Practice Areas

Technical Assistance


CEEP has conducted training and intensive evaluation technical assistance on strengthening project objectives and performance measures. Based on successful programs, CEEP developed its own model for evaluation technical assistance, “The Continuum of Evaluation Technical Assistance,” which provides the needed context and framework for examining the types and timing of various strategies, as well as examining the relative impact of those strategies. Selected technical assistance programs include the following projects.

Evaluation for Metropolitan School District of Warren Township, Race to the Top - District Program Award

Client: Metropolitan School District of Warren Township (Indianapolis)
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CEEP’s five-year, mixed methods evaluation plan is designed to examine both the overall implementation and impact of the Warren Township Race to the Top (RttT) initiative considered holistically or collectively (i.e., considering the complex interrelationships of the various program components and project activities).  CEEP will also evaluate the implementation and impact of seven of the 10 major projects (i.e., Curriculum, Instruction and Formative Assessments [K-12]; Personalized Learning System; Environments to Support Engaged Learning; Extended-Time Learning Opportunities; Professional Opportunities [PD]; PBIS and Culturally-Responsive Instruction [PreK-12]; and, Parents Are the Core) and their respective key activities. Conducting the formative and summative evaluation from both a macro-perspective as well as a more focused (micro) perspective on key program components will provide the most comprehensive and meaningful data for purposes of program improvement and determining overall impact of the Warren Township’s RttT initiative.

Analyses of Teaching American History Grantee Evaluation Designs

Client: U. S. Department of Education
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CEEP was contracted by the U.S Department of Education (ED) to conduct a review and analysis of the evaluation plans of the 2003 Teaching American History (TAH) grantees that proposed to use an experimental or quasi-experimental design evaluation. The services provided under this contract included all tasks associated with conducting a comprehensive analysis of the quality and rigor of the 39 submitted experimental and quasi-experimental design evaluations. In a period of several weeks, CEEP recruited and convened three separate panels of reviewers consisting of three reviewers each (two methodological experts and one American history expert), completed the analysis process, and wrote and published 2-3 page individualized written reviews for each of the 39 grantees. To increase consistency across panels, CEEP developed and utilized a structured protocol for reviewing and scoring each grant, which consisted of a scoring rubric that allowed for both quantitative scoring and qualitative assessment and recommendations for improvement. CEEP also conducted follow-up teleconferences and provided additional assistance and consultation to resolve technical design or measurement issues with fifteen grantees. CEEP was able to effectively and efficiently respond to the needs of the TAH program within a short timeframe, and the high quality of our work and responsiveness of our organization led to a subsequent contract to provide evaluation technical support to the TAH program. The subsequent evaluation services were provided through a subcontract with Synergy Enterprises Inc. (See next project listing below).

Technical Assistance to the Office of Innovation and Improvement

Client: U. S. Department of Education, through subcontract with Synergy Enterprises, Inc.
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From 2004-2011, through subcontracts with Synergy Enterprises, Inc., CEEP provided evaluation technical assistance (TA) to a broad spectrum of Office of Innovation and Improvement (OII) grantees in four primary areas:  (1) refinement of evaluation designs, (2) collection of evaluation data, (3) analysis of evaluations, and (4) individualized training for grantees, their evaluators and ED staff. CEEP conducted training and intensive nation-wide evaluation TA on strengthening project objectives and performance measures for ED program staff and their grantees, including the following OII Programs:  Transition to Teaching; Credit Enhancement; Arts Education; Teacher Quality Partnerships; Teacher Incentive Fund; Full Service Community Schools Program; Charter Schools Programs; Magnet Schools Programs; Voluntary Public School Choice; Parent Information and Resource Centers; School Leadership Programs; and Teaching American History. Specific activities and TA varied for each OII program, but across the grantees included the following:  conducting reviews and syntheses of grantee proposals, annual reports (524b) and other extant data; conducting analyses of reported Government Performance and Results Act (GPRA) data; conducting site visits to provide TA and collect additional program data; preparing reports of program impact, effectiveness and best practices; establishing an evaluation TA resource website; conducting webinars and teleconferences for grantees related to critical evaluation and content issues; reviewing and analyzing grantees’ proposed project objectives, performance measures and evaluation plans; conducting workshops for grantees to provide guidance in strengthening project objectives and performance measures; providing individualized TA to grantees to strengthen project objectives, performance measures and overall evaluation plans; working with potential grantees and presenting at bidder’ conferences to help strengthen proposed objectives and measures; providing input and consultation on the design and development of project director meetings; conducting workshop and content sessions at project director meetings; and consulting with program leadership on strategies for strengthening grantees’ project objectives, performance measures and overall evaluation plans. In addition, CEEP also conducted on-site training for OII leadership and program staff related to evaluation TA and the importance of strengthening project objectives and performance measures.

Research-Based Reading Reform: Technical Support for Indiana's Early Literacy Intervention Grant Program

Client:  Indiana Department of Education
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For over ten years, the Indiana Department of Education (IDOE) contracted with CEEP to serve as the external evaluator for the Early Literacy Intervention Grant Program (ELIGP). The ELIGP provides funds to enhance literacy programs primarily for kindergarten through Grade 2, with some intervention at the preschool level. CEEP monitored and reported multiple aspects of the grant program, including which literacy programs the schools chose, the status of program implementation, and any changes in student literacy skills. Grant coordinators in each school completed an implementation report developed by CEEP that detailed the status of implementation, how funds were used, and what aspects of the literacy programs were particularly successful or challenging. In addition, starting with the 2006-07 academic year, schools were required to submit student literacy skills data to CEEP twice a year in order to monitor program impact. CEEP compiled reports for the IDOE describing the findings of both the survey and any changes in the student literacy skills data. CEEP also conducted a data analysis workshop and assisted IDOE with a grant writing workshop to guide applicants in their proposals for the 2008-09 school year.