VII. Program Evaluation


VII. Program Evaluation: The program has an evaluation process in place that reflects a commitment to continuous improvement, innovation and high standards.

Component A:
Evaluation Design and Execution

The program conducts systematic evaluation/self-assessment as a basis for expanding successes, correcting shortcomings and ensuring that goals and objectives are being met.

Quality Indicators:

Check (3) if implemented

  1. The program evaluation/ self-assessment reflects the needs and expectations of key stakeholders: families, general and special education teachers, related service providers, support staff and consultants, outside agencies, municipalities, funding agencies, policymakers and the broader community.

q

  1. Program evaluation/self-assessment examines multiple program areas:

  • program implementation

q

  • integration practices

q

  • child outcomes

q

  • family and staff satisfaction

q

  1. A variety of data collection strategies are used:

  • surveys and interviews

q

  • focus groups

q

  • suggestion boxes

q

  • child IEP/record review

q

  • child assessment tools

q

  1. All stakeholders are involved in the evaluation/self assessment process to make staff aware of how the program is viewed by consumers.

q

  1. Procedures for family feedback are user-friendly and consider the cultural diversity, educational level and preferred language of each family.

q

  1. Annual self-review and classroom monitoring are integral parts of the evaluation process.

q

Rating for Evaluation Design and Execution:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component B:
Reporting and Use of
Evaluation Results

The program disseminates the evaluation/self-assessment results to interested audiences and uses the findings to improve program functioning and enhance program quality.

Quality Indicators:

Check (3) if implemented

  1. Evaluation/self-assessment results are shared with key stakeholders: families, general and special education teachers, related service providers, support staff, outside agencies, funding agencies, policymakers and the broader community.

q

  1. Results are used to target specific areas needing improvement, identify resources and develop short- and long-term strategies to modify the program to better meet the needs of children and families.

q

Rating for Reporting and Use of Evaluation Results:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation