The Maplewood Richmond Heights School District monitors the effectiveness of its programs and curricula using continuous qualitative and quantitative data. The updated program evaluation process is designed to guide staff data monitoring, provide a structured method for evaluating program effectiveness related to student achievement, and identify those responsible for formal evaluations.

The primary focus is on measuring the program's impact on student learning. This process offers key opportunities to:

• Analyze program alignment with the Strategic Plan, learning standards, and MSIP requirements.
• Study the extent to which programs meet student and staff needs.
• Monitor instruction fidelity and academic cohesion.
• Gather and analyze stakeholder feedback.
• Identify strengths, accomplishments, weaknesses, and areas for growth.
• Develop data-driven plans for improvement.
• Provide the Board of Education with a means to formally review data pertaining to programs and student achievement.

Program Evaluation Handbook

Program Evaluation Template (Force Copy)

The Program evaluation is rooted in board policy and the dates for review are determined by the board and superintendent and referenced in the board’s perpetual calendar.

Board policies that reference program evaluations are outlined here:

Board Policy ACJ

Board Policy IM

Board Policy GCL

Board Policy IGBCB

Board Policy JHD

Program Evaluation Procedures

Section 1: Program Information

This section introduces the program to the reader. Think of it as the "What and Why" of your program.

1. Intro

Write a brief, 1–3 sentence introduction to your program. Include any key insights from the last evaluation (if applicable) or a high-level summary of its purpose.
Example: "The MRH Reading Intervention Program provides targeted, small-group literacy instruction to K-5 students identified as needing additional support. Last year's evaluation indicated strong gains in phonics, which the program aims to continue."

2. Description
Provide an overall description of the program/service. Crucially, include how it benefits students and/or the district.
Example: "Reading Intervention Program is a structured, daily 30-minute pull-out program using research-based materials. It benefits students by accelerating reading proficiency, reducing the need for long-term special education services, and contributing to overall school literacy goals."

3. Table
Complete the Program Information Table. Ensure the description is simple enough for someone outside the education field to understand.
Example: Program Description: "An extra reading class for elementary students who are struggling to keep up with their peers, providing small-group help." Prepared by: "Jane Doe, Reading Specialist."

Section 2: Purpose & Alignment

This section justifies the program's existence by connecting it to larger district and state goals.

1. Select Goals
Check all the boxes that describe the primary goals of your program.
Example Checkmarks: Improve student achievement and Support SEL/behavioral growth (if reading struggles led to frustration/behavior issues).

2. Alignment
Describe how the program aligns with the MRH Strategic Plan and the MSIP6 Indicators (Missouri School Improvement Program).
(Describe how the program/service aligns with the Strategic Plan and MSIP6 Indicators):

Tip: Be specific. Don't just say "student achievement," explain how (e.g., "Reading Intervention Program directly supports Strategic Goal 1: Increase academic growth in literacy to meet state benchmarks").

3. Alignment Table
Fill in the table with the specific goals and indicators.
Example: Strategic Plan Alignment: "Goal 1, Strategy B: Implement targeted intervention programs to address learning gaps." MSIP 6 Alignment: "Indicator 1.1: Academic Achievement in English Language Arts (ELA)."

Goal
State a specific, measurable goal that was set for the program (usually from the previous year or planning phase).
Example: "Increase family engagement in the program by 10% compared to the prior year."

Met/Not Met
Indicate whether the program successfully achieved this specific goal.
Example: "Met" or "Not Met" or "In Progress."

Evidence or Artifact
Briefly describe the data or documentation that proves whether the goal was met or not met.
Example: "Parent Sign-in Sheets show 12% attendance increase at program events (95 attendees this year vs. 85 last year)."

Section 3: Trends and Findings

Evaluate why the results (from Section 4) occurred.

1. Strengths
Describe the strengths that occurred due to the program and how they positively impacted its success.

Use the table for structured documentation of strengths.
Example: "High fidelity of implementation by the specialist," or "Strong buy-in and communication with parents."

Tip: Link the strength back to a positive result (e.g., "Strength: Weekly progress monitoring led to quick adjustments. Impact: This contributed to the 1.45 years of growth." )

3. Opportunities for Growth (Weaknesses)
Describe the weaknesses (challenges/gaps) that occurred and how they impacted the program's success.

Use the table for structured documentation of weaknesses.

Example: "Inconsistent scheduling due to school-wide events," or "A high volume of student referrals led to a temporary waiting list."

Tip: Link the weakness back to a challenge or a result that was Not Met (e.g., "Weakness: Initial staff training was limited. Impact: This resulted in a delay in fully implementing the fidelity checks until Q2." )

Section 4: In-Progress Action and Next Steps

This section concludes the summary with an action plan for the future.

1. Recommendation
State your overall recommendation. The form has a drop down menu and defaults to Continue Program As Is. You should change this if you recommend discontinuing or significantly restructuring.
Tip: Other common recommendations are: "Continue Program with Modifications" or "Discontinue Program."

2. Comment
Write a brief comment supporting your recommendation.
Example: "The program achieved its core objective of accelerating reading growth and is a necessary intervention for struggling students; however, resource efficiency needs improvement."

3. Goals
State a specific, measurable goal that was set for the program (usually from the previous year or planning phase).

Note that board policy ACJ calls us to keep equity at the forefront.  Use data to identify populations who would benefit the greatest and set goals to achieve less disproportionality in achievement, access, etc.
Example: "Increase family engagement in the program by 10% compared to the prior year."

