REEd Evaluation Services, formerly the Center for Education and Evaluation Services (CEES), provides program evaluation services to a variety of projects, ranging from large-scale federal programs to community-based non-profit agencies. Staff also serve as internal evaluators to REEd projects and initiatives and for various university programs and grants.
REEd pursues collaborative research and gathers both formative and summative evaluation data. Based on the understanding that critical knowledge is generated at the nexus of theory and practice, REEd Evaluation Services (formerly CEES) has provided program evaluation services to a variety of projects and at a variety of scales for both government funded programs and community-based agencies.
CEES harnesses the diverse expertise of its staff to apply an array of research and evaluation methods to answer real world questions. Using predominantly mixed-method designs, we make use of a variety of traditional and innovative measures to achieve the highest level of rigor possible given the fiscal and logistical boundaries of a given project.
CEES helps in the evaluation of educational programs in a variety of settings, including after school, small learning communities and curriculum models.
Some of our K-12 School projects include:
AB 519 Evaluation Final Report – Title I, Part A-Accountability: This report assesses the implementation, impact, and effectiveness of reform strategies undertaken by LEAs in PI Corrective Actions. The report focuses on the relatively positive impact of the intervention support provided by District Assistance and Intervention Teams (DAITs), particularly in mathematics.
Terry Westover and Lisa Sullivan have published a new article in the most recent issue of JSD, the Learning Forward journal. This article concerns teachers participating in a California program that allowed them to select their own professional learning, who report increased confidence and knowledge, improved instruction, and a greater ability to meet student learning needs.
Dr. Theresa Westover is the Director of Education and Evaluation Services (CEES). She supervises evaluation projects and staff and has over 30 years of experience in evaluation, research methods, and project management. Her areas of expertise include evaluation and research design, data collection tool development (with an emphasis on survey design and administration) and testing, data analysis, and policy analysis. She has experience in teaching research methods, oversight of evaluation and education programs, and conducting large scale program evaluations.
Dr. Lisa Sullivan brings both qualitative and quantitative data analysis experience to the CEES team, as well as research experience in the areas of school readiness, special education, reading assessments and teacher education. Her dissertation research examined the role of social attention in learning and school readiness for preschool children.
Lisa was formerly a classroom teacher in Los Angeles and was a Teacher Education Fellow at UC Davis, supervising middle school teachers in the credential program. Her main area of interest is in working with educators to translate research into practice that will improve outcomes for all students.
Ph.D. in Learning and Mind Sciences, University of California, Davis, 2010
M.A. in Educational Psychology, University of California, Davis, 2006
B.A. in Psychology, Phi Beta Kappa, cum laude, University of California, Irvine, 1986
Publications and Working Papers
Franzone, E., Kucharczyk, S., Sullivan, L., & Szidon, K. (2012). Facilitating the use of evidence based practices in classrooms: The national professional development center model for implementation. In Mundy, P. & Mastergeorge, A. (Eds), Autism for Educators, Thousand Oaks, CA: Sage Publications.
Sullivan, L. (2010). Joint attention: Interactions with word learning and school readiness. Dissertation Abstracts International: Section B: The Sciences and Engineering, Volume 71(11-A), pp.3902.
Abedi, J., Kao, J.C., Leon, S., Mastergeorge, A., Sullivan, L., Herman, J., & Pope, R. (2010). Accessibility of segmented reading comprehension passages for students with disabilities. Applied Measurement in Education, 23 (2), 168-186.
Mundy, P., Sullivan, L., & Mastergeorge, A. (2009). A parallel and distributed-processing model of joint attention, social cognition and autism. Autism Research, 2(1), 2-21.
Abedi, K., Kao, J., Leon, J., Sullivan, L., Herman, J., Pope, R., Nambiar, V., & Mastergeorge, A. (2008). Exploring factors that affect accessibility of reading comprehension assessments for students with disabilities: A study of segmented text (Report No. 746), 80pp. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Manuscript Currently Under Review
Sullivan, L., Mundy, P., & Mastergeorge, A. Joint Attention, Social Behavior and School Readiness in Preschool Children.