the evaluation instrumentation and data collection strategies	Y	NA	P
1. All evaluation measurements directly or indirectly address the evaluation questions.
2. Multiple-measures of teacher and student performance are incorporated into the evaluation plan.
3. Surveys are used to assess faculty reactions to and ability to implement NCLB professional development.
4. The evaluation instrumentation has been reviewed by the project leadership.
5. Sufficient time is allocated for the administration of all planned evaluation tools.
6. Qualitative or case-study methods are backed with quantitative data whenever possible.

D. Conducting the data analysis and reporting of findings	Y	NA	P
1. Conditions for project implementation are related to level of project implementation.
2. Project implementation & interventions are related to project outcomes for teachers and students.
3. Data is dis-aggregated and analyzed by student and teacher subgroups as defined by NCLB and HDOE
4. Barriers and/or facilitating factors influencing project implementation are discussed.
5. Recommendations to project leadership regarding possible evaluation-informed changes are made.
6. Periodic evaluation reports are prepared for stakeholders from participants to policy makers.
7. Analysis will determine promising products and practices to be expanded in subsequent years.