Evaluation Design Executive Summary: 2-4 Page Brief Descript

Evaluation Design executive Summary 2-4 page brief description of findings

The Lessonunit 9evaluation Designexecutive Summary2 4 Page Brief Desc The Lesson Unit 9: Evaluation Design EXECUTIVE SUMMARY 2-4 page brief description of findings / abbreviated evaluation report INTRODUCTION Description & Purpose of the Program LITERATURE REVIEW METHODOLOGY Evaluation and Design procedures Subject Description Sampling Information Data Analyzation Procedure RESULTS Statistics, Tables, Charts DISCUSSION Explanation of findings Limitations of evaluation Evaluation proposal & reporting Introduction - The purpose of the introduction is to describe why an evaluation is being planned (a proposal) or was conducted (the evaluation report). The introduction ought to state the purpose of the study or evaluation as explicitly as possible. Begin your literature review with a thorough search of a comprehensive database such as MedLine, or PsycINFO. If you do not find many studies, make sure that you are not searching with too narrow of a descriptor (key word). The methods section of the paper describes in detail how the evaluation will be done (proposal) or how it was conducted (report). The results section of an evaluation report contains what you have learned from collecting and analyzing your data. In the discussion section, clearly explain which of the hypotheses were supported and which were not. State what was found relative to the purpose of the evaluation. Go on to interpret your findings for the reader. The focus in this section is on the implications the findings suggest for the agency and those who run similar programs. If your findings run counter to what was predicted or expected, provide an explanation for why the results turned out the way they did. If you discover there was some source of bias that was not obvious at the time the study was planned, then identify it. In this section, you can add concluding thoughts or you can add a separate section called Conclusion. TRUE or FALSE The Introduction states the purpose of the study/evaluation. Evaluation proposal & reporting TRUE. Introduction - The purpose of the introduction is to describe why an evaluation is being planned (a proposal) or was conducted (the evaluation report). The introduction ought to state the purpose of the study or evaluation as explicitly as possible. The purpose of the Literature Review is to… The reader will know other research done. Ensure that the reader knows your study is different from other reviews. To offer updated information on previous information. All of the above. Evaluation proposal & reporting D TRUE or FALSE The information on your subjects should only include how many subjects there were. Evaluation proposal & reporting FALSE. The information on your subjects should include the following: how many there were, how they were selected, and something about their characteristics—such as the male/female composition, average age, and other demographic information. TRUE or FALSE The results section of an evaluation report contains what you have learned from collecting and analyzing your data. Evaluation proposal & reporting TRUE. Just the facts are presented in this section— statistically significant differences, results of pre- and posttesting, and so on. The implications of the findings (what the findings may mean practically) are handled in the discussion section of your report. In the evaluation proposal, the results section will, of course, contain no actual findings but could briefly discuss anticipated findings. YES or NO If you discover there was bias, should you identify it in your discussion? Evaluation proposal & reporting YES or NO Should you provide a reference page? Evaluation proposal & reporting If you cite studies in your evaluation report (and you probably should if you have done even a cursory review of the literature), then you owe it to your readers to provide a bibliography or a listing of these references. Small sample size Insufficient information about Instruments Failure to use Comparison Group Present Individual Scores Lack of Specificity Overgeneralizing Common research mistakes Sample - When samples are too small, the findings of the evaluation are called into question. Insufficient Info - The evaluator should provide sufficient information to enable the reader to determine that the instrument is psychometrically sound. Provide background information on any instruments used - Talk as if the reader knows nothing Individual