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.

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.)

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 the input of 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 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).

Planning the Program Evaluation

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

• 您想展示该计划为什么需要更多的护理员工？
• 旨在展示儿童的成长和发展吗？
• 评价是做什么ne 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?
• What is the program's impact on children and their families?
• 做所有的家庭感到受欢迎和课题的一部分am community?
• Does the program comply with DoD certification requirements?

There are typically three major areas of consideration 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

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

在进行形成性或总结评估时，要规划结果如何报告和使用。父母将想知道他们的时间和注意响应调查问题是否会导致他们的孩子的更高质量的课后编程。程序管理人员必须决定与参与数据收集的人分享评估结果的最佳方式。结果可以在程序的网站上发布，在时事通讯中，以及父母可以访问它的其他地方。员工和咨询委员会成员可能会提供硬拷贝。该计划经理还非常重要，还与利益攸关方讨论计划评估结果。讨论可能在定期定期的员工会议或咨询委员会会议期间进行。使用评估结果来改善计划应清除利益攸关方。工作人员和其他相关利益攸关方应了解如何监控进展情况。

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.

Program Management: Program Evaluation

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.

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. 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. 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. What is the timeline for implementation of the specific action items?
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.

连续质量改进需要：

• A commitment to lifelong learning
• 程序变更导致更好的质量保育
• Self-reflection
• Shared leadership
• Embedded job supports

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.