April 2005 — SETDA
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Pennsylvania Provides Customized PETI Tools to Its EETT Grantees
“Additionally, teacher professional development is intense and provides the strategies to direct specific student learning. Our teachers also have formed a network of colleagues that affords them vital problem-solving support and technical assistance.”
The site visitation data is then entered online, aggregated, and incorporated into the school and state reports, providing further validation to the survey data. Stories from the field bring the data sets to life through examples and insights from students, educators and teachers.
The State View
The evaluation design for EETT in Pennsylvania contains data collection from multiple sources, including the PETI surveys for teachers and administrators, site visitations based on the PETI site tools, biannual reports from project directors (including evaluation data), and end-of-project reports. The PDE has access to real-time reports from the PETI instruments, including online frequency reports for each survey question, as well as data exports. Periodic reports are also customized to provide updates that triangulate the data from all sources and report results organized around the department’s research questions. Finally, Metiri supports the PDE by giving feedback to schools on their progress and recommendations for improvements or necessary midcourse corrections.
In Summary
PDE has found the PETI tools to be very useful. They provide feedback to schools regarding their readiness to use technology, systemically enabling schools to more effectively leverage EETT investments for the attainment of NCLB goals.
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