Jessica Weitzel presented “Finding and Incorporating Research to Increase Program Effectiveness” the training was sponsored by the After-School Network of Western New York [@asnwny] and held at the United Way of Buffalo and Erie County [@uwbec].
Preliminary results from a survey on the use of metrics and evaluation strate...jehill3
Preliminary results from a survey on the use of metrics and evaluation strategies among mHealth projects
Patricia Mechael, Nadi Kaonga
Center for Global Health and Economic Development at the Earth Institute, Columbia University
CORE Group Spring Meeting, April 30, 2010
Presented at the 2015 CGIAR Evaluation Community of Practice meeitng. CGIAR is moving towards a coordinated evaluation system to comprehensively cover the programs, insitutions, and activities. The presentation offers examples of decentralized evaluaitons as approached by other agencies, and aspects for CGIAR to consider.
Lessons from designing and implementing a monitoring strategy for the PRISE research programme. Focussing on monitoring behaviour change results from stakeholder engagement.
Effectiveness is often referred to as doing the right thing, while efficiency is doing things right. Effectiveness is an external measure of process output or quality.
CSU Extension, Engagement and the Logic modelSteven Newman
Presentation delivered to graduate class Principles of Extension.
Much of the material generated in this lecture were from the extension, logic model, scholarship of engagement were taken from the University of Wisconsin-Extension, Program Development and Evaluation program.
http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html
Preliminary results from a survey on the use of metrics and evaluation strate...jehill3
Preliminary results from a survey on the use of metrics and evaluation strategies among mHealth projects
Patricia Mechael, Nadi Kaonga
Center for Global Health and Economic Development at the Earth Institute, Columbia University
CORE Group Spring Meeting, April 30, 2010
Presented at the 2015 CGIAR Evaluation Community of Practice meeitng. CGIAR is moving towards a coordinated evaluation system to comprehensively cover the programs, insitutions, and activities. The presentation offers examples of decentralized evaluaitons as approached by other agencies, and aspects for CGIAR to consider.
Lessons from designing and implementing a monitoring strategy for the PRISE research programme. Focussing on monitoring behaviour change results from stakeholder engagement.
Effectiveness is often referred to as doing the right thing, while efficiency is doing things right. Effectiveness is an external measure of process output or quality.
CSU Extension, Engagement and the Logic modelSteven Newman
Presentation delivered to graduate class Principles of Extension.
Much of the material generated in this lecture were from the extension, logic model, scholarship of engagement were taken from the University of Wisconsin-Extension, Program Development and Evaluation program.
http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html
Issue 2: Effectiveness of Mentoring Program Practices.
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
A Good Program Can Improve Educational Outcomes.pdfnoblex1
We hope this guide helps practitioners and others strengthen programs designed to increase academic achievement, ultimately broadening access to higher education for youth and adults.
We believe that evaluation is a critical part of program design and is necessary for ongoing program improvement. Evaluation requires collecting reliable, current and compelling information to empower stakeholders to make better decisions about programs and organizational practices that directly affect students. A good evaluation is an effective way of gathering information that strengthens programs, identifies problems, and assesses the extent of change over time. A sound evaluation that prompts program improvement is also a positive sign to funders and other stakeholders, and can help to sustain their commitment to your program.
Theories of change are conceptual maps that show how and why program activities will achieve short-term, interim, and long-term outcomes. The underlying assumptions that promote, support, and sustain a program often seem self-evident to program planners. Consequently, they spend too little time clarifying those assumptions for implementers and participants. Explicit theories of change provoke continuous reflection and shared ownership of the work to be accomplished. Even the most experienced program planners sometimes make the mistake of thinking an innovative design will accomplish goals without checking the linkages among assumptions and plans.
Developing a theory of change is a team effort. The collective knowledge and experience of program staff, stakeholders, and participants contribute to formulating a clear, precise statement about how and why a program will work. Using a theory-based approach, program collaborators state what they are doing and why by working backwards from the outcomes they seek to the interventions they plan, and forward from interventions to desired outcomes. When defining a theory of change, program planners usually begin by deciding expected outcomes, aligning outcomes with goals, deciding on the best indicators to evaluate progress toward desired outcomes, and developing specific measures for evaluating results. The end product is a statement of the expected change that specifies how implementation, resources, and evaluation translate into desired outcomes.
