1. SNRPDP 2016-2017 Self Evaluation
Chelli Smith

2. Analysis Background & Framework
To relate PD activities to student achievement, SNRPDP’s evaluation follows a four tier approach (Guskey, 2000)
Participant Reactions
Organizational Support and Change
Participant Learning
Participant Use of New Knowledge and Skills

3. Data Collection Efforts
RPDP Trainers collected an appreciable amount of data throughout that relate to the model:
Detailed contacts logs
Activity evaluations
Pre and post test scores
Qualitative artifacts and testimonials

4. Participant Counts
32,881 teachers and administrators were impacted by the Southern Nevada RPDP trainers
17,409 participants attended professional development offerings (classes, in service sessions, presentations, and workshops at a specific site), of which, about 52 are unique (unduplicated) participants (9,053).
Regional trainers met with 1,273 teachers and administrators in planning sessions at the school, region, and district level to support planning to increase student achievement.
8,041 teachers and administrators had trainers model lessons in their classrooms, were observed by trainers to receive feedback on use of specific strategies, and/or experienced mentoring by SNRPDP trainers with about 2.4% (192)of these sessions providing NEPF-specific teacher assistance.
Our trainers contacted and provided professional development for 3,570 administrators.
Over 700 teachers were assisted by regional trainers through . This support ranged from answering planning and strategy questions to finding materials and strategies to support specific struggling students within the classroom.
7,491 contacts were made in rural counties (Douglas, Esmeralda, Lincoln, Mineral, Nye, and Washoe). These contacts included staff in service sessions, individual teacher assists, and planning both at the site and district level.
362 contacts were made during parental engagement sessions.

5. Training sessions by content area
Literacy, English-Language Arts/
198
TESL 6
Mathematics
238
Science 64
Technology & Multiple Content Areas
111
Administration 62
NEPF-specific Training Sessions 61
Total Number
740

6. Number of Participants
Content Area
Number of Participants
Percent of Total
Literacy-ELA
4668
27%
TESL
149 1%
Mathematics
5236
30%
Science
2738
16%
Technology/Online/
Distance/Multiple Content Areas
2631
15%
Administrative
1007 6%
NEPF Specific Training Sessions
980 5%
TOTAL
17,409

7. Professional Development Duration Number of Sessions
Weighted Impact Factor (no. of session × hours)
Percent of Total Weighted Impact Factors
Less than 1 hour 21
0.4%
1 to 3 hours
188
564
11%
Half day (4 hours)
192
768
15%
Full day (6-8 hours)
178
1,424
27%
2 days or greater, including 1, 2, and 3 credit classes (15 hours or greater)
161
2,415
46%

8. Participant Satisfaction
RPDP Activity Evaluation Questions
Average
#1: The activity matched my needs.
4.6
4.7
#2: The activity provided opportunities for interactions and reflections.
4.8
#3: The presenter/facilitator’s experience and expertise enhanced the quality of the activity.
#4: The presenter/facilitator efficiently managed time and pacing of activities.
#5: The presenter/facilitator modeled effective teaching strategies.
#6: This activity added to my knowledge of standards and subject matter content.
#7: This activity will improve my teaching skills.
#8: I will use the knowledge and skills from this activity in my classroom or professional duties.
#9: This activity will help me meet the needs of diverse student populations.
Range:
Score of 1 = Not at All Score of 3 = To Some Extent Score of 5 = To A Great Extent

9. Participant Learning
Average Normalized Pre/Post Content Survey Results
Level and Content Area
Mean Pre
Test
Mean Post
Normalized Gain N
Elementary School Literacy-English Language Arts
57%
76%
44%
276
Middle School Literacy-English Language Arts
54%
92%
83% 10
High School Literacy-English Language Arts
55%
94%
87% 44
Middle School Mathematics
89%
80% 29
High School Mathematics
74%
96%
85% 56
Middle School Science
66%
50% 16
High School Science
63%
75%
32% 30
TESL
58%
81%
296
Note: All posttest scores are significantly different from pretest scores and have less than a 1% probability of being due to chance variations (p ≤ 0.002).

10. Summary
SNRPDP professional development activities result in increased teacher learning when:
content training is supported at the school, region, and district level.
Teachers reflect on their practice while undergoing sustained professional development.
Sustained professional development focuses on the content teachers teach.