Program Evaluation Project
Jose Pacheco
School of Social Work and Behavioral Science - Department of Human Services
HUSB 268- Fundamentals of Program Evaluation
Professor Kirk Ray Smith
8/13/2021

Program Evaluation

Introduction and Program Background

• A new program had been designed to help teachers work better with students who struggle with behavior

How does it work?

• Identify triggers
• Identify mental health needs
• Teach coping skills
• Team procedures
• consistency

Does it work?

Stakeholders

• School Administration
• Teachers
• Special Education Department
• Social Workers
• Parents

Funding

• Federal grants distributed to schools specifically for behavior and sup- porting students through the pandemic
• One year duration
• If schools want the evaluation to go longer than a year, the superintendent and the board of education must approve funding.

logic Model Input

• Three designated classrooms for extra support
• Sensory room
• Designated planning and meeting hours
• PPT training
• Autism training
• Calming sensory items
• Flexible classroom scheduling

Output

• First this then that
• visual schedules
• Sensory brakes
• Increase a sense of activity choice
• Daily check-ins before and after school

Short-Term Goals for the Program

• De-escalate a struggling student in the classroom using outside classroom support when the classroom teacher is struggling

Intermediate Goal

• To develop a plan for the student to follow and begin training the teacher and team members to use it consistently without outside classroom support

long-term goal

• Teacher to use the developed plans and resources and use them successfully in the classroom with minimal or no outside classroom support.

External Factors

• kids not taking meds
• kids who demonstrate behaviors that may need a higher level of care.

Assumptions

• Access to school social workers
• Planning and meeting time with special education department administration and parents (“Logic models, theory of change and program evaluation,” 2018).

Impact Evaluation.

• Data for this evaluation will be collected through the use of quantitative and qualitative data
• For the impact evaluation to work, we must make sure we have specific research questions that can be measured to collect real data

Questions

• How many office referrals occurred before the start of the program?
• How many office referrals occurred while our program was being implemented?
• Do teachers feel comfortable with implementing and following through with using tools and interventions provided?
• Can students use the tools and interventions provided independently?
• Teachers and students will also be given surveys

Ethics

Standards that Stood Out

• Making sure the program evaluator didn't have a conflict of interest (U.S. Department of Health & Human Services, 2021)
• Creditable evaluator performing the evaluation (U.S. Department of Health & Human Services, 2021)

Consent

• Parents
• Participants

Understanding their rights

• No penalties if they do or don't participate (Wilder Research, 2009)
• Can refuse to answer any ques- tions and can refuse to complete any part of the evaluation (Wilder Research, 2009)
• Can withdraw from the evaluation at any time (Wilder Research, 2009)

References
Bean, C. B. (2021). Frequently Asked Questions (FAQ) About Informed Consent in Program
Evaluations. Retrieved August 1, 2021, from https://youthrex.com/wp-content/uploads/
2019/02/Informed-Consent.pdf
Wilder Research. (2009, August). Obtaining informed consent Evaluation resources from Wilder
Research. Retrieved August 1, 2021, from http://www.evaluatod.org/assets/resources/ evaluation-guides/informedconsent-8-09.pdf