Continuously evaluating a theory of change encourages program planners to keep an eye on their goals. Statements about how and why a program will work must be established using the knowledge of program staff, stakeholders, and participants. This statement represents the theory underlying the program plan and shows planners how resources and activities translate to desired improvements and outcomes. It also becomes a framework for program implementation and evaluation.
Source: https://ebookscheaper.com/2022/04/06/a-good-program-can-improve-educational-outcomes/
Analyzing the College Experience: The Power of Dataaccenture
By unleashing the power of analytics, institutions align resources, systems and strategy to use data to drive decisions related to key areas such as enrollment, student success and academic performance.
Part IThis Assessment is a Work Product that is divided in to tw.docxkarlhennesey
Part I
This Assessment is a Work Product that is divided in to two parts. In Part I, you will describe the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4), and explain how these tools can be used in assessment, and in the case of the Accreditation Criteria, to support program quality.
In order to complete Part II, in which you evaluate an early childhood program, you will need to arrange a visit to a NAEYC-accredited program and interview the director. The Walden University Letter (Document #1) is a letter you can provide to the director explaining the purpose of your visit. You can find a list of accredited programs in your community here. Early in the competency schedule a date and time to visit and observe an accredited program and interview the director. Students will use this information to complete Part II of the assessment.
Explain that you are learning about program standards and practices supporting families and how to evaluate early childhood programs. Share the “NAEYC Early Childhood Program Standards and Accreditation Criteria Overview” (Document #2), the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist,” (Document #4), and explain that you will be looking for evidence of Standard 7 and two additional standards you choose. Ask the director to meet with you to review the documents and to explain why s/he believes the accreditation process helps to ensure quality in early childhood settings. Obtain permission to spend a day at the school, visiting in classrooms and observing children and teachers in action. Explain that you will not identify the program or any personnel or children by name, nor will you take any pictures. As you conduct your observations, take notes about what you observe and mark your findings on the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” (Document #4). During the interview take notes and use the checklist to complete the evaluation of the visit.
Remember, early childhood programs are not evaluated based on a single visit. You will not be able to observe evidence of all criteria during your observation. The goal of this assessment is to provide you with practice in identifying evidence related to program quality. Please keep this in mind as you conduct your observation and complete this Assessment.
Review the “NAEYC's Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4) provided as part of this Work Product. In a 1- to 2-page paper:
1. Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality. Explain the importance of the NAE ...
Part IThis Assessment is a Work Product that is divided in to tw.docxssuser562afc1
Part I
This Assessment is a Work Product that is divided in to two parts. In Part I, you will describe the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4), and explain how these tools can be used in assessment, and in the case of the Accreditation Criteria, to support program quality.
In order to complete Part II, in which you evaluate an early childhood program, you will need to arrange a visit to a NAEYC-accredited program and interview the director. The Walden University Letter (Document #1) is a letter you can provide to the director explaining the purpose of your visit. You can find a list of accredited programs in your community here. Early in the competency schedule a date and time to visit and observe an accredited program and interview the director. Students will use this information to complete Part II of the assessment.
Explain that you are learning about program standards and practices supporting families and how to evaluate early childhood programs. Share the “NAEYC Early Childhood Program Standards and Accreditation Criteria Overview” (Document #2), the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist,” (Document #4), and explain that you will be looking for evidence of Standard 7 and two additional standards you choose. Ask the director to meet with you to review the documents and to explain why s/he believes the accreditation process helps to ensure quality in early childhood settings. Obtain permission to spend a day at the school, visiting in classrooms and observing children and teachers in action. Explain that you will not identify the program or any personnel or children by name, nor will you take any pictures. As you conduct your observations, take notes about what you observe and mark your findings on the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” (Document #4). During the interview take notes and use the checklist to complete the evaluation of the visit.
Remember, early childhood programs are not evaluated based on a single visit. You will not be able to observe evidence of all criteria during your observation. The goal of this assessment is to provide you with practice in identifying evidence related to program quality. Please keep this in mind as you conduct your observation and complete this Assessment.
Review the “NAEYC's Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4) provided as part of this Work Product. In a 1- to 2-page paper:
1. Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality. Explain the importance of the NAE.
Learn to create a program logic model. Designed for Cooperative Extension Service professionals providing university outreach programs. Logic models are a mainstay in the program development process for community-based, outreach programs.
Show drafts
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Empowering the Data Analytics Ecosystem: A Laser Focus on Value
The data analytics ecosystem thrives when every component functions at its peak, unlocking the true potential of data. Here's a laser focus on key areas for an empowered ecosystem:
1. Democratize Access, Not Data:
Granular Access Controls: Provide users with self-service tools tailored to their specific needs, preventing data overload and misuse.
