| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes. |
| Roundtable Rotation I:
Using a Shared On-line Database to Address Multi-partner Project Management and Evaluation Issues |
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Roundtable Presentation 670 to be held in Jefferson Room on Friday, November 9, 4:30 PM to 6:00 PM
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| Presenter(s):
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| Randy Ellsworth,
Wichita State University,
randy.ellsworth@wichita.edu
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| Larry Gwaltney,
Allied Educational Research and Development Services,
tgwaltney@cox.net
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| Patrick Hutchison,
Wichita State University,
patrick.hutchison@wichita.edu
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| Abstract:
This paper describes an evaluation project involving a partnership among four agencies (a county health agency, a Parents-as-Teachers program, a private non-profit wellness center, and an urban school district pre-school) designed to provide seamless services to high need families to ensure children ages 0-5 reach kindergarten with the skills necessary for success in school. Since none of the partners were housed together, nor shared a common data base, evaluators worked with the partners to develop a common data base accessible by all to enter and track services provided to families served in the program. Issues met included (a) involving agency attorneys to develop legal procedures enabling agencies to “share” information, (b) creating a common, secure, Internet accessible, live data-base for all agencies to use, and (c) developing a monitoring process so changes made in children's records would be immediately flagged to alert other agencies of the changes.
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| Roundtable Rotation II:
Instructionally Linked Versus Norm Referenced Assessments to Determine Impact Within an Even Start Program Evaluation |
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Roundtable Presentation 670 to be held in Jefferson Room on Friday, November 9, 4:30 PM to 6:00 PM
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| Presenter(s):
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| Zandra Gratz,
Kean University,
zgratz@aol.com
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| Abstract:
This paper describes the evaluation of a school based Even Start family literacy program which has been in operation for three years. Youngsters were tested using traditional norm referenced assessments to generate a normative control expectation. In addition, instructionally linked school based assessments were accessed to examine change overtime in participants. Inferences from each of these paradigms were compared to each other as well as to regular classroom teacher and parent appraisal of youngster progress. The current study found credible evidence that alternate designs, including those relying on data typically maintained by schools, provide sufficient information to suggest causal inferences.
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