EDD612ASSIGNMENTCASE1 Trident International University James Newton EDD 612 Assignment Case 1 Dr. Susan Compton November 5, 2018 Introduction Inside Queensland, Australia and education evaluation program introduced by the Edmund Rice Education which for Youth and a totally funded program by Queensland government is introduced named as the Bridge Program. The program helps the youth of the state mainly between the ages of 13 to 15 which need engagement with the study otherwise disengaging from their main goal and also they are involved in youth projection system. Making students engage with their educational system is the main purpose of the program (Apte J, 2011). The Evaluation was made to check if the program was executed as intended or it needed modifications. A mixed method design a well-known technique used for information regarding the outcomes and process. Some of the data fetched from the report were. · A basic literature review of the issue and alternative techniques implemented in the past · Bridge Program report and data · Program policies and documentation · A case study involving interviews with staff and stakeholders to know how the program assisted in betterment. The Bridge program is an important component for youngsters. The programme was initiated in 2010 January, a lot of students were referred from different departments of child safety services, police, school guidance officers and youth justice services. It is observed that mainstream education for these children as they also required formal education. 104 children were enrolled for the program. Everyone was trained according to the type of education they needed. 1. 52 percent of them were enrolled in education training 2. 29 percent are in regular contact but not in education training 3. 16 percent of them attending mainstream 4. 6 percent with a traineeship 5. Some of them were also attending alternative education Youthfulness can be a tempestuous and troublesome time for some youngsters. It is a period of advancement and changes from youth to adulthood, with new obligations and openings. Most youngsters advance through immaturity with insignificant issues and achieve formative objectives. Be that as it may, for some youngsters, this change is more entangled. They may encounter challenges in a scope of zones throughout their life – one of which can be the unsuccessful fruition of auxiliary training Young individuals who can't accomplish school competency are in danger of various antagonistic results. School consummation is a fundamental prerequisite for most businesses in the Australian work advertise and in numerous different nations. However, not all Australian youngsters are effectively finishing this prerequisite (Baldridge B J, 2011). Youngsters who can't effectively accomplish auxiliary instruction or comparability might be in danger of a scope of negative short and long-haul results: joblessness, destitution, poor confidence, medical issues.

1. EDD612ASSIGNMENTCASE1
Trident International University
James Newton
EDD 612
Assignment Case 1
Dr. Susan Compton
November 5, 2018
Introduction
Inside Queensland, Australia and education evaluation program
introduced by the Edmund Rice Education which for Youth and
a totally funded program by Queensland government is
introduced named as the Bridge Program. The program helps the
youth of the state mainly between the ages of 13 to 15 which
need engagement with the study otherwise disengaging from
their main goal and also they are involved in youth projection
system. Making students engage with their educational system
is the main purpose of the program (Apte J, 2011). The
Evaluation was made to check if the program was executed as
intended or it needed modifications. A mixed method design a

2. well-known technique used for information regarding the
outcomes and process. Some of the data fetched from the report
were.
· A basic literature review of the issue and alternative
techniques implemented in the past
· Bridge Program report and data
· Program policies and documentation
· A case study involving interviews with staff and stakeholders
to know how the program assisted in betterment.
The Bridge program is an important component for youngsters.
The programme was initiated in 2010 January, a lot of students
were referred from different departments of child safety
services, police, school guidance officers and youth justice
services. It is observed that mainstream education for these
children as they also required formal education. 104 children
were enrolled for the program. Everyone was trained according
to the type of education they needed.
1. 52 percent of them were enrolled in education training
2. 29 percent are in regular contact but not in education training
3. 16 percent of them attending mainstream
4. 6 percent with a traineeship
5. Some of them were also attending alternative education
Youthfulness can be a tempestuous and troublesome time for
some youngsters. It is a period of advancement and changes
from youth to adulthood, with new obligations and openings.
Most youngsters advance through immaturity with insignificant
issues and achieve formative objectives. Be that as it may, for
some youngsters, this change is more entangled. They may
encounter challenges in a scope of zones throughout their life –
one of which can be the unsuccessful fruition of auxiliary
training Young individuals who can't accomplish school
competency are in danger of various antagonistic results. School
consummation is a fundamental prerequisite for most businesses
in the Australian work advertise and in numerous different
nations. However, not all Australian youngsters are effectively
finishing this prerequisite (Baldridge B J, 2011).