Data Catalogs: Implement robust data catalogs for easy discovery and understanding of available data sources.
2. Foster Collaboration with Clear Roles:
Data Mesh Architecture: Break down data silos by creating a distributed data ownership model with clear ownership and responsibilities.
Collaborative Workspaces: Utilize interactive platforms where data scientists, analysts, and domain experts can work seamlessly together.
3. Leverage Advanced Analytics Strategically:
AI-powered Automation: Automate repetitive tasks like data cleaning and feature engineering, freeing up data talent for higher-level analysis.
Right-Tool Selection: Strategically choose the most effective advanced analytics techniques (e.g., AI, ML) based on specific business problems.
4. Prioritize Data Quality with Automation:
Automated Data Validation: Implement automated data quality checks to identify and rectify errors at the source, minimizing downstream issues.
Data Lineage Tracking: Track the flow of data throughout the ecosystem, ensuring transparency and facilitating root cause analysis for errors.
5. Cultivate a Data-Driven Mindset:
Metrics-Driven Performance Management: Align KPIs and performance metrics with data-driven insights to ensure actionable decision making.
Data Storytelling Workshops: Equip stakeholders with the skills to translate complex data findings into compelling narratives that drive action.
Benefits of a Precise Ecosystem:
Sharpened Focus: Precise access and clear roles ensure everyone works with the most relevant data, maximizing efficiency.
Actionable Insights: Strategic analytics and automated quality checks lead to more reliable and actionable data insights.
Continuous Improvement: Data-driven performance management fosters a culture of learning and continuous improvement.
Sustainable Growth: Empowered by data, organizations can make informed decisions to drive sustainable growth and innovation.
By focusing on these precise actions, organizations can create an empowered data analytics ecosystem that delivers real value by driving data-driven decisions and maximizing the return on their data investment.
Data Centers - Striving Within A Narrow Range - Research Report - MCG - May 2...pchutichetpong
M Capital Group (“MCG”) expects to see demand and the changing evolution of supply, facilitated through institutional investment rotation out of offices and into work from home (“WFH”), while the ever-expanding need for data storage as global internet usage expands, with experts predicting 5.3 billion users by 2023. These market factors will be underpinned by technological changes, such as progressing cloud services and edge sites, allowing the industry to see strong expected annual growth of 13% over the next 4 years.
Whilst competitive headwinds remain, represented through the recent second bankruptcy filing of Sungard, which blames “COVID-19 and other macroeconomic trends including delayed customer spending decisions, insourcing and reductions in IT spending, energy inflation and reduction in demand for certain services”, the industry has seen key adjustments, where MCG believes that engineering cost management and technological innovation will be paramount to success.
MCG reports that the more favorable market conditions expected over the next few years, helped by the winding down of pandemic restrictions and a hybrid working environment will be driving market momentum forward. The continuous injection of capital by alternative investment firms, as well as the growing infrastructural investment from cloud service providers and social media companies, whose revenues are expected to grow over 3.6x larger by value in 2026, will likely help propel center provision and innovation. These factors paint a promising picture for the industry players that offset rising input costs and adapt to new technologies.
According to M Capital Group: “Specifically, the long-term cost-saving opportunities available from the rise of remote managing will likely aid value growth for the industry. Through margin optimization and further availability of capital for reinvestment, strong players will maintain their competitive foothold, while weaker players exit the market to balance supply and demand.”
Explore our comprehensive data analysis project presentation on predicting product ad campaign performance. Learn how data-driven insights can optimize your marketing strategies and enhance campaign effectiveness. Perfect for professionals and students looking to understand the power of data analysis in advertising. for more details visit: https://bostoninstituteofanalytics.org/data-science-and-artificial-intelligence/
8. Applications must demonstrate that the eligible
entity will use best practices, including research
or evidence-based practices, to provide
educational and related activities that will
complement and enhance academic
performance, achievement, postsecondary and
workforce preparation, and positive youth
development of the students.
9. Applicants will be awarded up to 12 points for providing
evidence that their proposed intervention will lead to the
outcomes identified in the logic model. Applicants shall provide
a description of up to two research studies or valuations that
provide evidence that the proposed intervention is effective
for the target population and community problem, and should
describe how this evidence places them in the highest evidence
tier for which they are eligible.... More points are awarded for
higher tiers of evidence.
