ITTT and Data Driven Decision Making

The main purpose of independent evaluation services is to investigate the efficacy of a curriculum, program, or project, and then provide directed areas of focus where the targeted area could be improved and modified on an ongoing basis. External evaluators can provide evidence of program efficacy and show improvement through trends over years where programs or curriculum are modified based on quantitative student and teacher achievement and technology proficiency combined with qualitative feedback.

ITTT’s process for evaluation design, implementation, and reporting occurs in a phased, cyclical manner where results are shared periodically to provide updates and identify challenges/risks to meeting goals. Programs and curriculums do not exist in a vacuum, so ITTT investigates the contexts of the targeted program and listens to stake-holders' input to provide tailor-made, appropriate research questions, hypotheses, project descriptions, objectives, research design, sampling techniques, and measurement methodologies. ITTT creates a feasible management plan with a timeline in which the evaluation will be conducted, and provides implementation and finding reports accessible to a variety of targeted audiences. ITTT’s evaluation program designs adhere to the U.S. Department of Education’s What Works Clearinghouse’s standards for rigorous research, based on an open and systematic design.

ITTT Evaluators:

ANNE LINDSAY FETTER

Ph.D. Developmental & Educational Psychology, Boston College, 1997
M.Ed. Early Childhood Education, University of New Hampshire, 1993
B.A. Economics, Williams College, 1985

PJ HALLAM

Ph.D. Language, Literacy & Culture, University of California, Berkeley, 2000
M.Ed. Special Education, University of Nevada, Las Vegas, 1979
Reading Specialist Credential, California State University, Hayward, 1978
Multiple Subjects Teaching Credential, University of California, Berkeley, 1976
BA in Sociology, University of California, Berkeley, 1976

WILLIAM A. HARRIS

Ph.D. Sociology, Stanford University, 1981
M.A. East Asian Studies, Yale University, 1970
B.A. Asian Studies, University of California at Santa Barbara, 1968

YOLANDA RONQUILLO

Ph.D. Integral Studies, Concentration in Transformative Learning and Change, California Institute of Integral Studies, San Francisco, 2000
M.A. Transpersonal Psychology, Holy Names University, Oakland , CA, 1992
B.A. Psychology, Antioch West, San Francisco, 1985