U2A1_Context_Evaluation_Draft.docx (1)
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ED 5714 Programming and Leadership for Diverse Group Capstone U2a1 Context Evaluation Draft
Evelyn Gonzalez
November 20, 2021
Dr. Shelly Leialoha
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Content Evaluaton Draf
2
Context Evaluation Draft
Context Evaluation Questions
You Will Ask
Answers to the Context Evaluation
Questions (Interview)
Population Served
Response
Who are the intended beneficiaries, or target
population, of the program? What are their
needs?
The target population is all residents of Bon Air
Juvenile Correction Center. The Division of
Education serves their need for What is the history of the program? What
ambient conditions have influenced the
program in the past?
The program has moved from a traditional school
program to a more personalized model with a
student-centered pacing and instructional plan.
Operation within a correctional facility requires
The Program
Response
What are the attitudes and expectations of
stakeholders toward both the program and the
evaluation of it?
The attitudes are range based on differing levels
of understanding. Our common interests are the
students, however there are a number of different
agendas - all focused on the successful transition
of the residents back to their communities.
Furthermore, there are differing Describe the funding, governance, an
management structure of the program
Funding is provided by the state and various
grants (i.e. Title I). The program is governed by
What barriers does the program face in
attempting to meet (1) its objectives and (2)
the needs of the target population?
Since the objectives of the program are based on
the need of the target population, the barriers are
the same and include; technology and
infrastructure, security elements that What needs does the program have?
Currently the program needs both human and
material resources. Although there is no lack of
Are there policies within which the program
must operate that impact the success of the
Yes. Policies provided by the Department of
Juvenile Justice and the Virginia Department of
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Describe the relationship between the
program and the stakeholders. Describe any
other relevant facets of the programs external
relations and reputation in the community.
There is a dependent relationship between the
Division stakeholders and the program. This
success of the program at all levels is determined
directly by someone’s job performance.
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Content Evaluaton Draf
3
social entities that have interest in the success of
the program. Advocates looking to celebrate
Stakeholders
Response
Who has an interest in the success of the
program?
The Department of Juvenile Justice and
the entire
state has an interest in the success of the
program. If we are successful, we contribute to
providing communities throughout the state with
What decisions will be based on the results of
the evaluation?
There are a number of decisions that are made
based on the various evaluations. Continued
employment, continued specific The Evaluation Process
Response
What are the attitudes and expectations of
stakeholders toward both the program and the
evaluation of it?
The closer the work gets to the target population,
the more the attitude tends to focus on individual
and personal evaluation and not the overall
evaluation of the program. At the higher
end of the
hierarchy, attitudes and expectations are
different
due to the distance and disconnect between the
Who has an interest in the evaluation? What
is the purpose of the evaluation?
The evaluation determines the quality of
educational services begin provided to the
residents and its level of efficiency. This
evaluation involves evaluating instruction, delivery
of special services, materials management, and
funding management. Many of these components
What form will the Final Report take? Who
will review it? What decisions will be made
based on the report, and by whom?
The final report is created by the Division’s
director team and the Deputy Director of
Education. This information is provided
to the
Director of the Department of Juvenile Justice for
Evaluate the cooperation of the program
participants throughout the evaluation process
(i.e., access to documents, stakeholders, data
The program participants do not typically have
access to data or documents that they did not
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Content Evaluaton Draf
sources, etc.).
4
is published, but not intentionally
presented
to
the
participants.
However, many of the components that
make up the evaluation are shared and
discussed as a part to of the
evaluation process with staff and
supervisors
Summary Question
The administrator that I was able to sit down and interview was the Principal of Yvonne
B. Miller High school and Post-secondary programs, Dr. Mark Hudson. Now Yvonne B. Miller is not your traditional preferred classroom setting for it is based in a Virginia Juvenile Correctional Facility. Under the correctional environment that we work in, it is difficult to implement anything like a traditional classroom, for most is out of our control and is focused more on the safety and security of the students and then their education. The other thing that separates us from a traditional setting is our delivery of instruction.
In the interview Dr. Hudson stated that “the program has moved from a traditional
school program to a more personalized model with a student-centered pacing and instructional plan. Operation within a correctional facility requires coordination and collaboration with the residential structures. Working in partnership with residential leadership has influenced scheduling and overall instructional programming” (M. Hudson, personal communication, November 20, 2021). Due to this, implementing and enforcing this program has been challenging. The implementation of a PBIS (Positive Behavioral Intervention and Supports)
program was introduced in 2018 in order to assist with problem behavior that staff were experiencing in school.
Although this personalized model was put in place due to how far behind most of
our
students are, it does allow our students to finish high school prior to being released.
Finishing
school offers our students an opportunity of learning a trade so that once they are released
they
have a better chance at finding work. The downfall of this program is that teachers submit
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Content Evaluaton Draf
5
themselves to a facilitator role rather than taking ownership of their content
knowledge and teaching the students.
This program would have a chance at succeeding if there weren’t so many hands in the pot making decisions without being embedded in the facility with the students, as it is in a traditional setting. Dr. Hudson explains that the hierarchy of the agency when it comes to the Division of Education (DOE) “attitudes and expectations are different due to the distance and disconnect between the written and the practiced program implementation components” (Personal Communication, November 20, 2021). He goes on to state that “at the lower end of the hierarchy, there is a prevailing attitude that the expectations are unrealistic” (Personal Communication, November 20, 2021). This causes a lot of issues and creates more inconsistencies and confusion as to what the expectations are which creates and decrease in the overall work ethic and performance of the staff. At the higher end, the prevailing attitude
is that lagging implementation expectations are due to low skill or low will. The closer the work gets to the target population, the more the attitude tends to focus on individual and personal evaluation
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and not the overall evaluation of the program” (Personal Communication, November 20, 2021). He admits that there has been some slack in the evaluation process on the administrative end due to “not been as consistent and thorough enough with appropriate follow through to see a positive change in our setting” (Personal Communication, November 20, 2021). In this case, our edgenuity program does not give us a clear answer as to whether or not it has a reasonable chance to succeed. If it was paired with personalized learning, as Dr. Hudson would want, and some frontal teaching, then it could work for our population. But as of now, how it is written and implemented, the student population is suffering due to all of the inconsistencies and miscommunication from the different stakeholders.
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Content Evaluaton Draf
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References
Campbell-Whatley, G. D., & Lyons, J. E. (2013). Leadership practices for special and
general
educators
. Upper Saddle River, NJ: Pearson.
(M. Hudson, personal communication, November 20, 2021). Context Evaluation Draft.
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