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     Data Collection and Analysis Strategies

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     Data Collection and Analysis Strategies

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As articulated in the evaluation matrix, the qualitative methods will include review and analysis of the archival data, which includes each student’s evaluation report, individualized education plan (IEP), quarterly progress monitoring reports, daily or weekly behavioral data, attendance records, school discipline reports, and parental concerns documented in the student’s IEPs in order to answer the first and second key evaluation questions. Additional qualitative methods will be classroom observations and student, parent, and administrator interviews to answer the first, third, and fourth key evaluation questions as outlined in the evaluation matrix.
According to Russ-Eft and Preskilll, the "comprehensibility and clarity of the results" are imperative when analyzing evaluation data (2009, p. 361).  The qualitative data analysis of the parent, student, faculty, and administrator interviews as well as archival data and classroom observations will include "identifying themes and patterns in the data and then coding and categorizing these themes" (Russ-Eft & Preskill, 2009, p. 365). The analysis strategies that will be employed are the thirteen procedures outlined by Russ-Eft and Preskill beginning with reading and re-reading the data, making notes, developing codes for each category, and sorting the data in order to present the findings and relate them to the evaluation purpose and key questions (2009, p. 371).
The quantitative data analysis of the teacher and student survey will be analyzed and presented as a frequency distribution within a table representing all of the responses (Russ-Eft & Preskill, 2009, p. 376-377). The evaluation will incorporate a couple student case studies that will include data analysis and reporting of the number of students or teachers in the sample and will determine relationships among variables (Russ-Eft & Preskill, 2009, p. 378, 383).

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                                  Concerns about Plan

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                                  Concerns about Plan

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There is one new teacher to the program who has middle school emotional support experience. The other teacher is in his second year of teaching within the ACCESS Program. One of the classroom paraeducators has been supporting the program for the past four years. The other classroom paraeducator who was hired at the beginning of the 2017-2018 school year resigned in October and another paraeducator is beginning this week. As a result, structured classroom expectations and protocols are not in place and will effect the outcomes of the evaluation.
The teachers have just begun implementation of a classroom behavior management level system. In addition, the cafeteria is open all day due to blended and cyber-learning experiences; the students in the ACCESS program may go to the cafeteria instead of engaging in their academic tasks. Further, the students have many years of practiced attention-seeking or task-avoidant behaviors that are difficult to reshape.

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                       Key Evaluation Questions and Data Collection

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                       Key Evaluation Questions and Data Collection

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ACCESS Program Evaluation:             Important Details

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ACCESS Program Evaluation:             Important Details

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The program I will evaluate is our supplemental to full-time emotional support program at our district high school located in Downingtown, Pennsylvania. The program is called ACCESS: Academic Choices and Challenges for Education, Scholarship, and Success. The ACCESS program serves about 20 students with disabilities in grades nine through twelve. Students have academic and behavioral needs that require the consistency and structure of a small classroom setting, clear behavioral expectations, and low student-to-teacher ratio in order to make meaningful progress in their academic classes and improve behavioral performance within the classroom and school setting.

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1.  What are the strengths and needs of the program?
2.  How are the emotional support services affecting each student’s academic and behavioral skills and performance?
3. What are the administrator and faculty perceptions of the program?
4. From the perspective of the program participants and their parents, how is the ACCESS program supporting the participants’ academic and behavioral growth?