10. Using, generating, and sharing evidence about effective
strategies to support students gives stakeholders an important
tool to accelerate student learning. ESSA emphasizes the use of
evidence-based activities, strategies, and interventions
(collectively referred to as “interventions”).
https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf
29. The systematic and
continual documentation
of key aspects of a program
in order to assess whether
the program is being
implemented as intended.
Program Monitoring
Quality
Improvement
Process
Monitoring
Fidelity of
Implementation
Performance
Management
Process
Evaluation
31. The systematic method
for collecting, analyzing,
and using information to
answer questions about a
program’s effectiveness.
Program Evaluation
Program
Outcomes
Impact
Evaluation
Outcome
Evaluation
We need to prove we’re making a difference for at least 2 reasons:
Funding
Participant impact
Leads to more funding. Programs that can prove that they monitor performance and their impact through rigorous evaluation and use that data to continuous improve have far better chance of getting funded.
It’s not just in grants... ESSA requires schools/districts to use evidence to make program decisions
We have also seen local funders increasingly asking clients, “where’s the evidence?” (Oishei, Cullen, Tower, BPS...)
But funding isn’t everything – majority of us are in it for the people we serve. And we need to know for certain that we are having the impact that we want to have. It’s not enough to think we are making a difference or try our hardest to make a difference. All programs THINK and WANT to make a difference, and they are doing GOOD things, so thought is “What could go wrong??”
DARE example – Approximately $1billion, found to be ineffective at any drug resistance outcomes, and counterproductive among some populations with increased drug experimentation and use. There are A LOT of similar examples.
BUT all is not lost...
Keepin’ It Real now used. Lots of examples like this – illustrating the point that you can’t assume that a good-sounding program will have the results that you want.
Program evaluation can help ensure that the program is achieving its goals, and if it isn’t, they can go back to the drawing board. DARE now uses Keepin’ It Real and has reformulated message and outcomes.
Not every intervention is as intense as the two just presented. And, fortunately, there is a growing number of databases and resources to help you find evidence-based programs and research related to the age groups you work with and outcomes you’re trying to achieve.
Also pay attention to WHAT DOESN’T WORK
First, you need to know clearly what your program is trying to achieve and who you are planning to reach.
A browser full of options
A lot of programs working in recent years to enhance SE Development
EBPs have impact on more than one aspect
Look at search terms in each case; may not be explicitly “SEL”
You probably already have a framework. Use evidence-based programs within your framework to make sure the structure is strong.
Logic model-point out recipients, setting, intended outcomes; take these into account in your building. You will probably build the structure using different interventions for different aspects of the overall program (at least for ASPs)
EBPs often come with guidance on HOW to implement as well as how to evaluate
e.g., Second Step has a pre-post knowledge test
You probably have more data than you think
Are we measuring the right things? Are we measuring them well? What is the data telling us? What measures should we use? Fidelity matters?
Measures are often a required or suggested part of purchased EBPs
Example of using a validated measure of your program’s outcomes
The IF side is generally used to inform program monitoring (or QI, PM, etc). The LM shows what you expect to do, your outputs show what you expect to have happen as a result. This is how you can monitor whether you are implementing the program as intended – are you reaching the right people? Are you offering enough hours? Are enough people attending? ONGOING.
Basically, measuring and monitoring whether the program is doing what it is intended to do. Not about is it working! Just about whether it’s happening. Ongoing, usually done internally by organizations.
The THEN side is used to form the foundation for the Program Evaluation, or how you will measure program outcomes. This shows your outcomes, and you will use DATA to answer whether you’ve achieved your outcomes. Usually, annually or at end of program. This is not as continuous as PM.
Example: Second Step pre-post knowledge provides short-term outcome information BUT did the program impact behaviors (next step)? Many clients using the DESSA to measure this.
Assessing the results or impact of a program. This is the “are you making a difference” part. Did you achieve your goals?
Only in case internet doesn’t work
Search in blueprints, WWC, search Google
Only in case internet doesn’t work
Search in blueprints, WWC, search Google
Only in case internet doesn’t work
Search in blueprints, WWC, search Google
Only in case internet doesn’t work
Search in blueprints, WWC, search Google
In contrast, Raising Healthy Children (formerly Seattle Social Development Project), tons of research behind it. Positive impact on academics, drug use, risky sexual behaviors, etc. LIFELONG positive impacts.