Program Inquiry

Program Inquiry

Sunday, July 31, 2016

Logic Model

The Logic Model

This Logic Model that outlines my Program's Intentions, It's Activities and Resources, Short-Term Goals and Outputs as well as Long-Term Goals and Outputs. The file is attached to the right.


Amendment: After receiving feedback on my Program Evaluation, I reflected on the manners in which I had planned to collect data. After attempting to ‘map out’ the ways in which I had planned to collect data, I realized that I needed to ‘unpack’ my program activities and address how I would record both qualitative and quantitative data in my Logic Model. This has led to some additions to my logic model. Some manners in which data was to be collected I had inferred and realized that it ought to be stated explicitly so to clarify the logic model. The additions to the logic model can be found in bold.


It can be found here.

Friday, July 22, 2016

Program Theory - Beneficiary Assessment

Dr. Glynn Sharpe of Nipissing University defines Program Theory as the, "basis for evaluating relatively uncontrolled programs...focusing on specific outcomes...a conceptual basis for refining and improving existing programs and also support inferences about new programs." (Sharpe, 2011).

 A Beneficiary Approach

Better Evaluation Defines a Beneficiary Approach as, "An approach that assesses the value of an intervention as perceived by the (intended) beneficiaries, thereby aiming to give voice to their priorities and concerns." (BetterEvaluation.org) I will be using the data collected from my evaluation to determine if the stakeholders are benefiting from the anti bullying program as designed.

The World Bank Defines a Beneficiary Assessment as improving, "the impact of development operations by gaining the views of intended beneficiaries regarding a planned or ongoing intervention." (World Bank) My model evaluation will take into account and "give voices" (World Bank) to intended users who are both involved in and affected by the evaluation. Moreover, it will involve intended users in focus groups, forums facilitated by experts and online communities designed to provide more information regarding LGTBQ issues and rights, which will lead to a decrease in bullying and cyber-bullying of those in the LTGBQ community.



My Evaluation

The purpose of my evaluation is to improve the Peterborough, Victoria, Northumberland, Clarington, Catholic District School Board's Bullying and Cyber - Bullying Prevention and Intervention Plan. The policy's goals as listed are to, "Identify different manifestations and underlying factors of bullying, such as body image, racism, sexism, homophobia, disability, etc. "However, it is the belief of this evaluation that the PVNCCDSB does not go far enough in detailing those who are affected by bullying and cyber - bullying and thus indirectly contributes to the bullying and cyber - bullying of students who identify themselves in the LGTBQ community (the community with the highest reported rate of bullying and cyber - bullying in Canada). As such this evaluation seeks to determine ways in which the policy can be adjusted and explores different manners in which the rights of those in the LGTBQ community can be improved and so that PVNCCDSB schools can have a more inclusive, informed and healthy learning environment. 



Program Theory Model


As a part of designing my program evaluation I have designed a Program Theory that is conceptualized in a model that I have createdusing Mindomo.com and can be found by following this link

It will obtain timely feedback from all stakeholders through interviews, focus groups (direct feedback and observation), surveys (observation of online communities) and reviews of policy.




The Program Theory depicts both an Action Model and Change Model. Without the Action Model the Change Model (desired causes and effects as well as subsequent Outcome) could not occur. 

Furthermore, as one can see the occurrences within the Action Model are also causal and many necessary for another to occur. However, the two-way arrows linking the agents participating in the evaluation and the organization to which the inquiry will occur within, demonstrate the circular and necessary relationship between said agents and organization. In other words, they must work together to make the evaluation effective.

It also must further be noted that the Program Implementation is as a result of the Action Model. 

Also, resources must be input so to do the evaluation and the environment for the evaluation will remain constant and exist weather or not the evaluation takes place. 

Thursday, July 14, 2016

Program Goals and Evaluation Questions

Purpose
The purpose of this evaluation is to investigate whether the scope of the Bullying and Cyber-Bullying Prevention and Intervention Plan encompasses all types of bullying that a student at St. Stephen’s Catholic Secondary School might face (using St. Stephen’s as an example of a secondary school within the Peterborough, Victoria, Northumberland, and Clarington Catholic District School Board).
Program Goals
The overall goals of this evaluation are twofold.
First: To evaluate PVNCCDSB Policy and disseminate information to schools/students in order to increase awareness of bullying and cyber - bullying of those in the LGTBQ Community. (short term goal).
Second: To ensure that the policy that has been set out has appropriate measures to decrease bullying and cyber-bullying in and out of secondary schools in the PVNCCDSB (long term affects).
Some Key Evaluation Questions:
- How does the document define bullying and cyber –bullying and is the definition inclusive of all students?- If the definition is not inclusive, what needs to be added to increase inclusivity?- What measures are there in the policy to prevent bullying and cyber-bullying and are those measures effective? If these measures are not sufficient, what could be done to the policy to help decrease instances of bullying and cyber bullying? 
Some Potential Further Questions:
What are some programs within schools in the PVNCCDSB that seek to deter bullying and cyber-bullying?- Why do students bully or cyber-bully?- Are policies and procedures adequately communicated to students, parents and the community?Are all stakeholders taken into account?

Wednesday, July 13, 2016

About PVNCCDSB's Bullying and Cyber - Bullying Prevention and Intervention Plan

I decided to evaluate a program that is near and dear to my heart, Cyber-Bullying. I will evaluate the St. Stephen's Secondary School Anti - Bullying/Cyber-Bullying Program. I will do this by evaluating the resources provided to both students and parents (from the school) and policies and procedures outlined in the Peterborough, Victoria, Northumberland, Clarington District Catholic School Bullying and Cyber-Bullying Prevention and Intervention Plan. 


