Input Evaluation
Evaluating How You Identify Objectives
評鑑如何界定目標
Evaluating How You Identify Objectives
評鑑如何界定目標
An objective is measurable and is developed to address specific problems identified in the needs assessment.
一個顯著的目標，並發展解決具體問題確定必要地評估。
一個顯著的目標，並發展解決具體問題確定必要地評估。
“SMART” objectives used to measure achievement toward a goal have the following qualities:
“SMART”目標是用來衡量成就以朝向一個目標，則具有以下特性：
“SMART”目標是用來衡量成就以朝向一個目標，則具有以下特性：
* Specific,特殊的
* Measurable,可測量的
* Attainable,可達成的
* Realistic, and實際可行的
* Timebound.時限性
* Measurable,可測量的
* Attainable,可達成的
* Realistic, and實際可行的
* Timebound.時限性
• Questions that need to be answered when evaluating your school improvement plan objectives:
評鑑你的學校改善計畫目標
DECISION-MAKING:
決策
• Do your objectives emphasize positive change for your school?
你的目標是否強調轉變你的學校？
• Do your objectives provide guidance for choosing programs and strategies to implement?
你的目標是否提供指導選擇方案和實施策略？
• Are your objectives challenging yet achievable for the given timeframe?
你的目標是否尚未實現時間表內給定的挑戰？
評鑑你的學校改善計畫目標
DECISION-MAKING:
決策
• Do your objectives emphasize positive change for your school?
你的目標是否強調轉變你的學校？
• Do your objectives provide guidance for choosing programs and strategies to implement?
你的目標是否提供指導選擇方案和實施策略？
• Are your objectives challenging yet achievable for the given timeframe?
你的目標是否尚未實現時間表內給定的挑戰？
ACCOUNTABILITY:
課責
• Do objectives include measurable expectations for all student populations?
目標是否包含所有的學生群體可測量的預期？
• Is each objective aligned with a school and state goal?
是否每個目標都符應學校和國家的目標？
• Is each objective supported by data in your needs assessment?
是否每個目標都支持必要地評估資料？
• Is there an objective addressing the needs of the lowest 25% performing students in your school?
是否有一個客觀的解決方法用來解決在學校表現最後25％的學生的需要？
• Is there an objective addressing the alignment of content instruction to the Sunshine State Standards with specific attention to science?
是否對陽光標準有一個客觀的指示內容？
• If your school has been identified as performance grade D or F, is there a measurable objective identified for each low performing content area? Are these objectives aligned to the district intervention plan?
如果你的學校已被評定為D或F的表現等級，則此地區是否有一個評量的準則？
• Is there one or more objective(s) identified for State Goal 3: Student Performance?
對於國家的目標3：學生表現是否有一個或多個目標？
EXAMPLE FROM ALL STATE SCHOOL IMPROVEMENT PLAN
全國學校改進計劃範例
School Goal 1: All State School students make annual learning gains sufficient to acquire the knowledge, skills, and competencies needed to master state standards in the area of reading.
School Goal 1:所有公立學校學生進行年度的學習以獲得足夠的知識、技能和能力並符合該地區的閱讀標準。
課責
• Do objectives include measurable expectations for all student populations?
目標是否包含所有的學生群體可測量的預期？
• Is each objective aligned with a school and state goal?
是否每個目標都符應學校和國家的目標？
• Is each objective supported by data in your needs assessment?
是否每個目標都支持必要地評估資料？
• Is there an objective addressing the needs of the lowest 25% performing students in your school?
是否有一個客觀的解決方法用來解決在學校表現最後25％的學生的需要？
• Is there an objective addressing the alignment of content instruction to the Sunshine State Standards with specific attention to science?
是否對陽光標準有一個客觀的指示內容？
• If your school has been identified as performance grade D or F, is there a measurable objective identified for each low performing content area? Are these objectives aligned to the district intervention plan?
如果你的學校已被評定為D或F的表現等級，則此地區是否有一個評量的準則？
• Is there one or more objective(s) identified for State Goal 3: Student Performance?
對於國家的目標3：學生表現是否有一個或多個目標？
EXAMPLE FROM ALL STATE SCHOOL IMPROVEMENT PLAN
全國學校改進計劃範例
School Goal 1: All State School students make annual learning gains sufficient to acquire the knowledge, skills, and competencies needed to master state standards in the area of reading.
School Goal 1:所有公立學校學生進行年度的學習以獲得足夠的知識、技能和能力並符合該地區的閱讀標準。
School Goal 1 Objective 1: The percent of standard curriculum students scoring Level 3 or above on the 2003 FCAT Sunshine State Standards reading component will increase to 50% or greater. This percent will be maintained or increase for year 2004 given that the state identified minimum Level 3 score will increase.
School Goal 1 Objective 1:學生在標準課程得分需達Level 3或者是在2003 FCAT Sunshine State Standards 閱讀標準之上要增加50％以上。
School Goal 1 Objective 2: 59% or greater of the lowest 25% performing students on the 2002 FCAT Sunshine State Standards reading component will make adequate progress as determined by 2003 FCAT Sunshine State Standards reading component scores.
