1. Becky Doane

2. Introduction Approximately 1,100 studentsCommunity SettingMiddle School Grade 6-875 classroom teachers60% Hispanic, 18% African America 80% Low Socioeconomic 3. Evaluation Evaluation ProcessEvaluation QuestionsWhat are the factors that influence the students collaborative experience in the classroom,?How do the teachers perceive the effectiveness of the student collaborative program?Program in second year of implementationEvaluation for implementation in more schools. 4. Survey Instrument Closed Ended Questions Teacher Information Ease of Use Open ended Questions Benefits to students Teacher perceptions ______________________________________________________________________ 12-16 were changed to open ended questions. 12. Explain how this program has affected your classroom instruction and achievement. 13. Explain how this program has affected the dynamics of your classroom. 14. Explain how this program was a benefit/detriment to your students in the classroom?15. Is engagement important in education? How did this program affect engagement in your classroom? 16. Explain how this program has affected the various subgroups in your classroom. 5. Stakeholder Interviewed Program Evaluation Initiator Chief Deputy Superintendent Educator for several years Deputy Superintendent for several yearsResponsibilities for program evaluations 6. Interview Questions 1. What are the sociological factors prevalent in this district that can affect student learning? 2. What effects have you noticed these sociological factors having on student success? What is the best way to mitigate these factors and help students succeed?3. Using collaborative learning is a focus in many of the schools in this district, so what effect is the collaborative learning progr am expected to have on student success? 4. How has collaborative learning alleviated the effects of sociological factors in student academic achievement? 5. Do you believe that collaborative learning is accomplishing it intended goals in student achievement? Does it level the playing field?6. Many political factors influence education in the twenty-first century, one of which is the No Child Left Behind Act (NCLB). How has the NCLB affected education and specifically this district since its enactment? 7. What part did the NCLB and the measurement of adequate yearly progress (AYP) play in the creation and implementation of the collab orative learning program? 8. What other government policies do you believe influenced the implementation of this program, or will influence the continuation of it in the future?9. The district implemented this program during a time of drastic budget cuts to the school districts, how did the budget cuts affec t the implementation of this program? Have you planned for future budget cuts regarding the continuation of the collaborative learning program?What are any affects you see in the future to this program from the budget cuts?10. What are the districts procedures for resource allocation and management ? How does the district decide which programs gets monetary support or resources?11. Knowing that resource allocations affect programs due to the need for supplies and educator pay, what are the districts plans for th is programs sustainability? What is the plan for program sustainability if faced with adverse resource allocation or inappropriate management?12. The financial stability in education has been shaky for several years due to the economic downfall. How has the economic status of the families in this district influenced the implementation of programs like the collaborative learning program? 13. The collaborative learning program was implemented to help students learn from one another, what are your future plans and desire s for this program? 7. Emerging Themes Several themes emerged through my interview questions Experienced teachers was one theme. Another theme was the diversity of the district employees and students. 8. Conclusion InsightAdditional Area of interests Administrators view of educators Teacher pay vs evaluation School sociological makeup Students growth vs achievement Teacher resistance Experience level Program development