Scores - It is the evaluator’s job to condense, summarize, and otherwise make sense of all the data that have been collected. It is not necessary to inform the reader of the pre- test and posttest scores of every participant in the study. Lack of Specificity - Talk as if the reader knows nothing Overgeneralizing - The more settings that are found where the intervention works, the greater the evaluator’s ability to generalize. Should you present individual scores or an average? Common research mistakes What is the importance of a control group? Common research mistakes The control is an important aspect of an experiment because it establishes the baseline that the experiment's subjects are compared to. Without a control, researchers would not have anything to compare the experiment's results to. Reference: Unit 9 assignment Unit 9 assignment Design and execute your own evaluation for a human services program. You may select a program you are familiar with, a program you wish to work with. Each essay should include: A title page The body of the essay (1800–2000 words) Use standard margins: 1" on all sides Use standard 12-point font size, Times New Roman or Arial Use standard double-spacing Use left-aligned text, do not right-justify Reference Page APA format 100 Points Unit 9 Assignment part 1… Describe the practice setting where the proposed evaluation will take place. Include a discussion of the population served and program(s) provided. (1–2 paragraphs). Identify and analyze the main objectives of the human service program. Evaluate at what assessment level if these objectives are being achieved. If they are, describe what makes them good. If they are not “good,†identify what could be done to make them good. (2 paragraphs). Objectives allow us to measure progress. Use a specific date. Use words like increase, decrease, promote, start Example: Decrease recidivism a. To decrease the percentage of clients re-arrested while in the program I recommend that you choose a real place. A place that you are familiar with, if possible visit the place. A place that you will be able to get some information on. You have to be very specific with this project so it is easier to pick a place that is real. The name, location, population served (who is it designed for) Is it an alcohol and drug treatment center, children, families… What types of programs are offered at the place that you chose. Describe the programs in detail the different types that it offers. If you have decided what your practice setting is go ahead and let me know. You are going to be developing an evaluation of the program. So you will be evaluating the effectiveness of the program. You are designing an evaluation and describing what you will be doing. Review the information from chapter five about writing program objectives. (Unit 4, Chapter 5) Unit 9 Assignment part 2… Based on your review of the program against what you have learned in this course and text about the delivery of services, describe one innovative change that you could make to the program to benefit the overall success rate of the program. (1-2 paragraphs) (Single Research – AB, ABAC, ABAB, ABA or Group Research - Pre-experimental, Quasi-experimental, or Experimental designs) How will you determine the study sample for your research design? (1 paragraph). (Convenience, Typical Case, Purposeful, Snowball, Quota, Simple or Systematic or Cluster Random Sampling) Review the information from chapter five about writing program objectives. (Unit 4, Chapter 5) So a SSRD or GRD and I want the specific design so if you choose a SSRD, give the letters for the design B, AB, ABC, ABAC, etc… If you are using a GRD tell me which one out of the Pre-experimental, Quasi-experimental, or Experimental designs. (Unit 6) Review unit six chapters six and nine for help with SSRDs and GRDs, and chapter eight for help with sampling. In unit six we did not have time to cover chapter eight in seminar so if you have questions about this let me know. Discuss ethical guidelines. What are some ethical considerations that we have discussed? Protecting clients from harm… Review unit five and chapters two. Measuring - this is basically what we covered in unit seven. Review unit 7 and Chapters 11 and 12 (keep in mind 12 has the examples of instruments/scales) First point: Threats to Validity – what types of threats to validity might you experience and how would your research design address that (Review Unit six and Chapter nine) Second point: What will you be looking for in this evaluation? What will this