|
Evaluation and Technical Assistance for Youth Transition Demonstration Projects: Managing Role Conflict
|
| Presenter(s):
|
| Anne Ciemnecki, Mathematica Policy Research Inc, aciemnecki@mathematica-mpr.com
|
| Bonnie O'Day, Mathematica Policy Research Inc, boday@mathematica-mpr.com
|
| Abstract:
Mathematica Policy Research is conducting a 9-year random assignment evaluation of Youth Transition Demonstration (YTD) projects for the Social Security Administration. The Mathematica team, which includes staff of two other entities, designed the intervention, selected the sites, is randomly assigning youth to treatment and control groups, is providing technical assistance to insure that the sites implement the intervention correctly, and is conducting process and impact evaluations. This paper will focus upon managing these roles and avoiding role conflict, particularly in providing technical assistance and conducting the evaluation. This topic is timely, as more government agencies are requesting that evaluation teams perform these multiple roles.
|
|
Contextual Issues in Evaluating a Transition to Teaching for Special Education Program
|
| Presenter(s):
|
| Imelda Castaņeda-Emenaker, University of Cincinnati, castania@ucmail.uc.edu
|
| Janet Matulis, University of Cincinnati, janet.matulis@uc.edu
|
| Norma Wheat, Campbellsville University, nrwheat@campbellsville.edu
|
| Abstract:
Contextual issues in evaluation have been important considerations in planning and implementing the evaluation of a federally-funded Transition to Teaching (TTT) for Special Education program in one private university within a mid-western state. This state has a lower percentage of highly qualified teachers in special education than the national average. The state department of education is a formal and active partner of this program, which is embedded within layers of internal and external contexts. Knowledge, understanding, and incorporation of contextual issues affecting all stakeholders are driving the implementation of a responsive evaluation for this program. Heightened sensitivity and care are taken to ensure understanding of how the non-traditional student program participants saw themselves within their training contexts, the special needs and the diversity issues around them, their experiences and activities within the program, and what their visions are about teaching within a high need Local Education Agency (LEA) environment.
|
|
Improving Outcomes of Students With Disabilities: Bridges and Barriers Identified From an Evaluation of Non-parametric Evidence Rating Scales and Qualitative Data Analysis of State Capacity Building Plans
|
| Presenter(s):
|
| June Gothberg, Western Michigan University, june.gothberg@wmich.edu
|
| Rashell Bowerman, Western Michigan University, rashell.l.bowerman@wmich.edu
|
| Abstract:
This session will present the findings from an evaluation study of local education association (LEA) capacity building team plans (n=120). Teams reviewed specific practices and plan their strategies for implementing transition-focused education for the next year. In the capacity building plan, each team addressed their perceived local strengths regarding transition practices and areas of needed improvement, as well as rated themselves on implementation practices and data-based evidence for federal Indicator 13. We will discuss the methodology used for non-parametric analysis of two, four-point Likert-like rating scales as well as our systematic approach to qualitative document analysis. The session will conclude with the importance of utilizing qualitative data when using Likert-like rating scales to produce more reliable and valid evaluation results.
|
| | |