计划评估

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.

管理团队与员工和家庭合作，收集相关数据，分析它，并使用调查结果进行改善，以提高整体计划质量。他们还使用这些信息来为有兴趣合作伙伴（家庭，咨询委员会成员，资助者，认可团队，认可团队等）的计划以外的计划创建计划的正式报告或描述。计划领导人将在组织计划评估过程时使用形成性和总结评估方法。

Formative Evaluation

Formative evaluation is used during the daily operation of the program to examine ongoing processes and to help improve the program. A formative evaluation examines day-to-day successes and deficits. It is often used when programs are just starting or a new policy has just been put into effect. Formative evaluation provides a fast feedback loop to influence program decisions and make necessary changes.

形成示例：TORI，程序T＆CS，决定为自己创建一个新的时间表，在他们每天早上在零食期间观察两个幼儿教室，并在每个教师的员工邮箱中留下了她的观察。幼儿房间都在零食时开始新的常规，教师希望Tori几次观察小吃，以提供关于它如何工作的反馈。两周结束时，Tori会见了幼儿教师，讨论了她的观察，并帮助他们决定新的例程是否适用于儿童和员工。

Summative Evaluation

总结评估通常在计划结束时进行，或者在一段时间内已经存在之后进行。总结评估通常与计划外（咨询委员会，际委员会，资助者）之外的人分享，以提供有关该计划的有效性的数据。）

总结例：计划经理每7月，玛丽亚写了评估报告。在其中，她总结了儿童和青少年数据，父事件数据，儿童和父母满意数据以及整体计划预算报告。本报告还突出了该计划目标的进展（例如，增加课后计划中的志愿者的数量）。在许多方面，总统评估报告可能对该计划隶属的任何人感到兴趣，但也对该计划以外的个人同时的重要性。

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).

评估可以由一名工作人员进行内部的to the program (e.g., T&Cs or program manager) or the evaluation may be conducted by someone who isexternalto the program (e.g., paid consultant, university professor with expertise in child care program management, assessor for accreditation, or state licensing representative with expertise in conducting program evaluations). The program manager is typically responsible for conducting summative program evaluations, or coordinating and working in collaboration with external program evaluators; however T&Cs may assist at the request of the manager (e.g., to help gather some relevant data).

规划计划评估

计划评估计划评估时，主要问题是“评估的目的是什么？”

• 您想展示该计划为什么需要更多的护理员工？
• Is the purpose to show children's growth and development?
• Is the evaluation being done to gather feedback from others about the program?

The purpose of the evaluation can be different for different stakeholders and will drive the types of questions the evaluation will answer:

• Are we (the leadership team and the staff) doing what we are saying we're doing?
• 该计划对儿童及其家人的影响是什么？
• 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. 节目质量
2. Program outcomes (for children and youth)
3. Consumer and stakeholder satisfaction with the program

It is important that those participating in an evaluation understand the purpose of the evaluation and how their responses will be reported. Planning and designing an evaluation includes creating a matrix in which the major aspects of the evaluation are organized. If the evaluation is not carefully designed then the results may not be accurate or useful to report. 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).

共享和使用程序评估数据

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.

Some programs are asked to share program evaluation data during interagency council meetings or with other groups. 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.

Watch the video below to hear how T&C's and program managers use program evaluations to document success and guide changes for future improvement.

计划管理：方案评估

模型连续质量改进方法

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.

在学习部分结束时提供了一种样本连续质量改进计划（见Isbe连续质量改进计划 - r）。此示例计划基于使用早期儿童环境评级规模修订的学前学龄儿童观察（万博体育全站appECERS-R）。该示例计划选择专注于改善其计划环境的所有方面，跌破ECER-R级别的“5”。需要改进的具体领域在计划中列出。示例计划包括时间表，活动和专业发展以及负责人。撰写持续的质量改善计划是领导团队聘请员工在分享他们所有可能团结起来的愿景以获得更高质量的儿童和家庭的质量。

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. What are your goals for the program?
   1. How did you derive these goals? In other words, what is the current state of the program and how do you know this? What tools, documentation or data did you use to understand how your program currently functions?
2. What are the specific action items to help address these goals?
   1. What activities or professional development training will help you meet these goals?
3. 你需要什么资源？
4. 谁负责列出的特定行动项目？对于许多目标，可能有多个人负责，因为直接护理人员可能负责在课堂上制定新的做法，而T＆CS负责相对于这一新的做法和观察和教练提供培训，以确保它正在发生适当的情况。
5. What is the timeline for implementation of the specific action items?
6. How will you know your goal was achieved?
   1. 您需要预测您需要监控目标的进度的工具，文件和数据。这可能类似于您用于识别以识别开始的目标的信息。例如，在学习ISBE示例中，程序可以在4个月内重新管理ECER-R，看看他们现在在5中的得分是否在5中。但是，它们可能是不同的。例如，如果您制定基于Family Surveys的反馈提供更多家庭教育研讨会的目标，您可以使用参加研讨会的家庭数量作为监测进度的一个点。

连续质量改进需要：

• A commitment to lifelong learning
• Program changes that result in better quality care-giving
• Self-reflection
• Shared leadership
• 嵌入式职位支持

When T&Cs and program managers consistently articulate and demonstrate a commitment to continuous quality improvement, they provide a model for all staff to reach for excellence within themselves. The leadership team is always ready to celebrate the program's successes, but also keeps striving to reach the next goal.