To prepare:
• Review the Giancola (2014) resource and read the Jayaratne (2016) and Henson (2016) articles in the Learning Resources. Reflect on the process of preparing for and developing the tools and plans needed for an effective program evaluation.
• Review the evaluation tools highlighted by this module’s Learning Resources and research other possible evaluation tools that would fit the needs of your specialization.
o Develop a draft of an evaluation tool to measure the effectiveness of your identified program using at least three of the quality indicators you identified in Part 2 of your Course Project in Module 3.
o Reflect on the measurable criteria for each indicator. What would it look like to be performing at the highest level on this indicator? What would it look like to be emerging or lacking on this indicator?
• Review the Action Plan templates in this module’s Learning Resources and research other possible templates that would fit the needs of your specialization. Develop an action plan for how to implement your program evaluation tool in the future. Include the following in your action plan and add to it as you see fit for your program:
o Program goals
o Action steps to meet those goals
o Who will complete the action steps?
o When will the action steps be completed?
o Resources need to complete the action steps
o Data collection to inform the action steps
Action Plan Templates in Attachments
Module 4: Assignment
COURSE PROJECT PARTS 3 AND 4: EVALUATION TOOL AND ACTION PLAN
As a leader in the field of education, you must constantly review program goals and initiatives, collect and analyze program-specific data, and refine strategies for the continuation of your programs to affect educational change. In Module 3, you began your Course Project by identifying a program within your specialization needing improvement or change and designing a plan to evaluate that program. With all that you have considered and begun planning in order to implement change, in this module, you consider the indicators and criteria to evaluate your program and the steps needed to implement its evaluation.
For Parts 3 and 4 of your Course Project, you will develop an evaluation tool for your selected program and an action plan to implement your tool in the future.
To prepare:
· Review the Giancola (2014) resource and read the Jayaratne (2016) and Henson (2016) articles in the Learning Resources. Reflect on the process of preparing for and developing the tools and plans needed for an effective program evaluation.
· Review the evaluation tools highlighted by this module’s Learning Resources and research other possible evaluation tools that would fit the needs of your specialization.
· Develop a draft of an evaluation tool to measure the effectiveness of your identified program using at least three of the quality indicators you identified in Part 2 of your Course Project in Module 3.
· Reflect on the measurable criteria for each indicator. What would it look like to be performing at the highest level on this indicator? What would it look like to be emerging or lacking on this indicator?
· Review the Action Plan templates in this module’s Learning Resources and research other possible templates that would fit the needs of your specialization. Develop an action plan for how to implement your program evaluation tool in the future. Include the following in your action plan and add to it as you see fit for your program:
· Program goals
· Action steps to meet those goals
· Who will complete the action steps?
· When will the action steps be completed?
· Resources need to complete the action steps
· Data collection to inform the action steps
Add
the following two parts to your Course Project paper:
Assignment Task
Part 3: Evaluation Tool
Write 1 page that include the following:
· A rationale for each of the quality indicators you selected for your evaluation tool. Be sure to support your rationales with program information, goals, and data as well as research.
· An explanation of the validity and reliability of your identified, measurable criteria and how they will accurately evaluate the effectiveness of the identified quality indicators
· An explanation of the program evaluation research that supports the way you created your tool
Attach your Program Evaluation Tool as Appendix A of your Course Project paper.
Part 4: Action Plan
Write 2 pages that include the following:
· Describe how your action plan will support your program evaluation.
· Explain how you will continue with the ongoing program evaluation, including how you will collect data, interpret results, modify action steps, and disseminate the information to other stakeholders.
· Describe how this process can create meaningful change that will increase the effectiveness of your identified program.
Attach your Action Plan as Appendix B of your Course Project paper.
For this Assignment, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.
