A r c h i v e d  I n f o r m a t i o n

How Do I Communicate My Results?

Requirements

First, figure out what you may be required to do. Many grants come with formal evaluation requirements that specify the types of reports that must be submitted, as well as when they are required. For example, one of the requirements of the Technology Literacy Challenge Fund is that districts receiving funding need to submit a report to their state annually. Take advantage of these requirements. Treat them as your chance to tell those in charge about your program and either why it is a success or what you would need to make it a success (e.g., more time, more resources).

Audience

Next, figure out who your audiences are. You know you have to write a couple of reports - or at least a couple of memos. Your next step is to figure out who will be reading them. Make a list of (1) all those you are required to communicate your results to, and (2) all others whom you want to know about your evaluation.

Then, for each audience, ask yourself these questions:

• What background do they have in the subject or regarding the program?

• What will they want to know?

• How much time and/or interest will they have?

This will help you tailor your communication. In general, if you are given guidelines, try to stick to them as closely as you can. If you aren't given guidelines, then make your best guess. These are some tips to keep in mind:

• If the audience already has background information on the program, try to stick as much as you can to providing only specific findings from your evaluation. If not, then you may have to try to "bring them up to speed."

• Figure out which of your goals addressed what they wanted to know and why they wanted the evaluation. Address these goals.

• If the audience wants something immediately, write a short memo summarizing major findings first, and then follow it up with a longer report.

• Don't be afraid of including recommendations or possible areas of change. If you want to make changes, you're going to have to talk about it sooner or later, and having it in a report is a way to start the conversation.

There Are Many Ways to Communicate

Long reports are not the only way to communicate results. Reports are only one way to communicate results. Other options (some may be required, some not) include:

• A memo or letter
• A phone call
• A presentation before a board or committee
• A publication in a journal, newspaper, or magazine
• A workshop for teachers
• A webpage

How Did Rivers Communicate Results? Earlier, Kathy had listed the major stakeholders in the program. They included: Mr. Jones, the high school principal; Dr. Walker, the superintendent; Ms. Phillips, the professional development coordinator; teachers; and parents. In addition to this list, Kathy added the school board and Ms. Johnson, head of the Information Management Systems Department. She felt that the school board would be responsible for providing more funding for technology, so they should know the results, and Ms. Johnson requested to see any results as they would affect future equipment funding, and thus, information systems resources. Next, Kathy brainstormed about how to "spread the word" to all of these people. Mr. Jones was mostly interested in test scores and attendance and dropout rates. Dr. Walker would be interested in the same thing, but also would be interested in her cost comparison of Rivers? program with others. In addition, both Mr. Johnson and Dr. Walker might be interested in any anecdotal evidence of teacher or student use. Ms. Phillips and teachers would probably want information from the surveys about the professional development. Parents would probably be interested in the self-assessments of computer literacy and test scores. They also might be interested in any scenarios that Kathy can provide about how their children are using computers or how teachers are using computers in the classrooms. Oh, and last but not least, the school board probably would be interested in something similar to what the superintendent was getting, and Ms. Johnson would probably be interested in any anecdotes or information about equipment. From this, Kathy listed what types of communication she thought she could produce (e.g., reports, presentations), and to whom they would go. Report, Presentation, etc. To whom it would go Short report on satisfaction Jones, Walker, School Board Memo on reading test scores and attendance/ dropout conclusions Jones, Walker Report on impact of professional development Phillips Short report on self-assessment of computer literacy Jones, Walker, School Board Overview at PTA meeting (computer literacy, satisfaction, anecdotes) Everyone Presentation at School Board meeting School Board Memo to Ms. Johnson re: equipment anecdotes (also offer her copies of reports) Johnson It looked like a lot of work, but Kathy kept reminding herself that "short" report meant just that - short. She realized that, first of all, she didn't have time to write anything extensive, and, second, the people she was giving it to (e.g., the principal and superintendent) didn't have time to read anything extensive. However, it was still going to take some time to write and, since the school had spent quite a lot of money, the principal and superintendent wanted some feedback ASAP. So, before she got to work, Kathy decided to send them both an e-mail message giving a few highlights of what she found (e.g., a few descriptions of lessons she received from the survey), and telling them what kinds of reports, etc., she was planning. They were both satisfied with this and it gave them something to tell the school board.

What requirements do you have?

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To whom do you need to communicate findings?

Name	Type of Information
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What reports or memos could you write and to whom would they go?

Report or Memo	Recipient
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What presentations could you do?

Presentation	Recipient
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Is there anything you need to do in the meantime before the reports or presentations (e.g., e-mails)?

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[What Are My Conclusions?]

[Where Do I Go From Here?]