School Goal 1 Objective 2: 後25％的學生必須符合2002 FCAT 陽光標準中閱讀標準達59%以上，才能夠在2003年達適當進步。
School Goal 1 Objective 1:學生在標準課程得分需達Level 3或者是在2003 FCAT Sunshine State Standards 閱讀標準之上要增加50％以上。
School Goal 1 Objective 2: 59% or greater of the lowest 25% performing students on the 2002 FCAT Sunshine State Standards reading component will make adequate progress as determined by 2003 FCAT Sunshine State Standards reading component scores.
School Goal 1 Objective 2: 後25％的學生必須符合2002 FCAT 陽光標準中閱讀標準達59%以上，才能夠在2003年達適當進步。
School Test Data Analysis
2002 Reading Assessment
Sources of Data: School FCAT（理解評估測驗）and NRT Reading Results
District and State FCAT and NRT Reading Results
(see Appendix B for school data analysis worksheets)
1. Analyze the reading scores versus district and state results.
2. Calculate and record the differences (+ or -),“+” indicates performance is above or equal to district or state, “-” indicates performance is below district or state.
FCAT READING Sunshine State Standards
(All Curriculum Groups):
2002 Reading Assessment
Sources of Data: School FCAT（理解評估測驗）and NRT Reading Results
District and State FCAT and NRT Reading Results
(see Appendix B for school data analysis worksheets)
1. Analyze the reading scores versus district and state results.
2. Calculate and record the differences (+ or -),“+” indicates performance is above or equal to district or state, “-” indicates performance is below district or state.
FCAT READING Sunshine State Standards
(All Curriculum Groups):
*Levels 3-5 are defined as meeting high standards
Year 2004 Levels 2-5 minimum scores increase (see Appendix C)
Which subtest(s) from the FCAT Sunshine State Standards reading component cover the most problematic areas for your school?
Subtest 1: Words/Phrases
Subtest 2: Main Idea/Purpose
Subtest 3: Comparisons
Subtest 4: Reference/Research
School Goal 1 Objective 3: All curriculum students’ mean points earned will increase in the area of Comparisons on the 2003 FCAT Sunshine State Standards reading component.
School Goal 1 Objective 3:比較全國學生在2003 FCAT陽光標準閱讀部分中的平均積分且須有所提升。
Input Evaluation
School Goal 1 Objective 3:比較全國學生在2003 FCAT陽光標準閱讀部分中的平均積分且須有所提升。
Input Evaluation
Evaluating How You Identify and Communicate Your Strategies
如何評鑑你的策略界定及溝通
A strategy identifies the action to be taken in order to achieve the objective. It is helpful to list strategies in priority order.
確定策略採取的行動，可幫助策略列出優先順序，以達到目標。
如何評鑑你的策略界定及溝通
A strategy identifies the action to be taken in order to achieve the objective. It is helpful to list strategies in priority order.
確定策略採取的行動，可幫助策略列出優先順序，以達到目標。
Strategies should:
* be directly related to obtaining the stated objective;與既定目標有直接關係
* identify who is responsible, a timeline, all necessary resources for implementing the strategy; and確定誰來負責、期限、所有必要的資源及執行策略
* include a continuous evaluation process so ongoing adjustments can be made.
包含一個持續的評鑑過程，以便策略可以不斷的調整
• Questions that need to be answered when evaluating how well you communicated your strategies:
評估你的溝通策略
* be directly related to obtaining the stated objective;與既定目標有直接關係
* identify who is responsible, a timeline, all necessary resources for implementing the strategy; and確定誰來負責、期限、所有必要的資源及執行策略
* include a continuous evaluation process so ongoing adjustments can be made.
包含一個持續的評鑑過程，以便策略可以不斷的調整
• Questions that need to be answered when evaluating how well you communicated your strategies:
評估你的溝通策略
DECISION-MAKING:
Are strategies clear and understandable?策略是否明確且容易了解？
• Do strategies clearly align with areas of need?策略是否明確？
• Are strategies identified that include special population needs?策略是否包含特殊族群的需求？
• Have you allocated human/material resources to implement strategies?人力及物力的分配
• Have you identified technical assistance and professional development needs and resources?技術援助及專業發展需求
• Have you set up timelines and checkpoints?建立期限及清單
• Have you identified evaluation methods for assessing progress?評估過程的評鑑方式
Are strategies clear and understandable?策略是否明確且容易了解？
• Do strategies clearly align with areas of need?策略是否明確？
• Are strategies identified that include special population needs?策略是否包含特殊族群的需求？
• Have you allocated human/material resources to implement strategies?人力及物力的分配
• Have you identified technical assistance and professional development needs and resources?技術援助及專業發展需求
• Have you set up timelines and checkpoints?建立期限及清單
• Have you identified evaluation methods for assessing progress?評估過程的評鑑方式
ACCOUNTABILITY:
• Do you have a descriptive record of the implementation of each strategy?紀錄每次策略的實施
• Does your evaluation design include:評鑑設計包含：
• evaluating the process - assessing the implementation, 評鑑過程 - 評估實施
• evaluating the product - determining the success of each strategy implemented,
評鑑產出 - 確定每個戰略的成功實施
• a timeline, and期限
• someone who is responsible.負責人
• Do you have a descriptive record of the implementation of each strategy?紀錄每次策略的實施
• Does your evaluation design include:評鑑設計包含：
• evaluating the process - assessing the implementation, 評鑑過程 - 評估實施
• evaluating the product - determining the success of each strategy implemented,
評鑑產出 - 確定每個戰略的成功實施
• a timeline, and期限
• someone who is responsible.負責人
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