Rubric
EDSD_7900_Module4_Assignment_Rubric
| EDSD_7900_Module4_Assignment_Rubric | |||
|
Criteria |
Ratings |
Pts |
|
|
This criterion is linked to a Learning OutcomeAdherence to Assignment…The extent to which work meets the assigned criteria. |
12 to >10. 8 pts Exemplary Advanced Graduate-Level Work Assignment exceeds expectations, integrating additional material and/or information. … Assignment demonstrates exceptional breadth and depth. … Assignment demonstrates exceptional understanding of course/module criteria. 10.8 to >9.6 pts Advanced Graduate-Level Work All parts of the assignment are completed, with fully developed topics. … Assignment demonstrates appropriate breadth and depth. … Assignment demonstrates clear understanding of course/module criteria. 9.6 to >8.4 pts Minimal Graduate-Level Work Most parts of assignment are completed. Topics are not fully developed. … Assignment demonstrates minimal depth and breadth. … Assignment demonstrates little understanding of course/module criteria. 8.4 to >0 pts Unacceptable Graduate-Level Work Does not fulfill the expectations of the assignment. Key components are not included. … Assignment lacks breadth and depth. … Assignment demonstrates no understanding of course/module criteria. |
12 pts |
|
|
This criterion is linked to a Learning OutcomeAssimilation and Synthesis of Ideas…The extent to which course content is synthesized and supported with information from the Learning Resources and examples. |
12 to >10.8 pts Exemplary Advanced Graduate-Level Work Demonstrates a clear understanding of the assignment’s purpose as well as the ability intellectually to explore and implement key instructional concepts. … Demonstrates insightful critical thinking of key instructional concepts, theories, and strategies. … Demonstrates exceptional inclusion of major points, using creditable sources, in addition to course videos or required readings. 10.8 to >9.6 pts Advanced Graduate-Level Work Demonstrates a clear understanding of the assignment’s purpose. … Provides careful consideration of key instructional concepts, theories, and strategies. … Includes specific information from course videos or required readings to support major points. 9.6 to >8.4 pts Minimal Graduate-Level Work Demonstrates minimal depth and breadth. … Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped. … Minimally includes specific information from course videos or required readings. 8.4 to >0 pts Unacceptable Graduate-Level Work Shows a lack of understanding of the assignment’s purpose. … Does not apply theories, concepts, and/or strategies. … Does not include specific information from course videos or required readings. |
||
|
This criterion is linked to a Learning OutcomeExpression and Formatting…The extent to which scholarly, critical, analytical writing is presented in APA format. |
8 to >7.2 pts Exemplary Advanced Graduate-Level Work Work represents scholarly writing in correct APA format; effective sentence variety; and clear, concise, powerful expression. The entire piece is well organized and includes an introduction and conclusion. … Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions and proper grammar. 7.2 to >6.4 pts Advanced Graduate-Level Work Work is well organized with mostly correct APA formatting throughout; elements of effective communication such as an introduction and conclusion are included. … Ideas are clearly and concisely expressed with few, if any, grammatical or mechanical errors. 6.4 to >5.6 pts Minimal Graduate-Level Work Somewhat represents scholarly, advanced graduate-level writing, with APA generally followed; elements of effective communication such as an introduction and conclusion are not included. … Ideas are not clearly and concisely expressed, with more than a few grammatical or mechanical errors. 5.6 to >0 pts Unacceptable Graduate-Level Work The quality of writing and/or APA formatting are not acceptable for advanced graduate-level work; no effort to express ideas clearly and concisely. … Major points do not reflect appropriate elements of communication, with many grammatical or mechanical errors. |
8 pts | |
|
Total Points: 32 |
Previous
Next
MODULE 4: LEARNING RESOURCES
Required Readings
· Fullan, M. (2016).
The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
· Chapter 3, “Insights into the Change Process” (pp. 39–53)
· Chapter 5, “Planning, Doing, and Coping with Change” (pp. 82–96)
· Giancola, S. (2014).
Evaluation matters: Getting the information you need from your evaluation
Links to an external site.
. U.S. Department of Education. Retrieved from https://www2.ed.gov/about/offices/list/oese/sst/evaluationmatters
· Jayaratne, K. S. U. (2016). T
ools for formative evaluation: Gathering the information necessary for program improvement.
Links to an external site.
Journal of Extension, 54(1), 28. Retrieved from https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=1930&context=joe
· Henson, H. (2016).
Data quality evaluation for program evaluators
Links to an external site.
.
Canadian Journal of Program Evaluation, 21(1), 99-108. doi:10.3138/cjpe.261
· Document:
Action Plan Template 1
Download Action Plan Template 1
(Word document)
· Document:
Action Plan Template 2
Download Action Plan Template 2
(Word document)
Required Media
· Grand City Community
Go to the
Grand City Community
Links to an external site.
and click into City Hall to review the following for this module:
· Walden University, LLC. (Producer). (2017a).
Grand City opening task force meeting [Video file]. Baltimore, MD: Author.
· Walden University, LLC. (Producer). (2016b).
Grand City education and demographic data files [PDF]. Baltimore, MD: Author.
Action Plan Title
Program Goal
Implementation
Evaluation-Updates
Action Steps to Complete
By When
By When
By Whom
Resources: What Is Needed for This to Happen?
Progress Notes
© 2017 Laureate Education, Inc. Page 1 of 1
Action Plan Template
PART ONE: Develop the SMART Goal.
Use this template to develop
specific, measurable, attainable, relevant and time-bound (SMART) goals for your action plan.
Goal Statement: What are you trying to achieve?
State your goal.
Specific
: Is the goal clear?
Who, what, where, when, why.
Measurable
: How will you know it is successful?
How much, how often, how many?
Attainable
: Is the goal achievable this year?
Resources, skills, understandings, conditions.
Relevant
: Is this goal important and aligned to other school or district goals?
Alignment and fit, needs and data, values and norms.
Time-Bound
: What is the time frame for the goal?
Start and end, intermediate and final deadlines.
PART TWO: Determine Evidence of Success.
Direct Evidence: What achievement data will be used to indicate success, and at what level of improvement?
Indirect Evidence: What other information or metrics will be used to indicate levels of success?
PART THREE: Develop an Action Plan.
Key Action (for whom, what grade levels)
Resources, skills, training, support, and funding needed
Person or group responsible
Start/end dates of activities
© 2017 Laureate Education, Inc. Page 2 of 2
2
“THE PROGRAM AND EVALUATION TOOL PLANNING”
Angel Winslow
EDSD 7900
Module 3 Assignment
COURSE PROJECT PARTS 1 AND 2
Date Due: January 8, 2023
Part 1: The Program
Early childhood education is one of the specialization areas that had its issues presented in Mayo Keller’s taskforce. As a member of the taskforce specializing in early childhood education, I will present to the taskforce programs that need improvement for the ultimate goal of advancing the sector. One program that need to be evaluated and improved for change is the enrollment program into early childhood education. The goal of the program is to increase enrollment and improve participation of young learners in early childhood education. The enrollment of children aged 3 to 5 years into early childhood education has significantly been declining in the Grand City area. The situation therefore calls for the stakeholders to look into the causes and solutions (Walden University, 2016). Parents, district education officers, mayor’s office, and early childhood educators are some of the stakeholders concerned with the program.
Data
Within a span of 5 years the number of children aged 3 to 5 years who were admitted into early childhood education declined. The percentage of children in this particular age bracket who enrolled into preschool program reduced from 49% to 43% within a period of 5 years. Kindergarten enrolment in Grand City area has declined over a period of 5 years compared to the neighboring states. Over the last 5 years the enrollment of young learners into the early childhood education from the various communities such as Whites, Asians, American natives, Pacific islanders, and African American declined in Grand City area as compared to its neighboring states (Walden University, 2016). The reduction in enrollment continues to take place despite the increase in population in Grand City Area. There has been an increase in population in the area due to migration of refuges from Riza. While enrollment of young leaners into early childhood education continues to decline, the number of families in need of subsidized preschool programs continue to increase. Grand City area recorded an increase from 34% to 48% in the number of families in need of subsidized preschool programs. The decline in enrollment and the increase in the number of families in need of subsidized preschool programs could give possible indications of financial difficulties faced by the parents and families in Grand City area. A majority of the learners in Grand City are come from low-income families. About 80% of the student population in schools comprise of learners from minority groups and African American communities (Walden University, 2016).
Making the Program Effective through Strategies, Initiatives, and Activities
The current enrollment of young learners into early childhood education in Grand City area has not been effective. There are strategies that can help improving its effectiveness. Magnuson and Waldfogel (2016) propose the use of accommodative approaches to early childhood education. The authors through their article looked into how economic disparities between low-income and high-income families affected their achievements and enrollment into early childhood program. The article proposes the use of reasonably priced early childhood programs as a strategy to increase enrollment in situations where family income affects enrollment. This strategy can effectively apply to Grand City area since a big percentage of learners come from low-income families. The initiatives involved in the strategy would entail helping families identify early childhood education centers that provide affordable programs for enrollment. The other initiative would entail working with the department of education and district education officers to cap the pricing for early childhood education programs. The activities would include identifying listing early childhood education centers that offer affordable programs, encouraging parents from low-income families to enroll their children into the programs, create awareness about the availability of such programs. Magnuson and Duncan (2016) propose for an increased public funding for publicly funded preschool that entail a mix of part- and whole-day programs for leaners from the low-income families. It is indeed practical that low-income families mainly depend on publicly funded early childhood programs. The initiative would entail the department of education and mayor’s office increasing the funding for public early childhood education programs and encouraging parents to enroll their children into public programs. The activities would include creating awareness of the existence for public programs, and lobby for funding for public programs.