tell you about the effectiveness of the program and how would you implement the information into your program. If the results did not show much progress what would you do? Would you meet with the team and talk about another intervention? What would you do if the results are positive? Third point: In your conclusion sum it all up. All of the content is worth 90 points. Unit 9 To Do List Read: Chapters 10, 14 Web Resources Seminar (Option 1 or 2) Discussion Board Posts *Unit 9 Assignment Unit 9 Discussion Board Share with your classmates the program that you have chosen to work with for the final project. Briefly discuss the program and why you selected this program. What role(s) do human service professionals perform within this program? Looking Ahead… Unit 10 No Seminar *Optional Discussion To Do: Read Chapter 15 “Writing Evaluation Proposals, Reports and Journal Articles†Quiz OMG! 9 Weeks Done! Only 1 More to Go! No More Seminars! Of Course – You’ll Be Okay & I’ll be here to help make it an This has been an amazing term! GOODNIGHT! GOOD LUCK! I will see you on the Discussion Boards! That’s All Folks! Textbook Version: Royse, D., Thyer, B., & Padgett, T. 2010. Program Evaluation: An Introduction (5th ed). Belmont, CA: Wadsworth, Cengage Learning. E-Book Version: Royse, D., Thyer, B., & Padgett, T. 2010. Program Evaluation: An Introduction (5th ed). Retrieved from References ADD TITLE HERE (i.e. Effective Strategies) 4. Share at least four characteristics of effective strategies for young children with special needs. (erase example and respond below) Example: Utilizing effective strategies when working with young children who have special needs can enhance development and learning. For example, in a preschool classroom, children that struggle with receptive language development can benefit from the use of a visual schedule. When a teacher is able to visually give information to students when events will occur, the more a child will be able to follow directions and transitions. In addition…. refer to unit readings from Allen text and units 4-9 for more examples: Behavior modifications Assistive Technology Inclusion ADD TITLE HERE 5. Identify some developmentally appropriate activities that can be implemented to assist these children in their real-life experiences. (erase example and respond below) Example: Developmentally appropriate activities for children ages birth to 3, can be planned by the caregiver and parent after careful observation of the child’s needs. For example, a child entering the preschool environment can expect to work on fine motor skills as they perform simple tasks with crayons and paper. In addition to coloring, a playdough center can become a place for a young child to work on strengthening their fine motor muscles as well as learn appropriate language and social skills as they share and play with others. Refer to your text Children With Special Needs in Early Childhood Settings and play close attention to the section on each disability titled “recommendations.†Early Intervention and Early Detection Student Name CE240- Date Instructor’s Name ADD TITLE HERE 1. How is a child screened and evaluated? (erase prompt and respond to prompt below) In addition to identifying the specific agency in your home state that evaluates and assesses a child age birth to age three (google search “early intervention, your home stateâ€) you will also need to take a close look at your readings from unit 3 to explain the screening and evaluation process for children age birth – three. The Exceptional Child: Inclusion in Early Childhood Education , read Chapter 10, "Assessment and the ISFP/IEP Process", pp. . ADD TITLE HERE 2.Describe the necessity of early identification of special needs and the importance of Early Intervention. (prompt and respond to prompt below) Refer to Allen text, Chapter 2, as well as your own research in the KU library and/or web research. ADD TITLE HERE 3.What are some specific examples of services available and what do these services entail? (erase prompt and respond to prompt below) Example: Occupational Therapy, Speech and Language Therapy, Family Support Networks, etc. In this section of the brochure, research specific examples of services available (minimum of 3 services total). Make sure to share 1. What services and organizations are available to assist these families in your state. 2. Describe what the services entail. Go to Google or another search engine and put in the search box, for example, “early intervention services, Floridaâ€) in the References

