Committed to making a difference in the education and social welfare of children and young adults.
202-308-1801
CURRENT AND PAST PROJECTS
Please review a sample of our current and past projects. Our projects have been funded by private organizations, foundations, and government agencies.
EVALUATION OF THE DISTRICT OF COLUMBIA'S CHILD CARE RESOURCE AND REFERRAL SYSTEM (2016-2020)
TTG partnered with Kids Comprehensive Services, LLC, the lead agency managing the District of Columbia's Child Care Resource and Referral (CCR&R) system, funded by the Office of the State Superintendent of Education (OSSE). The evaluation examined the ways in which the CCR&R met the needs of parents and families, providers, and other community stakeholders which focuses on the program's operations, implementation, and service delivery. The evaluation was informed by multiple data sources such as surveys, interviews, focus groups, database and document reviews. The results provided a variety of perspectives from the early care and education community which allowed for conclusions to be drawn and recommendations to be made concerning the CCR&Rs’ provision of services to all stakeholders.
CLASSROOM ASSESSMENT SCORING SYSTEM (CLASS) PRE-K OBSERVATIONS WITH TEACHSTONE (CURRENT)
TTG is partnering with Teachstone Training to conduct high-stakes CLASS Pre-K observations in public schools, public charter schools, and community-based organizations in the District of Columbia to assess the quality of early childhood programming.
EVALUATION OF THE INSTITUTIONAL RESEARCH ENGAGEMENT PROGRAM AT HOWARD UNIVERSITY (IREPHU)
TTG is conducting a summative evaluation of the IREPHU by assessing program activities that focus on the retention and graduation rates of underrepresented minorities receiving baccalaureate degrees in the science, technology, engineering and mathematics (STEM) disciplines.
ROSEMOUNT CENTER PROGRESS MONITORING EVALUATIONS (2015-2020)
TTG conducted infant and toddler and pre-kindergarten classroom pre and post observations utilizing the Infant/Toddler Environment Rating Scale-Revised (ITERS-R) and Early Childhood Environment Rating Scale – Third Edition (ECERS-3) instruments to secure rigorous data about the general classroom environment as part of ongoing program monitoring mandated by the Office of Head Start.
FIGHT FOR CHILDREN CONSULTANT (2016-2018)
TTG conducted program quality assessments in D.C. public charter schools and independent schools for Fight for Children using the Classroom Assessment Scoring System (CLASS) Pre-K and K-3 instruments.
THE HIGH TEA SOCIETY'S MOTIVATIONAL, INSPIRATIONAL, NON-STOP EXPOSURE EXPERIENCE (MINE) PROGRAM EVALUATION (2015-2017)
TTG lead the evaluation of an after-school youth mentoring program for middle school girls in the District of Columbia that exposes them to rich cultural experiences, reinforces positive social interaction skills, and helps direct young girls toward positive educational and career paths. Using pre-post self-esteem measures, behavioral inventories and focus groups, the annual evaluation measured the impact of the program on the participants' attitudes, behaviors, and school participation.
ENHANCED QUALITY RATING IMPROVEMENT SYSTEM (QRIS) INFANT AND TODDLER PILOT PROGRAM EVALUATION (2016)
TTG was subcontracted by the University of the District of Columbia Early Childhood Leadership Institute (UDC/ECLI) and the Office of the State Superintendent of Education, Division of Early Learning (OSSE/DEL) to conduct a baseline evaluation of 73 infant and toddler community-based programs and child care family homes to assess the quality of the programs currently receiving professional development training and on-site technical assistance to improve their level of service for children and families. Evaluation activities included conducting structured classroom observations using the Infant and Toddler Environment Rating Scale-Revised (ITERS-R) and the Family Child Care Environment Rating Scale-Revised (FCCERS-R) and creating and providing feedback to the programs about the results of the study.
EAGLE ACADEMY PUBLIC CHARTER SCHOOL TEACHER QUALITY IMPROVEMENT (TQI) LITERACY PROJECT EVALUATION (2015-2016)
TTG was subcontracted by Howard University Center for Urban Progress, to conduct a formative and summative evaluation of a TQI Literacy Project, a grant funded by the Office of the State Superintendent of Education, Elementary, Secondary and Specialized Education (OSSE/ESSE), at Eagle Academy Public Charter School in Washington, DC. First, The Tête Group developed and administered a needs assessment to teachers and school leaders to assess the supports the pre-k – third grade teachers need in literacy instruction. Secondly, The Tête Group carried out formative and summative evaluations of professional development trainings implemented over the course of the 2015 – 2016 academic year and measured the teachers’ improvement in literacy instruction as a result of the professional development. Evaluation activities included conducting structured classroom observations using the Early Language and Literacy Classroom Observation (ELLCO) Pre-K and Kindergarten–Third Grade Tools; developing and implementing qualitative and quantitative surveys and interview instruments; and conducting focus groups.