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Hi Michele, I like the idea of add teacher compliance with IEP program as this is an issue I have seen. The purpose of the evaluation is to improve the program. Therefore, once a need is identified, research-based systems can be implemented to address the need.

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Hi

I am reading through your purpose and program ideas. I think your idea of comparing special education student to regular education students is very interesting. Will this data help you see where the special education program is lacking? I noticed you didn't look at IEP implementation. Do you think this could have an effect on student success? Not monitoring goals appropriately? Not implementing SDI's. If students are found to be very low compared to there regular education peers what are you going to do with this information? Did you change your focus since the logic model? In that model you looked at the overall special education process in your district. The key questions seems to be looking at the overall student success in your district. Maybe you are going to compare the two. Seeing if there a correlation between the overall running of the special ed. program and student self-esteem and test scores.

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Archival records will be utilized to determine compare PSSA scores for students in the Special Education Program and students who are not in the Special Education Program. Student specific growth scores from the PVAAS website will provide

data on value-added growth. The growth scores for each student in the school will be collected and categorized first by grade level and then by participation or lack of participation in the Special Education Program. Surveys utilizing the Likert Scale and provided to all students and parents utilizing are used to determine the self-esteem of students, ability of students to learn independently, and social skills. These surveys will include questions pertaining to student self-perception, ability to  solve problems independently, completely homework independently, and interact with peers. The survey used to determine self-esteem is the Rosenberg Self- Esteem Scale.

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The primary stakeholders in this evaluation are the students who benefit from the resources and support of the Special Education Program at PVMSE.  The secondary stakeholders include parents, teachers, building level administrators, district level special education administration, and upper district level administration as all of these stakeholders play a role in the support or development of the program and students in the program. Tertiary stakeholders include both of these primary and secondary stakeholders of the future. The results of this report will determine if the program is accomplishing its objectives and if necessary prompt change for future students, parents, teachers, and administrators involved with the Special Education Program at PVMSE.

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1. How do students in the Special Education Program at Perkiomen Valley Middle School East compare in overall performance on the PSSA test to students at PVMSE who are not in the Special Education Program?

2. How do students in the Special Education Program at Perkiomen Valley Middle School East compare in the value-added growth on the Pennsylvania State Standardized Assessment (PSSA) provided by the Pennsylvania Value Added Assessment System (PVAAS) to students at PVMSE that are not in the Special Education Program?

3.  How does the self-esteem of students in the Special Education Program at Perkiomen Valley Middle School East compare to those not requiring special education services?

4. How does the ability of students receiving special education services to learn independently compare to students at PVMSE who are not in the Special Education Program?
5. How do students and parents in the PVMSE Special Education Program perceive the students’ social skills compared to students and parents at PVMSE who are not in the Special Education Program?

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Determine the effectiveness of the strategies implemented and resources provided to students in the special education program at PVMSE. This evaluation will also determine if the program is functioning as intended and what can be learned an applied as a result of this this evaluation. It will look at student gains academically through course grades and standardized test performance. In addition to academic performance this evaluation will also examine the social and emotional health of students in the special education program as this is closely linked to students reaching their highest potential.