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IRB

 Onslow County School System

District-Level IRB

 Program Effectiveness Evaluation

 

Definition

Effective program is a systematic investigations of the merit, worth and effectiveness of a program, initiative or practice stakeholders include everyone involved in the program or affected or concerned about its value and success.  

 

Purpose and Protocol

To approve, monitor, and review research, dissertation requests, demonstration projects, and other district/school programs or initiatives by:

 

     1. Determining if the research or project should be approved based on evidence and need.

  • Newly initiated district pilots and grants will be reviewed and monitored at the district level.
  • New programs/initiatives initiated at the school level will be reviewed and monitored at the school level with guidance and support from the district IRB. Please contact the appropriate division 
  • School level IRB documentation should be maintained by the school IRB or strategic planning team.  

     2. Determining if any students, staff members, or schools as a whole, would be threatened or harmed in any way, including threats to their privacy rights. 

     3. Determining if the research, project, or initiative conflicts with the vision, mission, and goals of the Onslow County School System and the NC State Board of Education, or disrupts or threatens the integrity of the educational system.

     4. Monitoring progress of any program/initiative or research project, and determining if it is adhering to the guidelines established to protect the rights and safety of students and staff, and to further the mission and goals of Onslow County Schools.

  

Policy Code 3140 Evaluation of Instructional Programs

The board recognizes the importance of a systematic process for evaluating the instructional programs.  

An evaluation process should identify any need for modifications to the instructional program in order to meet the educational goals of the board and state standards for student achievement.

 An effective evaluation process should focus on the educational process as well as outcomes by including techniques such as the following:

 1.  testing programs such as state achievement tests, national standardized tests and criterion reference tests in specific subject areas, and tests administered by other agencies;

 2.  observations, surveys, interviews, anthologies, and portfolios;

 3.  student records, including school achievement records and dropout records of students;

 4.  periodic surveys of staff, parents, students, and community members; and

 5.  review by outside professionals such as specialists from other agencies.

 

 

The superintendent will be responsible for ensuring that periodic evaluations are taking place and for reporting the results with recommendations to the board of education. Any student surveys used for evaluating the programs must be approved in advance by the superintendent or designee.  Instructional programs also may be evaluated and changes implemented as a part of a school's improvement plan so long as the school continues to comply with all related board policies.  The board encourages professional development for teachers and administrators so that changes in the instructional program can be implemented as effectively as possible.

 

Legal References: G.S. 115C-36, -47, -276

Cross References: Goals, Objectives, Vision and Mission of the Educational Program (policy 3000),

Testing and Assessment Program (policy 3410), School Improvement Plan (policy 3430)

Adopted: June 28, 2000

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