Part 2: Evaluation Tool Planning
Indicators of Effectiveness
Indicators in a program show the changes and improvements made. Attainment of a desired change is an indication of effectiveness. Progress that can be measured in comparison between the days before the program improvement and the days after the program improvement can be used as indication of effectiveness. The indicators of progress that will be used to show the effectiveness of this particular program will include an increase in enrollment into early childhood education that will be ascertained every enrollment year. Enrollment data will be recorded annually during every enrollment period and analyzed. The other indicator that will be used to assess the effectiveness of the enrollment program will be determining the increase in funding for public early childhood education programs. Public funding data will be collected and analyzed against public enrolment every year. Other than public funding, data will be collected on the availability of affordable early childhood programs in Grand City area. An increase in the number of such programs will be a positive indication that learners from low income families can certainly enroll into early childhood education.
Evaluation Criteria and Tool Design
Evaluation of a program is a critical process that gives program initiators the opportunity to ascertain the progress made and identify possible challenges (Giancola, 2014). The criteria for evaluating the progress of the program will be based on both short-term and long-term impacts. The short-term effects of an enrollment will be recognized within a period of one year while the long term effects will be recognized within a period of 5 to 10 years. Nonetheless, it will be essential to track progresses regularly. While enrollment mainly takes place after every year, it will be critical look into biannual data to determine any enrollments made within mid-year. Enrollment data is mainly quantitative in nature derived by counting actual student enrollment within a specific time period. Comparison group design would be necessary when comparing the enrollment rates in Grand City area against its neighboring states. The comparison group design would also be appropriate in determining the enrollment rates per county. Existing data will serve as a basis for the comparison. Data plays a critical role in tracking the progress of a program (Fullan, 2016). The rationale guiding the choice of the evaluation tool and design is based on the fact that the program will mainly utilize, past, present and future changes in data as a guide in evaluating performance. Enrollment of young learners into early childhood education has declined in Grand City area for the last 5 years. With the implementation of the program there will be anticipated changes in future.
Buy-in and Collaboration Strategies
Collaboration with the stakeholders such as the department of education, district education officers, mayors’ office, and parents will be very critical for the success of the program. Nonetheless, to ensure that the stakeholders accept and support the program there will be need for their involvement. Communication and solicitation of feedback is one strategy for strengthening collaboration and encouraging buy-in. It will be necessary to communicate the program to the department of education so as to secure funding for public early childhood education programs. It will also be necessary to communicate to the parents and get their feedback on the declining enrollment. Apart from communication and solicitation of feedback, establishing shared vision, shared values, and goals is essential in getting the support of all stakeholders (Giancola, 2014). The goals of the program will be unifying to all the stakeholders. Parents, education department, early childhood educators, and district education officers all have one goal of ensuring increased enrollment in early childhood education.
References
Fullan, M. (2016). The elusive nature of whole system improvement in education.
Journal of Educational Change,
17(4), 539-544.
Giancola, S. P. (2014). Evaluation matters: Getting the information you need from your evaluation.
Giancola Research Associates, Inc.
Magnuson, K., & Duncan, G. J. (2016). Can early childhood interventions decrease inequality of economic opportunity?.
RSF: The Russell Sage Foundation Journal of the Social Sciences,
2(2), 123-141.
Magnuson, K., & Waldfogel, J. (2016). Trends in income-related gaps in enrollment in early childhood education: 1968 to 2013.
AERA open,
2(2), 2332858416648933.
Walden University. (2016). Grand City education and demographic data files. Retrieved from
https://cdn
media.waldenu.edu/2dett4d/Walden/EDDD/2015/CH/mm/grand_city/index.html
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