3. Youngsters who can't effectively accomplish auxiliary
instruction or comparability might be in danger of a scope of
negative short and long-haul results: joblessness, destitution,
poor confidence, medical issues, emotional well-being issues,
relationship troubles and association with the adolescent or
criminal equity frameworks. Considering this worry,
governments in Australia have progressively acquainted elective
training programs with the cook for those youngsters who are
'in danger' of separating from the instruction framework. Riele
(2007) noticed this development has prompted a wide
assortment of elective instruction programs in Australia. One
such program is the Bridge Program.
Inside Queensland, Australia and education evaluation program
introduced by the Edmund Rice Education which for Youth and
a totally funded program by Queensland government is
introduced named as the Bridge Program. The program helps the
youth of the state mainly between the ages of 13 to 15 which
need engagement with the study otherwise disengaging from
their main goal and also, they are involved in youth projection
system. Making students engage with their educational system
is the main purpose of the program.Evaluation Approach and
Methodology
There are various confinements of this assessment that ought to
be noted. Purposive examples were chosen which are not
generalizable, and the partner test for each site is moderately
little. The perspectives of the youngsters who gave criticism
may not be delegated as they were self-chosen, and youngsters
who separated from Bridge were not ready to be incorporated.
Since the program is at the beginning times of execution, the
appraisal of results for youngsters is restricted (K, 2099).
The accompanying area gives a definite review of the Bridge
Program as far as its points, targets, staffing plans, and program
exercises. This is trailed by a blueprint of the qualities of
youngsters taking an interest in the program. The report gives a
survey of the exploration writing identifying with elective
training programs and distinguishes a structure of key segments

4. for powerful elective instruction programs. This system gives
the premise to surveying the Bridge Program, drawing on
information from various sources gathered amid the assessment.
Key Evaluation Findings
The Bridge program is an important component for youngsters.
The programme was initiated in 2010 January, a lot of students
were referred from different departments of child safety
services, police, school guidance officers and youth justice
services. It is observed that mainstream education for these
children as they also required formal education. 104 children
were enrolled for the program. Everyone was trained according
to the type of education they needed (Sloat E A, 2007).
Target Group
There was a reasonable agreement over each one of those
meeting for this assessment that the Bridge Program is 'hitting
the stamp' with the youngsters who have taken an interest.
Plainly the Bridge Program is managing a gathering of
youngsters with high and complex
needs. These youngsters were differently depicted as:
1. The hard end kids – Bridge Program is the last line
2. The youngsters have been scorched – they haven't seen
anything utilitarian
3. The most separated mind-boggling and extraordinary in their
conduct
4. The youngster's fight with compulsion and conduct issues –
they have been avoided from all over the place.
5. The youngsters have exceptionally difficult practices'.
It was noticed that numerous youngsters had tricky substance
abuse issues, were
experiencing the effects of injury past physical and sexual
maltreatment, they were caught
in cycles of culpable and brokenness and that, regularly, their
families were 'wrecked'. In the staff interviews, it was regularly
brought up that standard instruction is certifiably not a
reasonable alternative for a large number of the youngsters as

