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Eval12 Session 462: How to start a needs assessment - If you don't get off on the right foot it is more likely to fail

Altschuld, Hsin-Ling Hung & Yi-Fang Lee Presentation Workshop: Most evaluators have been involved in a needs assessment (NA) but are not too familiar with how to get them started to enhance the likelihood of getting results used

NA skill building workshop AEA 2012.pdf



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Needs Assessment Tools to Guide Decision-making: Multicriteria Analysis and Pair-wise Comparison

In response, needs assessments offer numerous process tools to help guide individual and group decisions. In this session we will focus on how two tools, multicriteria analysis and pair-wise comparison, can be applied in your needs assessment or evaluation to guide decision-making

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Focus Search - Needs Assessment Tools to Guide Decision-making: Multicriteria Analysis and Pair-wise Comparison Ryan Watkins, Ph.D. George Washington University www.NeedsAssessment.org Maurya West Meiers World Bank Group + 1 What is a Needs Assessment?


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Program Evaluation Tipsheet 87: Using an Evaluation for a Needs Assessment

This document focuses on using an evaluation for a needs assessment. Copyright 2008 The Pennsylvania State University #ExtensionEducationEvaluation #NeedsAssessment #HowTo #Assessment #Needs

Tipsheet 87.pdf



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An Evaluation of High Stakes Tests in Respect to Special Needs Populations

It is our hope that this paper will generate discussions about using alternative assessment tools and the need for growth information in school accountability related to special needs populations

High Stakes Tests.doc


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Session 561 - The Adolescent Family Life Care Demonstration Project: How Context Matters When Evaluating Programs for Adolescent Parents and their Children

#2009Conference #SpecialNeedsPopulations #adolescent-parenting-programs #evaluation-settings #HumanServicesEvaluation #Evaluation2009 #context

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Focus Search - Evaluating a Pregnant and Parenting Program for Homeless Youth : The Night Ministry’s Response Ability Pregnant & Parenting Program (RAPPP) Elizabeth Calhoun, PhD University of Illinois at Chicago School of Public Health Division of Health and Policy Administration Response Ability Pregnant & Parenting Program (RAPPP) 5 year program Assists pregnant and/or parenting adolescents and their children Goals: provide interim shelter, case management, and empower youth to meet their basic needs Open Door Youth Center-Lakeview Open Door Youth Shelter - Lakeview established 1976 Located in Chicago non-profit faith-based non-denominational 8-bed, 8-crib (Lakeview) The Night Ministry (TNM) Open Door Youth Shelter—Lakeview Common living space Typical bedroom Taken during a baby shower The Population Served Recruited thru Simpson Academy and street outreach Pregnant and/or parenting females 14-19 years and their children Homeless, not wards of the state Chicago-based, outreach targets youth from all over the city with various backgrounds Experience suggests most from South and West Sides Services Provided Education regarding health pregnancy and parenting Employment training Referral to on-site and community based health care for mother and her children Partnership with Homeless Youth Mental Health Program for individual and group therapy and psychiatric assessment and consultation Evaluation Plan & Comparison Group A two-arm, quasi-experimental trial using repeated measures Simpson Academy (High School for pregnant and parenting girls) will provide comparison data 2:1 comparison vs. intervention group Goals: RAPPP intervention model will have Safe, stable housing Improved parenting skills/job readiness Greater social network Challenges to Address Inherent challenges in developing tools that accurately measure progress questionnaires Client Retention given precarious housing situations Assumptions of the program model, e.g. positive father-mother relationship evaluating progress based on comparison group- no real adequate comparison group Untrusting youth Maintaining communication between multiple sites Lessons Learned Training staff to be cognizant of varying circumstances and cultures Retain non-judgmental stance Use incentives and engaging activities to maintain interest and follow-up Basic resources (food, shelter, clothes..); phone follow-up for data gathering; cards with main keep in touch number; reminder cards for follow-up; relationship building activities; newsletterDana Keener, PhD Tina Gaudiano, MA, LPC Carolyn Turner, BA 2009 Meeting of the American Evaluation Association November 13, 2009 Middle Tyger Community Center Lyman, SC Est. 1998 in a refurbished abandoned school building Seed money from the Mary Black Foundation Private non-profit organization (501c3) School district is the fiscal agent Multiple organizations and providers located under one roof MTCC High quality early childhood education for children of adolescent mothers has been an anchor program since 1998 Learned early that child care is not enough Added parenting programs Multiple partners Service integration and collaboration Awarded funds in 2006 Just completed 3rd year of five year grant Pregnant or parenting adolescents Spartanburg School District Two or Five Must be less than 19 years of age to enter the program Must be enrolled in an educational program Comparison Group Increase educational attainment Prevent repeat pregnancy Increase immunization adherence Increase developmental assets Monthly home visits Weekly parenting classes Monthly case management Semi-annual family forums Early childhood education (District 5 only) Quasi-experimental, longitudinal design Two treatment groups One with and one without early childhood education One treatment-as-usual comparison group Baseline collected when participants enter the program Follow-ups collected at annual post-partum intervals The work is at the heart of their mission Flexibility to go to clients where they are Culture of service Holistic approach No competing bottom-lines Build partnerships to expand opportunities for recruitment, service delivery, and participation Can’t rely on a captive audience Transportation Multiple service venues increase time, expense, and safety concerns Requires flexible staff / working after hours Maintaining consistency of services Demonstrate your value to the community Make schools your first string partner (superintendent, principals) Serve on local advisory boards Reduce burden on schools/partners Offer multiple opportunities for participation Commitment to evaluation increases our credibility Hire staff who are right for the job Promote an attitude of perseverance Successful evaluation depends on access to the target audience and successful implementation Dr


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Empowerment Evaluation in Context: Tools for Determining Impact of State Capacity Building for Increasing Outcomes of Students With Disabilities

Handouts from the session. Abstract: This session will present the National Secondary Transition Technical Assistance Center's (NSTTAC) Evaluation Toolkit. We begin with an overview of NSTTAC's capacity-building model and how data-based decision-making is used to improve outcomes of students...

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Focus Search - Data-based decision making represents the concept that program planning, improvement, and resource allocation are based on data and assessment information that is valid and reliable