The Food and Nutrition Service (FNS) identified a need for a comprehensive set of best practices in nutrition education for low-income audiences for the Supplemental Nutrition Assistance Program (SNAP) educational projects, including SNAP-Ed. A comprehensive list of best practices would promote consistency and efficacy in program planning,…

A Wisconsin study reveals that most school counselors are evaluated at least annually but that inappropriate evaluation criteria are applied. Recommendations include developing a clear policy, establishing a task force (composed of administrators, counselors, and others) to review existing criteria and procedures, and implementing any new plan on…

This technical brief describes state-level policies and procedural requirements for guiding teacher evaluation practices at the district level in the seven states served by the Midwest Regional Educational Laboratory: Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. Building on the Issues & Answers report "Examining…

The purpose of this self-evaluation manual is to provide the procedures and instrumentation through which vocational education program personnel may evaluate or re-evaluate the value and effectiveness of their program. The manual is based upon statewide goals and objectives of vocational education as determined in 1983 by the project advisory…

This document reports on a study to determine differential attitudes of experienced and inexperienced teachers toward supervision and evaluation. The basic hypothesis was that experienced teachers would have significantly different attitudes toward the concepts of supervision and evaluation than would inexperienced interns. A sample of 100…

Three common evaluation models are the scientific, interactive, and hybrid. A study of evaluation projects mandated by the Wisconsin legislature revealed that the hybrid model was most effective in achieving policy planning and policy control utilization, the interactive approach provided aid to individual utilization, and the scientific approach…

This document reports on a study conducted in Wisconsin to determine the relative incidence of evaluations of high school principals by boards of education, the degree of formality of these evaluations, and the sources of information and/or criteria used. Results determined that evaluation of high school principals by school boards occurs on a…

The guidelines contained in this manual were written to outline the role of the visiting team members and the team leader and to familiarize the team with the details necessary to conduct a comprehensive external evaluation of Wisconsin secondary vocational programs. The responsibilities of school personnel are also spelled out so that team…

This document provides the procedures and instruments through which vocational education program personnel may evaluate or reevaluate the value and effectiveness of their program. It was prepared to help secondary vocational educators prepare for self-evaluation of their programs and site visits by educational personnel as part of a statewide…

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the…

This checklist was developed to be used for evaluating and enhancing the performance of established workplace education programs. With minor modifications, the document also may be useful for evaluating other types of training and education programs. Management, labor, and education partners may use the checklist as a stand-alone evaluation…

This checklist was designed to be used in developing new workplace education initiatives and enhancing established programs. The checklist is organized in four sections that cover the following topics: (1) program design and administration indicators; (2) participant achievement indicators; (3) program outcome indicators; and (4) evaluation tools.…

Intended for teachers of the learning disabled (LD), the guide addresses philosophical and procedural issues in assessment. The first section introduces a philosophical framework which views assessment as an ongoing, goal-directed, integral part of the overall educational process. The remainder of the guide focuses on Wisconsin's procedures for…

The guide was intended for use by teachers of learning disabled students involved in assessment procedures. A philosophical framework, in which assessment is viewed in the ongoing team process, is followed by review of Wisconsin's rules on the identification of learning disabilities. A report format is presented as an outline for consolidating…

This document discusses the development and implementation of alternative performance indicators (APIs) to assess the educational progress of children with disabilities in Wisconsin toward model academic content standards. It begins by describing the alternate assessment process, the definition of APIs, and the process of developing APIs.…