Better example: “Increase family engagement in traditionally marginalized populations (Black, Hispanic, Free/Reduced Lunch, IEP, etc.) in the program by 10% compared to the prior year."

4. Next Steps Table
Detail the specific actions and next steps that need to be taken based on the findings (Strengths/Weaknesses). Include an associated Timeline.
Example: Action: "Research and purchase an additional literacy assessment to screen students in Q1." Timeline: "Review in July, Purchase in August." Person Responsible: Assistant Superintendent

Content in Simbli

Responsible Party

The superintendent or designee will assign responsibility for entering information into Simbli for the upcoming board meeting.  While the program evaluation template can be completed by those closest to the work, a completed document needs to be shared with the central office staff member with editing rights to Simbli.

Recommended Action

• This is the specific action the administration is asking the Board of Education to take. Please note that board members will read this statement.
• Information Included: A concise, clear, and formal statement of the motion to be voted on. It often includes the specific policy, budget line, or contract being approved.
• Example: "I move to approve the renewal of the three-year contract with ABC Bus Company for student transportation services, effective July 1, 2026."

Background Information

This section provides the historical context and foundational facts related to the recommendation. Questions to consider include: 

• Whatever background information is needed for this item. 
• What is the back story? 
• What happened in the past around this item?
• Information Included: Details on how the topic originated, relevant prior board discussions or decisions, current status, Board Policy, MSIP requirements, and a summary of any data, analysis, or legal requirements that necessitate the proposed action.
• Example: "The current student transportation contract with ABC Bus Company expires on June 30, 2026. This item is the result of a Request for Proposal (RFP) process conducted by the Transportation Committee over the past six months, in accordance with Policy D-123. The attached document (Supporting Document: 23 Transportation RFP Summary) details the bids received."

Rationale

• The 'why'—this explains the purpose and justification for the recommended action.
• Information Included: Why are you bringing this item forward at this time? What changed or happened to bring this item forward now?  The goals the recommendation achieves, the problems it solves, and how it aligns with best practices or district needs. This is often the most persuasive part of the document.
• Example: "Renewing the contract with ABC Bus Company ensures continuity of service and guarantees adherence to all state and federal safety regulations. Their bid represents a 5% cost savings over the next three years compared to the next closest vendor while maintaining existing service quality and bus routes."

Financial Impact

• A clear statement detailing the costs or savings associated with the recommended action.
• Information Included: The total cost, where the funds will come from (e.g., General Fund, Capital Projects Fund, grant funds), the budget line item, and the timing of the expenditure (e.g., one-time cost, annual recurring cost).
• Example: "The estimated annual recurring cost for the renewed contract is $1,500,000, which will be paid from the General Fund (Account D-4500-Transportation Services). This represents a decrease of $236,842 per year compared to the current contract's final year."

Whom does this benefit?

• An identification of the stakeholders who will be positively impacted by the decision.
• Information Included: Specific groups within the district community—students, staff, parents, or taxpayers—and the nature of the benefit (e.g., increased safety, improved learning, cost savings).
• Example: "Students benefit from continued safe and reliable transportation. Parents benefit from consistent, on-time service and clear communication. Taxpayers benefit from the demonstrated cost efficiency of the renewed contract."

Does this differentially impact groups?

• An analysis of whether the recommendation will affect certain demographic or geographic groups disproportionately.

• Information Included: Consideration of potential varied effects on students based on characteristics like socioeconomic status, race, geographic location (e.g., rural vs. urban areas), or participation in specific programs (e.g., special education). A 'no' is acceptable if a differential impact is not identified.

• Example: "Yes. The contract renewal includes the adoption of new routing software that is projected to reduce the average travel time by 10 minutes for students in the South District attendance area, which has the district's highest concentration of students receiving free/reduced lunch."

What's included to decrease/eliminate disparities?

• If a differential impact is noted or if the action addresses an existing inequity, this explains the mitigating actions or equity provisions.
• Information Included: Specific steps taken within the recommendation to promote fairness and equal opportunity, or to address the differential impact mentioned above.
• Example: "To address the longer travel times historically experienced by students in the South District, the new contract explicitly requires the vendor to prioritize the assignment of newer, more efficient buses and to implement the optimized routes generated by the new software, directly decreasing travel time disparity."

Strategic Plan Alignment

• How the proposed action supports the overarching goals and vision established in the district’s multi-year Strategic Plan.
• Information Included: A reference to the specific goal, objective, or priority area from the Strategic Plan that this item helps achieve.
• Example: "This recommendation directly supports Strategic Goal 2: Operational Excellence, specifically Objective 2.3, which is to 'Maximize operational efficiency and safety through continuous process improvement and fiscal responsibility.'"

Next Steps

• Clearly identify what happens after the board approves (or denies) the recommendation.
• Information Included: The timeline for implementation, who is responsible for execution, and any necessary reporting back to the board (e.g., a progress report).
• Example: "Upon approval, the Superintendent will execute the contract immediately. The Transportation Director will provide a mid-year progress report on contract performance and route efficiency to the Board Operations Committee in January 2027."

Contact Person

• The individual responsible for managing the action item and fielding questions, traditionally, this is a person in a leadership position like a coordinator, principal, director, etc..
• Information Included: Name, title, and contact information (phone/email) of the administrator or staff member who can provide further clarification on the details of the item.
• Example: "Jane Smith, Director of Business and Finance, jsmith@districtschools.org, (555) 123-4567."