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Some thoughts:

Text boxes on my screen are overlapping which is odd because I have a large monitor.

Background ~ any way to bullet that information and not make it a narrative?

EDK ~ unsure what that acronym stands for

Love that you have broken up your evaluation questions into two focus areas.  Good choice!

What quantitative / qualitative methods will you use?  Specifically, what assessments will you use for the students?  DIBELS, Star, CDTs? ? ? How will you track this achievement?  I am interested in the specifics.

I like the UBD inclusion.

I think that full day K benefits all students.  I am unsure why you are choosing to leave that data out.  Would that skew the data?  Am I understanding this correctly?  Can you create sub groups and just track the ELL / SPED population's progress annually?

Just a few thoughts.  Thanks for sharing.  Let me know if I was unclear about anything.  Looks like a great program to evaluate!   Smiles,
Maggie

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Great background information

Like the 2 perspectives: student and teacher centered

Layout of padlet was easy to understand and flowed

Key questions for both perspectives was a good idea and think this will provide some additional information that would have otherwise been overlooked

Liked the inspiration map and use of a mixed model

You identified the data collection methods and who would be responsible

Committee idea is terrific! Getting staff participation and input key

Since grade 4 is first cohort you may have limited data to compare especially with all the changes each year. This seems to be the norm though so it may bring up other areas to be evaluated throughout the process dependent on changes made with each of the years

Thank you for sharing.
Kim

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Using the Understanding by Design model by Grant Wiggins and Jay McTighe

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What needs to be left out, what information is hindering the study

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What needs to be left out, what information is hindering the study

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1. Grade 5 and beyond - The program in place at that time was to have two years of kindergarten. This is not even a consideration. Their progress and scoring will show a different set of supports and scaffolds in place from kindergarten.

2. Students identified as ELL or having special needs - these students are enrolled in their own full-day kindergarten program which will continue as is. The full-day program is not in question for ELL or IEP students.

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1. Observation in classrooms

2. Surveys & questionnaires

5. Focus group interviews via committee work

6. Archival data of EDK students & a sampling of non-EDK students

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Student Focused

1. Are students enrolled in full-day kindergarten more proficient in grade level work than students enrolled in half-day kindergarten?

2. Does before- or after-school programs have similar benefits in student progress in future years?
Teacher Focused

1. How do current EDK teachers use the time they have as full-day teachers that is different from half-day teachers?

2. How do teachers scaffold instruction so that all students can access grade appropriate material and skill-sets? Is this different in the half-day program as opposed to the full-day program?

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In a school district located in a suburb of Philadelphia, there is one class per school designated to run a full-day kindergarten program that consists of 18 students. Each year, the assessments and criteria adjust for admission, which then changes the students chosen for this program. Parents fight for or against having their children be part of this class of students. The goals of Extend-Day Kindergarten have ranged from helping students in the lower quartiles to students who fall into the third quartile of phonics development, “bubble kids.” Using both quantitative and qualitative measures, an evaluation of the kindergarten program will begin to define the kindergarten program.

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Drexel University

EDUC 804 : Program Evaluation in Organizations

Dr. Kristen Betts