In order to evaluate a program for children with severe disabilities, an evaluator may choose to plan his/her evaluation upon the tenets of one of many theoretical models of program evaluation. The model that is chosen must reflect the theoretical undertones of the program goals and objectives. In the case of the Student Services Department of the Medicine Hat Catholic Separate Regional Division, the primary program objective must be focused upon the educational, behavioral, and emotional well-being of the students as they are the major stakeholders in the program. In theory, a model or approach like that of Provus' that involves examining the content, processes, and products (outcomes) will be most effective to evaluate the efficacy of the means of bringing about results while considering the perspectives of all the major stakeholders of the program. However, if there is limited time, and/or financial resources and/or human resources. then the evaluation team may need to focus upon one segment of the program to carry out the evaluation in the most efficient way possible. For the purpose of this assignment, however, the financial and human resources will be unlimited.
A model of program evaluation that focuses on program content, process, and product (outcome) is the most appropriate approach to evaluate this specific program because the content is an inherent component of the process, which cannot be separated from the product. As the program evaluator, I am also concerned with outcomes, such as whether the education system was putting forth the right program to bring about benefits to the students who are in the program. However, I am also concerned with the content and processes, because these must be in place in order to bring about the desired outcomes.
It appears that there are many indicators or processes that can have an effect on student success. A component of the evaluation must look at the specifics of this program to determine whether or not the current practices are the most effective ways to help them to meet objectives outlined on their Individual Program Plans (IPPs). There are many questions that could be answered when addressing the specific processes of the program. In particular: (a) What qualifications and/or previous experience must the teachers have to develop IPPs, (b) What are the qualifications of the individuals delivering services within the preschools, kindergartens, and daycares, (c) Will the documentation of the child's current level of functioning in the learning environment be completed by one individual or by everyone who works with the child, and (d) What is the nature of the child's support system--at home, at school, and/or in daycare? These are important questions to answer in order to properly assess whether or not the program is being implemented by those properly trained to do so, and that some standards for service delivery are being met.
Another component of the evaluation would be one that focuses on the products of program implementation (outcomes). It is through an evaluation of these outcomes that everyone involved with the planning and implementation of the program becomes more aware of the current practices that are highly effective and those that are only moderately effective and/or ineffective at bringing about change for the students. Three questions that could be addressed include: (a) Are the students who are placed in the within-center and/or the in-home based program learning new information, including skills to help them meet their learning and behavioral objectives as outlined on their IPPs, (b) How will these differences be measured, and by whom, and (c) Are these methods of bringing about behavioral change (outcomes) the most cost-effective ways of doing so? When it is discovered that the students are demonstrating some type of change and are meeting and/or exceeding the objectives, but the school division is facing budget restraints, I would like to know what it is about the in-home program that is beneficial for students, and furthermore if there is some aspect of the in-home program that could be implemented more efficiently without compromising any parts of the program for the students.
In conclusion, it is evident that a thorough evaluation of this program for students with disabilities must involve the examination of its content; the processes involved in its delivery, such as the reactions of teachers, parents, students, and administrators; and the outcome of the program. The effective delivery of this program involves the implementation of appropriate methods by appropriately trained individuals to individuals who are deemed to most need the services. It is for this reason that an evaluation of the program must not ignore any of the core components of its effective delivery.
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Well done Janelle
ReplyDeleteYou have accurately set out the parameters of your evaluation and do a fine job of raising important areas of focus. You address the issue of budget and fortunately for this exercise we can rely on a limitless amount of funding. Provus' model is a good fit and you support your decision to use it extremely well. You show that you have a solid understanding of the program and how you think that it should be evaluated.