Designing a Plan for Outcome Evaluation
Social workers can apply knowledge and skills learned from conducting one type of evaluation to others. Moreover, evaluations themselves can inform and com`plement each other throughout the life of a program. This week, you apply all that you have learned about program evaluation throughout this course to aid you in program evaluation.
To prepare for this Assignment, review “Basic Guide to Program Evaluation (Including Outcomes Evaluation)” from this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , especially the sections titled “Outcomes-Based Evaluation” and “Contents of an Evaluation Plan.” Then, select a program that you would like to evaluate. You should build on work that you have done in previous assignments, but be sure to self-cite any written work that you have already submitted. Complete as many areas of the “Contents of an Evaluation Plan” as possible, leaving out items that assume you have already collected and analyzed the data.
Submit a 4-page paper that outlines a plan for a program evaluation focused on outcomes. Be specific and elaborate. Include the following information:
· The purpose of the evaluation, including specific questions to be answered
· The outcomes to be evaluated
· The indicators or instruments to be used to measure those outcomes, including the strengths and limitations of those measures to be used to evaluate the outcomes
· A rationale for selecting among the six group research designs
· The methods for collecting, organizing and analyzing data
Reference (use 3 or more)
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)
· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)
McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation). Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742
McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249
Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
“Social Work Research: Planning a Program Evaluation”
Final Project: Leadership Assessment
Earlier in the course, you were asked to informally evaluate your leadership skills and qualities. In this Final Project, you use formal assessment tools to identify your areas of strength and areas in which you need further development. You may use the results of this self-assessment to develop a plan to gain the skills and experiences that will help you move toward achieving your short- and long-term professional goals and objectives.
Using the assessment tools provided in Introduction to Leadership: Concepts and Practice, conduct a self-assessment of your own leadership characteristics, style, and skills. Complete at least four assessment tools for this self-assessment. In addition, select one tool to give to a colleague or supervisor so he or she can assess your leadership skills.
Final Project (2 pages in APA format)
Evaluate your current leadership characteristics, style, and skills based on the assessment tools you and your colleague/supervisor completed. Be sure to:
· Include actual results or summaries of the results you collected using these tools
· Identify personal leadership strengths as well as areas for improvement
· Include references to the leadership concepts covered in this course and relevant issues related to ethics, diversity, and power in the organizational setting
References (use 3 or more)
Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th ed.). Washington, DC: Sage.

Reflection

In this course, you have learned about the range of exceptionalities in children from low-incidence disabilities to gifted and talented, and also twice-exceptional children.
Given the realities of budget cutbacks, financial challenges, and legal requirements of schools, the focus tends to be on evaluating and providing interventions for students on the disability end of the exceptionalities continuum, rather than on those considered gifted and talented.
Using the module readings, the Argosy University online library resources, and the Internet, research gifted and talented students. Then, reflect on what you have learned throughout this course.
Based on your research, respond to the following:
Part I

• What arguments can you make for focusing time and resources on children with disabilities, rather than on those considered gifted and talented?
• What arguments can be made for focusing on those considered gifted and talented?
• Given what you have learned about the continuum of exceptionalities, what recommendations would you make? Provide reasons to support your answer.

Remember to consider ethical and legal arguments.
Part II

• Explain why the term exceptionalities includes a continuum from those with low-incidence disabilities to gifted and talented. What do all of these children have in common?
• Describe something new that you learned, including how it might have changed your viewpoint on children with exceptionalities (such as, how research differs from what you thought was true or how an opinion or perspective was challenged).
• Discuss something you learned in this course that you would like to continue learning more about. How might you apply this knowledge in your career goals?

Write your initial response in 300–500 words. Apply APA standards to citation of sources.