5. they had been separated from formal training frameworks for
some significant time. This was a noteworthy concern brought
up in Mt Isa where some youngsters being alluded as multi-year
olds had been separated from when they were 10 years of age
and in elementary school.Outcome
Regarding results, it is vital to shoulder at the top of the
priority list that the program is still in the beginning times of
advancement. Over the span of the assessment, it turned out to
be certain that the initial a year of the task was exceptionally
centered around building up the program. The accompanying a
half year of the task have based on various exercises gained
from program usage in 2010 and different upgrades have been
joined. Toward the finish of 30 June 2011 (end of Term 2,
2011), the accompanying results included:
1. 52 percent of them were enrolled in education training
2. 29 percent are in regular contact but not in education training
3. 16 percent of them attending the mainstream
4. 6 percent with a traineeship
5. Some of them were also attending alternative
educationConclusion
The table beneath gives an outline of the evaluation of the
Bridge Program against the system of parts for successful
elective instruction. From this, three fundamental conceivable
enhancements have been distinguished:
1.Thought ought to be given to guaranteeing that at each site an
accomplished social specialist or clinician is utilized as a
feature of the staffing blend.
2. Endeavors to create more grounded linkages between the
Bridge Program and neighborhood network administrations and
backings ought to be fortified.
3. Thought could be given to putting resources into further
building up the examination base for the program exercises.
By and large, the Bridge Program is working viable. It has met
enrollment targets, gives a quality program and positive results
for an exceptionally distraught target gathering and in doing as
such, the Program gives great incentive to cash.

6. :
References
Apte J, B. G. (2011, may 23). Successful outcomes for youth at
risk,
<http://www.det.nsw.edu.au/eas/youth/publica/SuccessfulOutco
mes.pdf. Retrieved from
http://www.det.nsw.edu.au/eas/youth/publica/SuccessfulOutcom
es.pdf
Baldridge B J, L. H. (2011). New possibilities: (re)engaging
Black male youth within community-based educational spaces.
Race Ethnicity and Education, 121-136.
K, C. C. (2099). , A fresh approach to alternative education:
Using malls to reach at-risk youth. Kappa Delta PI Record, 74-
77.
Sloat E A, A. R. (2007). Evaluating programs for at-risk
adolescents: Toward an outcome-based assessment framework.
Journal of Education for Students Placed at Risk, 459-476.
Module 2 - Case
Planning Evaluations
Review the Pell Institute and Pathways College Network
website on Using a Logic Model
(http://toolkit.pellinstitute.org/evaluation-guide/plan-
budget/using-a-logic-model/), and the articles by Brousselle and
Champagne (2010) and Alter and Murty (1997). Using the
program you selected to review in Module 1, develop a logic
model that includes inputs, activities, outputs, outcomes, and
impact. In a 3- to 5-page paper, write about the program and
potential problems or issues, its needs, desired results such as

7. outputs, outcomes, and/or impact, influential factors, and
strategies needed for the desired results. The content of the
paper should demonstrate mastery of the concepts and processes
presented in the readings as well as your ability to analyze and
apply the information.
Assignment Expectations
Your paper will be assessed on the following criteria:
Assignment-driven criteria: Demonstrates mastery covering all
key elements of the assignment in a substantive way.
Scholarly writing: Demonstrates mastery and proficiency in
scholarly written communication to an appropriately specialized
audience.
Quality of references and organization: Demonstrates mastery
using relevant and quality sources and uses appropriate,
relevant, and compelling content to support ideas, and convey
understanding of the topic and shape the work.
Citing sources: Demonstrates mastery using in-text citations or
sources and properly uses APA format including a full reference
list.
Critical thinking/Application to professional practice:
Demonstrates mastery conceptualizing the problem and
viewpoints. Assumptions of experts are analyzed, synthesized,
and evaluated thoroughly. Conclusions are logically presented
and applied to professional practice.
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PLEASE READ!!!! PLEASE READ!!!!
REMEMBER THE PROGAM WE USED TO WRITE ABOUT
WAS THE BRIDGE PROGRAM.
Inside Queensland, Australia and education evaluation program
introduced by the Edmund Rice Education which for Youth and
a totally funded program by Queensland government is
introduced named as the Bridge Program.