Program Evaluation

Develop a Proposal for a Comprehensive Program Evaluation[HOMELESSNESS]Step 1: Students will identify an agency program (e.g., intervention, prevention) aimed to address an identified client need and describe the current best practice approaches.Students should provide a narrative description of the program and the agency (e.g., theoretical model/framework, agency mission, program goals, target population, community context, need being addressed by the program, length and duration, mode of delivery etc.).Drawing from the scholarly literature in their practice area, students must then present a comprehensive review of the “best practice” literature associated with the target population’s identified need (e.g., best practices for preventing TEEN HOMELESSNESS). In this section, students must attend to the best practices associated with a given problem area (e.g. teen pregnancy, substance use, poor parenting skills), as well as, relevant developmental (adolescence, adulthood, older adulthood) and cultural (e.g., race/ethnicity, immigration status, military/war culture) factors.Step 2: During this step students will develop a proposal for a process evaluation to assess the extent to which the program is meeting standards for best practice.That is, students will develop a proposed plan for assessing program performance in the domains of service utilization and program organization.Drawing from the readings in class (chp 7, as well as c 3, 4, 5, 6, & 9), students should (1) discuss the dimensions of their program that will be included in the process evaluation (provide clear rationale for focusing the evaluation in this direction), (2) delineate the procedures for evaluating these agency processes including proposed sources of data, data collection processes, and specific data collection tools (e.g., interview guide questions, specific satisfaction survey questions, fidelity check items, foci of documentation review etc.). Be sure that rationales for all aspects of the proposed process evaluation (including all aspects of data collection) are stated explicitly.Step 3: Drawing from the readings in class (e.g., chps. 8, 11, 12, 13 & 14, as well as, Rubin & Babbie chps.10 & 11) students will develop an approach for evaluating program outcomes. Students will:Describe the specific target outcomes that need to be assessed by the agency (e.g., teen pregnancy rate in Broward county; alcohol and other drug use among participants; parenting skills)Clearly articulate and provide a rationale for the selected research design (e.g., quasi- experimental design, experimental design, one group pre-test, post-test design)Identify the most appropriate and feasible measures for collecting data (provide rationale)Describe the methods for collecting this data (e.g., when, how, by whom) (provide rationale)

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