Program Evaluation

In this lesson, you will learn about the importance of program evaluation as a source for determining what services to children and families are working well and what aspects of the program are in need of improvement. All staff and families may participate in the program evaluation. Program evaluation is typically completed on an annual basis in order to determine whether the program is effectively meeting its goals. The findings of the program evaluation are typically shared with all of the program's stakeholders: families, staff, and in some cases the community. In military child and youth programs these reports are also shared with the military leadership or higher headquarters within your Service.

The management team works with staff and families to collect relevant data, analyze it, and use the findings to make changes that will improve overall program quality. They also use this information to create a formal report or description of the program for those outside the program who are interested partners (families, advisory board members, funders, inspection teams, accrediting bodies, etc.). Program leaders will want to use both formative and summative evaluation methods when organizing the program evaluation process.

形成性评价

在计划的日常运营期间使用形成性评估，以检查正在进行的流程并帮助改进计划。形成性评估审查了日常的成功和赤字。当程序刚刚开始或新的政策刚刚生效时，通常使用它。形成性评估提供快速反馈回路，以影响计划决策并进行必要的变化。

造型的例子:花床,程序条例,决des to create a new schedule for herself where she observes two of the toddler classrooms each morning during their snack routine and leaves a brief note summarizing her observation in each teacher's staff mailbox. Both of the toddler rooms were starting a new routine at snack time and the teachers wanted Tori to observe snack several times to provide feedback about how it was working. At the end of two weeks Tori met with the toddler teachers to discuss her observations and to help them decide if the new routine was working well for the children and staff.

Summative Evaluation

A summative evaluation is typically conducted at the end of a program or after a program has been in existence for some time. The summative evaluation is often shared with those outside the program (advisory board, interagency council, funders) to provide data about the effectiveness of the program.)

Summative Example: Each July, Maria, the program manager writes an evaluation report. In it, she summarizes child and youth data, parent event data, child and parent satisfaction data, and the overall program budget report. This report also highlights progress on the program's goals (e.g., increase the number of volunteers in the after-school program). In many ways, a summative evaluation report may be of interest to anyone affiliated with the program, but is also of importance to individuals outside the program.

Although a summative evaluation report may only be written and shared once per year, the information that is used to create the report is collected across the year at many different points and includes many different stakeholders (e.g., staff, parents, coaches, advisory board members).

Evaluations may be conducted by a staff member who isinternalto the program (e.g., T&Cs or program manager) or the evaluation may be conducted by someone who isexternal到该计划（例如，有关顾问顾问，具有育儿计划管理专业知识的大学教授，评估员为认证，或者在进行方案评估中具有专业知识的国家许可代表）。该计划经理通常负责进行总结计划评估，或与外部计划评估符合作协调和工作;然而，T＆CS可以协助经理（例如，帮助收集一些相关数据）。

Planning the Program Evaluation

When planning a program evaluation the main question is "What is the purpose of the evaluation?"

• Do you want to demonstrate why the program needs more after-care staff?
• Is the purpose to show children's growth and development?
• 评估是否正在进行收集其他人关于该计划的反馈？

评估的目的可以对不同的利益相关者不同，并将推动评估的问题类型将回答：

• Are we (the leadership team and the staff) doing what we are saying we're doing?
• What is the program's impact on children and their families?
• 所有家庭都感到欢迎和部分计划社区吗？
• Does the program comply with DoD certification requirements?

通常有三个主要领域的推崇tion in Child Care and Youth Program Evaluations:

1. Program quality
2. Program outcomes (for children and youth)
3. Consumer and stakeholder satisfaction with the program

重要的是，参与评估的人们了解评估的目的以及如何报告他们的回复。规划和设计评估包括创建一个矩阵，其中组织了评估的主要方面。如果未仔细设计评估，则结果可能不准确或报告。The resources in the Explore section will help you more deeply understand the program evaluation process, including what documentation or data may be most appropriate based on the questions you seek to answer, as well as different classroom- or program-quality assessment tools (e.g., environment rating scales) that can offer additional data about the program.

Data used to answer the evaluation questions may be collected through online surveys, focus groups, one-on-one interviews, use of classroom- or program-quality assessment tools, and document reviews (e.g., teacher's written lesson plans, children's progress reports or assessment data, budget summaries, program supply orders).

