Who received the training, and how were they selected? Was the training mandatory? Paid? Was it part of the overall professional development plan? district’s Who provided the training? In your opinion, was the training adequate to allow teachers and staff to successfully use Analytics? What is the plan for people who received training? district/school’s haven’t Current Use and Monitoring of Edwin Systems ET&L Please describe the ways in which ET&L is currently used among staff in your school. Probe: Who is using it? Is ET&L used (or planned for use) to develop curriculum (lesson plans, curriculum units, curriculum maps)? Is ET&L used (or planned for use) to develop or administer assessments? Are data from ET&L assessments used to inform instruction? Interventions/ supports for students? Are data from ET&L used to inform strategies for closing the achievement gap for low-income and minority students, and second language learners? Which features of ET&L do teachers use the most? Why? Administrators? Probe: Does this usage follow the plan/goals? district’s If not, does usage reflect teacher initiative, or the tools that are most needed by teachers, or those that are easiest to use, or other factor? Are staff in your district using Edwin Teaching and Learning as planned (considering where you are in your implementation)? Probe: How do you know? (e.g., are data being utilized as expected, are planned instructional responses effective?) Is there a structure in place to review use of the system? How do you identify barriers to planned use? Analytics Please describe the ways in which Analytics is currently used among staff in your school. Probe: Who is using it? Is it used to inform how classes are formed? Groupings within classes? Priorities for teacher professional development? Decisions about interventions?
Who received the training, and how were they selected? Was the training mandatory? Paid? Was it part of the district’s overall professional development plan? Who provided the training? In your opinion, was the training adequate to allow teachers and staff to successfully use Analytics? What is the district/school’s plan for people who haven’t received training? Current Use and Monitoring of Edwin Systems ET&L Please describe the ways in which ET&L is currently used among staff in your school. Probe: Who is using it? Is ET&L used (or planned for use) to develop curriculum (lesson plans, curriculum units, curriculum maps)? Is ET&L used (or planned for use) to develop or administer assessments? Are data from ET&L assessments used to inform instruction? Interventions/ supports for students? Are data from ET&L used to inform strategies for closing the achievement gap for low-income and minority students, and second language learners? Which features of ET&L do teachers use the most? Why? Administrators? Probe: Does this usage follow the district’s plan/goals? If not, does usage reflect teacher initiative, or the tools that are most needed by teachers, or those that are easiest to use, or other factor? Are staff in your district using Edwin Teaching and Learning as planned (considering where you are in your implementation)? Probe: How do you know? (e.g., are data being utilized as expected, are planned instructional responses effective?) Is there a structure in place to review use of the system? How do you identify barriers to planned use? Analytics Please describe the ways in which Analytics is currently used among staff in your school. Probe: Who is using it? Is it used to inform how classes are formed? Groupings within classes? Priorities for teacher professional development? Decisions about interventions?
03EvalEdwinFinalReport.docx