Why Evaluate This Program?
Some of you might wonder why I chose to evaluate this program? The main reason for choosing this program is that I plan on using the information and evaluation that I find while conducting the evaluation to help students who are newcomers to Canada at my new school. If I better understand how bullying and cyber-bullying occur and what boards to do combat them and am able to evaluate their practices, it will better set me up with a program that I can bring to my new school to help students there.
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Evaluation Purpose
The focus of the Bullying and Cyber-Bullying Prevention and Intervention Plan is to ensure that all people are treated with, “dignity, respect, and fairness” (PVNCCDSB). Through a board/school-wide program that includes teachers, students, parents, administration and volunteers, school council and the public (PVNCCDSB). The board also adds that they take into account local needs, which include cultural, geographical and the demographics of the area (PVNCCDSB). 
In order to implement the program in St. Stephen’s Catholic Secondary School, the school must have a Safe Schools Team that is mandated from the Ministry of Education. Each school’s team will vary but according to the Ministry of Education must, “include at least one student, one parent, one teacher, one non-teaching staff member, one community partner, the principal.” (TVDSB). The surrounding community of Bowmanville has a population of 43,555 (City-Data.com), while St. Stephen’s Secondary School has a population of 1,007 (St. Stephen’s Secondary School).

Potential Useful Resources
Resources that could be used for this evaluation are as follows: Bullying and Cyber-Bullying Prevention and Intervention Plan, Ministry of Education’s Model Bullying Prevention and Intervention Plan, interviews and focus groups with St. Stephen’s Secondary School Students and Teachers, Survey Data from the St. Stephen’s Secondary School Population, and school records of incidences of bullying and cyber-bullying.

Evaluation Use
Furthermore, the results of this evaluation could be used by not only the school population of St. Stephen’s Secondary School, but results of the evaluation can be applied to all schools in the Peterborough, Victoria, Clarington, Catholic District School Board.  This evaluation will follow as best as possible the Rainbow Framework from BetterEvaluation.org. There are six steps to the evaluation process and they are as follows: Define, Frame, Describe, Understand causes, Synthesize and Report & support use.

Tuesday, July 12, 2016

About Program Evaluation and Theory

Here I will post and update resources that help those reading understand program evaluation. I have linked a short video here, to explain Program Evaluation.

I have also posted some images of the Rainbow Framework for Program Evaluation below. Feel free to comment or ask questions about the evaluation structure. 



The Rainbow Framework Linked here, provides a very good outline of how to conduct an evaluation and will be the model I follow throughout the evaluation process.

Part of this blog's design is to provide you (the reader) with some quick and important information on Program Evaluation. Below find the 6 Thinking Hats method of conducting an evaluation. Here is a link to a detailed explanation of the methodology. I personally find the taking on of different roles in thinking quite interesting, challenging, and potentially quite effective if those participating are openminded enough to do so.





About My Evaluation





Rational

The main reason for choosing this program is that I plan on using the information and evaluation that I find while conducting the evaluation to help students who are newcomers to Canada at my new school. If I better understand how bullying and cyber-bullying occur and what boards to do combat them and am able to evaluate their practices, it will better set me up with a program that I can bring to my new school to help students there.

I will evaluate the PVNCCDSB Policy on Bullying and Cyber - Bullying Intervention and Prevention as it applies to St. Stephen's Secondary School Anti - Bullying/Cyber-Bullying Program. I will do this by evaluating the resources provided to both students and parents (from the school) and policies and procedures outlined in the Peterborough, Victoria, Northumberland, Clarington District Catholic School Bullying and Cyberbullying Prevention and Intervention Plan.


Initial Description

 I will be evaluating the scope and the impact of the Bullying and Cyber – Bullying Prevention and Intervention Plan put forth by the Peterborough, Victoria, Northumberland, and Clarington Catholic District School Board.

* I will be specifically looking at the inclusiveness within the policy and deciding if the policy incorporates all students and all manners of bullying and cyber – bullying.

 * I will be looking at the language within the policy and examining its application in schools within the PVNCCDSB.

Evaluation Aims

* Evaluate the inclusiveness of the policy to the LGTBQ community of students who are within the PVNCCDSB. The purpose for the evaluation is summed up by the following statistic from the Canadian Institutes of Health research, “The rate of discrimination experienced among students who identify as Lesbian, Gay, Bisexual, Trans-identified, Two-Spirited, Queer or Questioning (LGBTQ) is three times higher than heterosexual youth.”(Canadian Institutes of Health and Research

* This evaluation will seek to identify if the policy set forth by the PVNCCDSB accurately reflects and addresses these government findings and helps to create a positive and supportive environment within schools for LGTBQ students. The evaluation will take into account all stakeholders (students, teachers, parents, administration, community members and board members) and attempt to involve all in the evaluation process.
    
The Peak Experience


* Since its last revision date of October 22, 2013, the reporting of incidents of bullying and cyber – bullying had been trending upwards (this is as of 2012) and that homophobic comments made up 15% of all reported incidents. (Stopabully.ca) As such it will be thus argued by this evaluation that the peak experience of the policy is mixed as though incidents of bullying and cyber – bullying are being reported more frequently, those whom the policy ought target are more likely to experience bullying and/or cyber – bullying.