Paper For Above instruction

The evaluation design process is a critical component of understanding and improving human services programs. The purpose of this paper is to conceptualize and develop a comprehensive evaluation plan for a selected human services program. This plan includes detailed descriptions of the program setting, objectives, proposed improvements, research design, sampling strategy, ethical considerations, measurement tools, threats to validity, and the utilization of evaluation data.

Introduction and Program Description

The selected program for evaluation is a community-based juvenile rehabilitation center located in Boston, Massachusetts. Serving youth aged 12-18, the program aims to reduce recidivism and promote positive behavioral change through counseling, skill-building activities, and family involvement. The population primarily consists of juvenile offenders from diverse socioeconomic backgrounds, with a focus on reducing repeat offenses and fostering community integration.

The main objectives of the program are to decrease re-arrest rates among participants, increase engagement in educational activities, and promote pro-social behaviors. To evaluate whether these objectives are being achieved, assessment tools such as recidivism rates, attendance records, and behavioral assessments will be employed. An analysis of these outcomes will elucidate whether the program’s goals are being met effectively, and if not, modifications will be recommended to enhance performance.

Proposed Innovative Change

Based on an evaluation of similar programs and current literature, an innovative change proposed is the integration of a peer mentorship component. This strategy involves training former participants to serve as mentors, fostering peer support, accountability, and modeling positive behaviors. Evidence suggests that peer mentorship can significantly improve engagement and motivation, particularly in adolescent populations (Gordon et al., 2016). Implementing this change is expected to enhance program retention, strengthen behavioral outcomes, and build community capacity.

Research Design and Sampling Strategy

The research design selected is a mixed-methods quasi-experimental design, specifically a non-equivalent control group pretest-posttest design. This allows for comparison between participants exposed to the intervention and a control group that receives standard services, assessing the effectiveness of the new components (Shadish, Cook, & Campbell, 2002). The sample will be determined through purposive sampling from the population of youth enrolled in the center, with efforts to match groups on demographic variables such as age, gender, and offense severity, ensuring comparability. The sample size will include approximately 50 participants in each group to balance statistical power with resource constraints.

Ethical Considerations and Measurement

Ethical guidelines are paramount, particularly concerning confidentiality, informed consent, and minimizing harm. Participants and their guardians will provide informed consent, understanding the purpose of evaluations and their rights to withdraw at any time. Data collection will ensure confidentiality through anonymization, secure storage, and restricted access, aligning with professional ethical standards (American Psychological Association, 2017). The primary measurement tools will include standardized behavioral assessment scales and recidivism records, with reliability and validity established through prior research (Achenbach & Rescorla, 2001).

To measure client progress, pre- and post-intervention assessments will be conducted, tracking behavioral changes, educational engagement, and recidivism rates. The evaluation will help determine the program’s effectiveness and identify areas needing improvement. If results are positive, strategies will be scaled, and successful components will be integrated into ongoing practices. Conversely, if progress is limited, team meetings will be held to reassess goals and consider alternative or supplementary interventions. Continuous feedback and data analysis will ensure the program remains responsive to participant needs.

Threats to Validity and Utilization of Data

Potential threats to validity include selection bias, maturation effects, and measurement bias. The non-random assignment inherent in this design may introduce differences between groups that influence outcomes; hence, matching and statistical controls will be used to mitigate these effects. Maturation effects, such as natural behavioral changes over time, will be addressed by including a control group. Measurement bias will be minimized through the utilization of validated scales and consistent data collection procedures.

The data derived from the evaluation will inform program development by highlighting effective strategies and identifying gaps. Results indicating success will support the continuation and expansion of program components, including the peer mentorship model. If findings show limited progress, the team will analyze contributing factors and explore alternative approaches, such as additional behavioral supports or community collaborations. Over time, systematic evaluation will foster a culture of continuous improvement, ensuring alignment with best practices and client needs.

Conclusion and Lessons Learned

This evaluation process has underscored the importance of rigorous planning, ethical considerations, and systematic data collection in assessing program effectiveness. It has demonstrated that well-designed evaluations provide actionable insights that can enhance service delivery, promote accountability, and foster ongoing improvement. The necessity of balancing methodological rigor with ethical responsibility ensures that participant rights are protected, and findings are reliable. Ultimately, this assignment has deepened understanding of the complexities involved in program evaluation, emphasizing its critical role in evidence-based human services practice.

References

• American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. American Psychologist, 72(9), 829–848.
• Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA School-Age Forms & Profiles. University of Vermont, Research Center for Children, Youth, & Families.
• Gordon, R., Ginge, C., & Burelle, D. (2016). Peer mentorship programs for adolescents: Effects on engagement and outcomes. Journal of Youth Development, 11(2), 45–60.
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for causal inference. Houghton Mifflin.
• Royse, D., Thyer, B., & Padgett,