Sharing and Using Program Evaluation Data

When doing a formative or summative evaluation it is important to plan how the results will be reported and used. Parents will want to know if their time and attention to responding to survey questions results in higher quality after-school programming for their children. Program managers must decide the best way to share the evaluation results with those who participated in the data collection. Results may be posted on the program's website, in the newsletter, and in other places where parents may access it. Hard copies may be made available to staff and advisory board members. It is important for the program manager to also discuss the program evaluation findings with stakeholders. Discussions may take place during a regularly scheduled staff meeting or advisory board meeting. The use of the evaluation results to improve the program should be clear to the stakeholders. Staff and other relevant stakeholders should be made aware about how progress will be monitored.

要求一些计划在际理事会会议或其他团体中共享计划评估数据。For example, if the after-care staff and the program manager apply for and receive a special grant from an organization (e.g., the Rotary Club) for a substantial amount of money to enhance the science activities offered during the after-care program, then the staff and program manager have a responsibility to evaluate the activities and students' learning and report how the money was spent. Again, choosing the most relevant evaluation questions is critical to planning the evaluation, data collection methods, and timeline. The evaluation report should be written, shared and discussed with the funders.

观看下面的视频，了解T＆C和程序经理如何使用程序评估来记录成功和指导更改以备将来改进。

计划管理: Program Evaluation

Model an Approach to Continuous Quality Improvement

The staff looks to the program manager and T&Cs for leadership. As the leadership team, they focus on a continuous quality improvement outlook. Programs that are committed to consciously improving their services to children, youth, and families demonstrate an openness to learning new knowledge and skills. They have a clear understanding and commitment to quality. They know what a high-quality program should provide for children, youth, and families. They are aware of what the program is doing well and what could be done better. This awareness is based on observation, data collection, and use of valid and reliable program evaluation tools.

A sample continuous quality improvement plan is provided at the end of the Learn section (see ISBE Continuous Quality Improvement Plan-ECERS-R). This sample plan is based on a preschool program observation using the Early Childhood Environmental Rating Scale-Revised (ECERS-R). This sample program chose to focus on improving all aspects of their program environment that fell below a "5" on the ECERS-R scale. The specific areas needing improvement are listed in the plan. The sample plan includes a timeline, activities and professional development, and person responsible. Writing a continuous quality improvement plan is a way for the leadership team to engage staff in sharing a vision of how they all may work together to attain higher quality services for children and their families.

Your Service, licensing agency, or accrediting body, may have a particular format in which they want to receive your continuous program improvement plan (which is one aspect of program evaluation). At the end of the Learn section, we provide an additional blank example of how Ohio asks child care and youth programs to structure their continuous improvement plans based on their state's quality rating and improvement system. Although each agency, state or Service may be slightly different in how they want the information formatted or delivered, they are typically seeking the same kinds of information.

1. 您对该计划的目标是什么？
   1. 你是如何派生这些目标的？换句话说，程序的当前状态是什么，你怎么知道这个？您用哪些工具，文档或数据来了解您的程序目前如何运作？
2. 有什么特定的行动项目，以帮助解决这些目标？
   1. 什么活动或专业发展培训将帮助您满足这些目标？
3. What resources do you need?
4. Who is responsible for the particular action items listed? For many goals, there may be multiple people responsible, as direct care staff members may be responsible for enacting new practices in their classrooms, while T&Cs are responsible for providing training relative to this new practice and observation and coaching to ensure it is happening appropriately.
5. 执行特定行动项目的时间表是什么？
6. How will you know your goal was achieved?
   1. You need to anticipate the tools, documents and data you will need to monitor progress toward your goal. This may be similar to forms of information you used to identify the goals to begin with. For example, in the Learn ISBE example, the program may re-administer the ECERS-R in 4 months to see if their scores in the identified areas are now above 5. However, they may be different. For example if you develop a goal to offer more family educational workshops based on feedback from family surveys, you may use the number of families who attend the workshops as one point of data to monitor progress.

Continuous quality improvement entails:

• A commitment to lifelong learning
• 计划改变,导致更好的高质量的医疗服务-giving
• 自我反思
• Shared leadership
• Embedded job supports

当T＆CS和计划管理者始终如一地阐明并表现出对持续质量改进的承诺，他们为所有员工提供了一种典型的旨在为卓越奠定的。领导团队随时准备庆祝该计划的成功，而且还努力达到下一个目标。