Common use of Evidence of Effectiveness Clause in Contracts

Evidence of Effectiveness. Evaluation Answer all questions a. What specific need will this contractor address and how will the contractor’s performance be measured and monitored to ensure that the need is met? The providers will address the mental health challenges that these non-traditional students present with. These challenges may be long standing and related to why they were unsuccessful in their initial attempt at securing their educational goals. Another group of students often neglected in this context are English language learners. These students who are migrating from a number of places often present with different and challenging circumstances that could undermine their success. The services offered will help to address and situational and contextual barriers that may negatively impact their academic goals. Services and professional development trainings are often offered to students and faculty at New Haven Adult Education. These professional development offerings increase the skills and learning professional, para-professional staff, and students in the mental health related topics. A needs survey will be administered to assess the specific events that the students experienced that may be undermining their academic success. Results from this survey will be used to develop training modules for the faculty and staff of New Haven Adult Education with the goal of this training positively impacting the academic instruction and interface with the students. b. If this is a renewal/continuation service attach a copy of the evaluation or archival data that demonstrates effectiveness. c. How is this service aligned to the District Continuous Improvement Plan? As discussed in the specific skills set section of this memo, effectiveness of the services is evidenced by the positive involvement of the students in the services offered. Students offered clinical services often present for these services and report relief from the distress they were experiencing, evidence by their subsequent return for services. In addition, students continue through the programs offered at New Haven Adult Education and graduate. Faculty will also report greater ability to address these challenges and manage them as they present in their classrooms resulting in student reported greater academic connection, classroom management, and fewer discipline referrals.

Evidence of Effectiveness. Evaluation Answer all questions a. What specific need will this contractor address and how will the contractor’s performance be measured and monitored to ensure that the need is met? The providers ? i. Daily substitute shortage – Quinnipiac University Interns will address be able to cover classes daily. As pre-service teachers in a teaching program, the mental health challenges that these non-traditional students present withwill be able to use teacher lesson plans to continue instruction for the students. ii. These challenges may Teacher shortage – In order to help mitigate the teacher shortage, we will be long standing able to hire the Quinnipiac University interns to fill vacancies. iii. Strengthens School and related University Partnership – From past experiences, the university interns support the school by doing fundraising, assist in running family engagement activities, and provide materials/resources for the school. iv. Veteran Teachers as Mentors – Fair Haven TEAM trained staff, will be able to why they were unsuccessful share best practices and mentor the university interns as their cooperating teachers. v. Small Group Instruction – When in their initial attempt at securing their educational goals. Another classrooms, the university interns will be able to support small group of students often neglected in this context are English language learners. These students who are migrating from a number of places often present with different and challenging circumstances that could undermine their successinstruction benefiting individual student needs. The services offered interns will help to address serve as interventionists. vi. The support of the Quinnipiac University interns will be measured and situational monitored through student data of both district and contextual barriers that may negatively impact school assessments. We will analyze their academic goals. Services and professional development trainings are often offered to students and faculty at New Haven Adult Education. These professional development offerings increase the skills and learning professionalbeginning, para-professional staffmiddle, and students in the mental health related topics. A needs survey will be administered to assess the specific events end of year data for small groups that the students experienced that may be undermining their academic successinterns are instructing. Results from this survey We will be used monitor the interns attendance to develop training modules for the faculty and staff of New Haven Adult Education with the goal of this training positively impacting the academic instruction and interface with the ensure they are available to cover classes when necessary allowing paraprofessionals to remain in classes to support students. b. If this is a renewal/continuation service attach a copy of the evaluation or archival data that demonstrates effectiveness. i. N/A c. How is this service aligned to the District Continuous Improvement Plan? As discussed in the specific skills set section of this memo? i. Academic Learning – The interns will be able to provide small group instruction, effectiveness of the services is evidenced by the positive involvement of the students in the services offered. Students offered clinical services often present for these services and report relief continue Tier I instruction from the distress they were experiencing, evidence by their subsequent return for services. In addition, students continue through the programs offered at New Haven Adult Education and graduate. Faculty will also report greater ability to address these challenges and manage them as they present teacher lessons plans in their classrooms resulting in student reported greater academic connection, classroom managementabsence, and fewer discipline referralssupport Tier I instruction through their student teaching.