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Program Evaluation- Final Report

Program Evaluation- Final Report Group 8 Georgia Southern University FRIT 8435 Program Evaluation Dr. Carlson 11/30/12

Table of Contents I. Executive Summary............................................................................ Purpose and Scope............................................................................. Audience ..................................................................................... Data Collection and Analysis. Findings..................................................................................... Recommendations........................................................................... II. Introduction..................................................................................... Purpose of the Evaluation ................................................................. Limitations of the evaluation ............................................................ Audience for the evaluation report ................................................... III. Focus of the Evaluation ..................................................................... Description of the evaluation object .................................................. Evaluative questions used to focus the study............................................ Information needed to complete the evaluation .............................. IV. Brief Overview of the Evaluation Plan and Procedures ............................ Sources of information..................................... Methods of data collection ............................................................ Purposive sampling rationale ...................................................... Analysis Procedures .................................................. V. Summary of Evaluation Findings ............................................... Benefits of Using ADP .............................................. Summary of Quantitative Results ................................................ Summary of Qualitative results ............................................... VI. Interpretation of Evaluation Findings ................................................ Efficiency..................................................

Effectiveness ........................................................... Standards and Security Compliance ..................................................... Satisfaction ............................................................ Organizational Fit to business processes........................................... VII. Conclusions and recommendations................................................... Criteria and standards used to judge the quality in use of ADP ................. Efficiency/ productivity ............................................................ Effectiveness: .............................................................. Satisfaction ............................................................... Judgments ................................................................. Strengths .................................................................. Weaknesses ......................................................... Recommendations .................................................. System Deficiencies ........................................................................ Organizational issues ................................................................... VIII. Minority reports or rejoinders ........................................................ IX. References........................................................... X. Appendices ...............................................................

I. Executive Summary

II. Introduction Purpose of the Evaluation The purpose of this evaluation is to describe the impact of the Long County Migrant Education Program and to determine if this impact justifies the use of the Migrant Education Program into the regular education classrooms. Currently, this program is offered during regular school hours. A Migrant Education teacher comes into the classroom and works as an inclusion teacher. In making this determination, the following evaluation questions were posed: - Who are the program managers for the Migrant Education Program? - Who delivers the program to students enrolled in the Migrant Education Program? - What groups are excluded from the Migrant education Program? - How many Long County School students benefit from the Migrant Education Program? - Does the county ensure the use of the consolidated migrant student record for the purposes of enrollment, placement, and accrual of credit of migrant students in school and migrant education projects? - How many Long County School students are able to benefit from using the Migrant Education Program? - What are the financial costs associated with providing the Migrant Education Program? - What are student, staff and parent perceptions of the impact of the current Migrant Education Program? Audiences for the evaluation report In determining the appropriateness of evaluating the Migrant Education Program (MEP) in Long County, Georgia and its effectiveness on improving reading comprehension for Hispanic ELL students, an evaluation audience checklist was conducted to understand the target audience and purpose of evaluation. Consideration of individuals, groups, and agencies involved both directly and indirectly will serve as guidance for the evaluation. After further research was conducted on MEP, it was determined that specific audiences would utilize the evaluation to make improvements in the local MEP program. Other entities would provide input to the evaluation while others would receive the information for interest purposes only. Although the MEP program is a national program used throughout public school systems, First District RESA carries the responsibility of developing the program to meet the specific local needs of the community. As a program

developer, the stakeholder will utilize the evaluation to make policy changes, make operational decisions, and provide input to evaluation. The developer of the program is a crucial stakeholder in this evaluation as well as the agency who identified the local need and approved the delivery of the program at the local level. The Long County School Board is responsible for identifying the local need and approving the program to be utilized in the Long County School System. Because of this responsibility, they will also use the evaluation to make policy, to make operational decisions, and to provide input. In addition, the managers of the MEP program as well as the sponsor of the evaluation will use the evaluation to make policy, to make operational decisions, and to provide input. The evaluation will focus on the above-mentioned stakeholders, thereby valuing their responsibility and involvement in the program above other entities. They have the power to make changes in the program and, therefore, can make necessary improvements if the evaluation deems necessary. Based on the evaluation, these stakeholders have the responsibility to refine the program, ensuring its effectiveness in the Long County School System. They have the ability to make fair judgments in determining the results of the evaluation. There are many additional stakeholders who are considered in this evaluation. While these stakeholders are certainly valued, evaluation will serve only as interest to these stakeholders of the evaluation. Parents of the children being served by the Migrant Education Program will hold an interest in knowing the effect of the program on their childs education; however, these stakeholders will not make any changes in policy.

Limitations of the evaluation Audience for the evaluation report

III. Focus of the Evaluation Description of the evaluation object

According to the Georgia Department of Education, The Migrant Education Program (MEP) is a federally funded program designed to support comprehensive educational programs for migrant children to help reduce the

educational disruption and other problems that result from repeated moves. ( http://www.doe.k12.ga.us/School-Improvement/FederalPrograms/Pages/Migrant-Education-Program.aspx) Children receiving migrant education services receive additional support through the assistance of a migrant teacher who works specifically with these students in either an individual or small-group capacity. Students receive prioritization for additional support services based on several factors, including English language deficiency and frequency of moving. The program acknowledges the hardships that children face when they move frequently due to the demands of agricultural work. The goal of MEP seeks to eliminate additional academic challenges that migrant students face by ensuring that all migrant students reach challenging academic standards and graduate with a high school diploma (or complete a GED) that prepares them for responsible citizenship, further learning, and productive employment. (http://www2.ed.gov/programs/mep/index.html). According to the annual reports provided by MEP, the population of students requiring migrant support services has increased as well as instructional and non-instructional staff utilized to support the increasing number of students serviced by the program. The majority of students receiving services are Hispanic. (http://www2.ed.gov/rschstat/eval/disadv/migrant/annualreport/highlights.pd f). To what extent does the Migrant Education Program (MEP) improve reading comprehension for elementary English Language Learners of Hispanic ethnicity?

Evaluative questions used to focus the study Information needed to complete the evaluation