1. Final Summary Evaluation: State Projects Serving Individuals with Deaf-Blindness October 23, 2006 NCDB Sponsored Webinar Presented by Richard Zeller

2. Presentation Overview Self-assessment and verification review purpose and design Summary of Year One (37) and Year Two (11) project self-assessments Summary of on-site reviews Feedback from projects and review teams Evaluator Recommendations Discussion

3. Evaluation Requirement During year 2, each project must... "conduct a comprehensive self-evaluation. The evaluation must include a review of the degree to which the project is meeting proposed objectives and goals and an evaluation of outcome data... In addition, the Department of Education intends to conduct a limited number of on-site evaluations based on a stratified randomized sample of sites. ” (RFP, page C-4)

4. Evaluation Purposes Summative project evaluation questions: Are projects goals and objectives being achieved? Do projects address each RFP priority? Do projects have appropriate outcome data? Formative project evaluation: Provide a continuous improvement process for individual projects to use. National report - both summative and formative: provide information OSEP can use to guide needed system improvements.

5. Evaluation Constraints 48 projects - single and multi-state Staffing from partial to several FTE Common design to allow summaries Resources come primarily from the projects Assess whether projects are addressing RFP priorities

6. Evaluation Design “Work scope” standards: Priorities (a) - (i) and General Requirements (a) - (c) Priority questions: What types of strategies are used? Is work being completed in a timely fashion? Are intended results being achieved? Are outcome data available (efforts and effects)? Are improvement plans in effect? “General Requirements:” Are these requirements being appropriately addressed?

7. Evaluation Design (continued) Self-assessments parallel MSIP’s Continuous Improvement and Focused Monitoring System (now the SPP & APR). Verification Reviews (site visits) during this evaluation, reviews became a check on the self- evaluation process and a way to provide TA to the project. Adjustments made in both self-assessment and review designs during implementation.

8. Self-Assessment Summary Priorities (a) - (e): Strategies Timeliness Results Data - Effort and Effect Adjustments/Future Plans Priorities (g) - (h) and General (a) - (c): Are the priorities addressed (Yes/No) Are there standards that apply?

9. Strategies Described While the relative application of “ongoing” strategies was higher in year two, they were also more distributed across projects than in year one. Year OneYear Two Linear 1% Cyclical 15%17% Ongoing 36%45% Combined 48%38%

10. For all timeliness item ratings Year One Year Two active/behind schedule15%19% not implemented/on schedule 1.4%3% active/on schedule83%78%

11. For all result item ratings: Year One Year Two exceeding expectations13% meeting expectations72%65% below & approaching expectations 12%20% well below expectations1% cannot rate3%1%

12. For all effort item ratings: Ratings cluster: 3 projects in year one and 2 in year two rated “extensive” data for more than 6 items Year One Year Two no data2% some level of effort data13%33% some quality of effort data6%7% some level & quality of effort data62%45% extensive level & quality of effort data 18%13%

13. For all effect item ratings: Year One Year Two no data12%20% outcome data71%68% impact data16%12% Clarification: Outcomes are the immediate results of your assistance (e.g., teacher skills gained in training) Impacts are results your clients have when they apply what you have taught them (e.g., they teach & children learn communications skills)

14. Overall Item Ranking (hi to lo) Year Two (a)(3) R-B practices (a)(1) State capacity (d) Collaboration (a)(4) Provider skills (b)(1) Census (a)(5) Address child/family needs (e) Disseminate (b)(2) Assess critical child needs (a)(2) Systemic change (c)(1) Evaluate effectiveness (b)(3) Assess state needs (c)(3) Advisory evaluation design (c)(2) Measure child outcomes Year One (c)(3) Advisory evaluation design (d) Collaboration (b)(1) Census (a)(1) State capacity (a)(3) R-B practices (a)(4) Provider skills (b)(3) Assess state needs (a)(5) Address family/child needs (e) Disseminate (a)(2) Systemic change (c)(1) Evaluate effectiveness (b)(2) Assess critical child needs (c)(2) Measure child outcomes

15. Areas Needing More Attention? (c)(2) Measure child outcomes (a)(2) Systemic change (b)(3) Assess state needs (b)(2) Assess child needs (c)(1) Evaluate effectiveness (c)(3) Advisory evaluation design?

16. Adjustments/Future Plans All projects/all strategies: about 81% (Year One) v. 63% (Year Two) of strategies are to “continue as proposed” In Year One, 8 projects accounted for 55% of planned changes In Year Two, all projects plan some changes in strategy, with 7 adopting new strategies The most common areas of adjustment across both years were priorities (c)(1), evaluation and (c)(2), measurement of child outcomes

17. Priorities (g) & (h) Affirmative Response: Year One Year Two (g) OSEP Directed TA27%0% (g) Web-based TA92%82% (g) Community of Practice92%82% (h) Advisory Standards97%100% (h) Act on Advisory Recs100% (h) Advisory Change38%36%

19. General Priorities (a) - (c) General Priority Area Year One Year Two (a) Employ people with disabilities?59%73% (a) Try to employ people?68%73% (a) Advance people with disabilities?62%36% (a) Change employment practices?35%36% (b) Involve people with disabilities?100% (c) Does project have a website?86%91% (c) Is web-site accessible?81%82% (c) Planning website improvement?95%45%

20. How Projects Relate Priorities to Work Design (Part 1, Year 2) Objs or GoalsPriority CitesPriorities / Obj Objs / Priority 33 41 1.2 1.7 20 38 1.9 1.1 23 88 3.8 1.2 34 164 4.8 1.8 20 120 6.0 1.1 6 42 7.0 0.3 26 182 7.0 1.4 14 116 8.3 0.7 3 27 9.0 0.2 14 133 9.5 0.7 10 111 11.1 0.5

21. Total Priority Cites by 11 Projects (Year 2, Part 1) (a)(1) State capacity117 (a)(2) Systemic change 76 (a)(3) R-B practices96 (a)(4) Provider skills87 (a)(5) Assess family & child needs 64 (a)(6) Other17 (b)(1) Census34 (b)(2) Assess critical child needs 60 (b)(3) Assess state needs 54 (c)(1) Evaluate effectiveness 84 (c)(2) Measure child outcomes 49 (c)(3) Advisory evaluation42 (d) Collaboration70 (e) Disseminate80 (g) OSEP specified TA26 (h) Maintain Advisory23 (a) Employ Individuals with disabilities 7 (b) Involve Individuals43 (c) Web site accessibility33

22. Verification Visit Summary Sites Visited (in order): Year One: IN, FL, NJ, NY, WA, MO, CO, MT, CA Year Two: KY, MI, NC, TN Process: Team of 3 reviewers each rated their agreement with the Project’s ratings for each priority and offered comments on each priority. Revisions to the process and report form were made during the first year (simplifications) and again before year two (in response to suggestions).

23. Site Review Participation # Staff# Stakeholders IN420 FL512 NJ58 NY519 WA414 CO49 MT410 MO57 CA812 KY65 MI513 NC212 TN35

24. Who were the reviewers and how many sites did they visit? Reviewer NameYear OneYear Two Zambone1 Sharpton11 Bove2 McLetchie22 Rafalowski Welch2 Syler22 Fankhauser31 Dalke43 Rachal42 Steveley61

25. Did site reviews tend to validate project self-assessments? Agreement with project: “any reviewer’s rating of each project item self assessment rating” Agreed with ProjectYear One Year Two Strongly Agree85%60% Mostly Agree10%25% Somewhat Agree3%2% Somewhat Disagree2%1% Strongly Disagree<1%0%

26. Were reviewer ratings (after discussion) reliable? Agreement here was defined as “all reviewers rated the way on a given item” Year One: 32 actual disagreements, or 96.9% complete agreement on all items Year Two: 1 disagreement, or 99%+ agreement on all items Only 5 sites where disagreements among reviewers occurred; most of them in one site

27. How did projects and reviewers view the value of these two processes? Self-assessment and improvement planning is a necessary function for the system of state projects. The past and current processes and forms are complex and redundant, given the way the work is organized. Both processes (self-assessments and review visits) have value, but both need substantial redesign.

28. Projects’ View of the Value of the Self-Assessments Project Ratings (# reporting):Year 1Year 2 High value93 Moderate value187 Some value91 More trouble than it was worth1

29. Year Two

30. What Some Projects Liked Prompted communication with state program sites Forced staff to consider value of work The forms forced project to focus and limit narrative Improvement over earlier self-evaluation processes Aligned proposal to RFP, so not hard to use Format was easy and more logical [than year 1] Separate narrative allowed project to show how priorities were woven into goals & objectives

31. What Projects Didn’t Like Priorities, criteria & proposed work not aligned Evaluation rules were not in the RFP Accessibility problems with form Redundancy (e.g., attachments & narratives) Word functions don’t work in the template form Too many reports for one year Too much time - takes away from TA Form accessibility (couldn’t enlarge print?) Narrative, priorities & ratings in three documents Format - impossible to match priorities to activities

32. Review Team Recommendations to Sites: Expand partnerships (B, C, 619, others) - others must do the work of system change Family networking/support (parent-to-parent) Define/structure TA and intent - child change, local capacity building, systems change Systematize data collection (census, needs, efforts and effects on individuals/systems) Use evaluation for program improvement

33. Review Team Suggestions Better self-assessment instructions Consolidate Progress Report & Project Evaluation Clarify evaluation standards in the RFP Cluster priorities (eliminate redundancies) Value of the review process is the TA provided Effort & effect need better definition Change forms: Neither Year 1 or 2 worked for all Align Priorities and evaluation model In future evaluation & review processes:

34. Evaluator Recommendations The next RFP should have 5 program priorities (e.g., skill development, system capacity/change, child census/performance, family services, dissemination R-B practices) Combine self-assessment and reporting in a single system with prescribed indicator measures for each priority for all projects For larger projects (>$500K) adopt standard 3+2 procedures

35. Discussion: Were Evaluation Purposes Achieved? Summative project evaluation questions: Are projects goals and objectives being achieved? Do projects address each RFP priority? Do projects have appropriate outcome data? Formative project evaluation: Provide a continuous improvement process for individual projects to use. National report - both summative and formative: provide information OSEP can use to guide needed system improvements.