Respond to a colleague by doing all of the following:Identify the stage or stages of the program to which your colleague’s selected question relates.Suggest an additional question or concern that stakeholders may have about program evaluation.Recommend an alternative model for the evaluation.Response to Erica The program I have chosen is an early intervention program for children birth to three. They provide assessments and in-home therapy for those children that qualify. I refer to this program frequently for babies who are born with neonatal drug exposure. Babies who have been exposed to drugs in utero have a higher chance of developmental delays and can benefit from early intervention. This program takes referrals from anyone, including parents or persons in the community and is a voluntary program. The initial assessment is always free, but ongoing therapies are income based. A program evaluation model that would prove successes and failures of the program is program monitoring. Program monitoring evaluations can use various types of data gathering to monitor the functioning of the program (Dudley, 2014, p. 72). Some ways of collecting data could be communication with physicians to evaluate progress medically for the children involved, questionnaires to parents and caregivers and reviewing documents. The biggest question that funders (state and federal) want to know, is if the program is providing beneficial services to children in need. They want to know that their services are worth their dollars. This type of program evaluation will give stakeholders information straight from medical professionals and parents; two key providers in the care of the child. Physicians can verify if the early intervention program is helping the child meet developmental milestones or if there is something lacking. Parents and caregivers spend the most time with these children and can readily report on new skills and/or regression of skills. Both providers (physicians and parents/caregivers) are individuals who are truly invested in the wellbeing of these children. With this data gathering, the program can determine what needs work and what is working well already. This would help them make appropriate changes to increase the successes of the program. “The results also offer numerous opportunities for the agency to engage in informal conversations with clients on topics for which they have different views” (Dudley, 2014, p. 73). Some concerns that stakeholders may have could include the lack of participation from individuals and how it affects the full data. Some parents may not see the significance behind completing the survey, physicians may be too busy to cooperate and reviewing documents takes time. All of these areas are of concern and can affect the data collected. One way to engage parents may be to have a conversation with the parent during a visit that is already scheduled. The provider can ask questions and make notes of the parent’s answers, which allows the parents to not have to physically complete anything and makes it easier. Making this interaction as convenient and easy as possible, more parents are likely to cooperate. Communicating with physicians can be challenging because of their busy schedule. Incentives for physicians could be a way to overcome this challenge. Or, again, making the exchange of information as easy as possible. This could be done over a luncheon, event where the provider will already be present or visiting their office. Reviewing data could be done a little bit at a time, so it is not so overwhelming to complete at once. Reviews should be done on a regularly scheduled time frame, so ensure accuracy and consistency with data collecting. References Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books. Response to Meghan Program Overview The program I have selected is Safe at Home program. This program is provided by several different agencies. The program is grant funded. It provides wraparound services to high-risk youth ages 12 to 18. The program provides a wraparound plan which identifies needs and strengths of the client and family and provides goals for the client to help ensure they can safely remain in their home (Walker & Bruns, 2006). Wraparound services ensure the client and family have all the support they may need to keep the youth in the home. Program Evaluation Model A program evaluation model to be utilized with the program is the program monitoring evaluation in order to answer the question,” Is the program successful in keeping kids in their homes or community?”. This evaluation model attempts to understand if the program is being applied as it was planned to and to the appropriate population in which in intended (Dudley, 2014). With the Safe at Home program, using the program monitoring evaluation can help ensure that those who are on the program are getting the services they are intended which therapy, case management, and wraparound supports. The program evaluation will see if those in the program are meeting their target completion dates of treatment. The clients in the Safe at Home program may be in the program anywhere from 6 months to a year in order to complete their goals. The program monitoring evaluation model also assesses if the practices with those involved in the Safe at Home program are showing intended outputs, which in Safe at Home is to stay safely within the home or community (W.K. Kellogg Foundation, n.d.). The program monitoring model also ensures the clients are satisfied and seeing results from the program. The model also helps to identify both strengths and areas of needed improvement of the program. This evaluation model is also beneficial because it helps to inform any adjustments needed to the program or the process of the program (W.K. Kellogg Foundation, n.d.). The model of program monitoring will allow the stakeholders to directly see the impact the program has on the clients served. Potential Benefits of Program Monitoring In utilizing program monitoring there are many types of ways that information is gathered from both staff and clients in the program. There may be questionnaires, interviews or client and staff reviews of the program provided (Dudley, 2014). The benefit of the evaluation model is that the program will be intensely looked at from various perspectives. The entire process of the program, Safe at Home, will be looked at to ensure that the appropriate services are being provided and that there are positive outcomes that were intended for the program. Concerns of Stakeholders and Addressing the Concerns It is noted that sometimes there are clients who are not willing to participate, as they are court mandate to the program. Lack of participation may cause some concerns for the stakeholders when information is gathered showing possible negative feedback from clients or families receiving services from the program. There are also some families in the program that are lower-economic standings and some that even lack educational backgrounds who may not have access to completing surveys or interviews or may not be able to understand the surveys or interviews. In considering both lack of participation and inability to participate, it would be important to ensure that stakeholders understand the population that the program does work with which is typically lower-economic class or court-mandated clients who may not fully be able to give the feedback on how well or unwell the program is doing. It would also be important that someone is able to even go to the home of the individuals to gather information, rather then expecting them to come to the agency, as many do not have vehicles. Finally, informing of what the information gathering process is about and simplifying it for those who may have trouble understanding, but are willing to participate is important. References Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books. Walker, J. S., & Bruns, E. J. (2006). The wraparound process: Individualized, community-based care for children and adolescents with intensive needs. Community mental health: Challenges for the 21st century, 47-57. W. K. Kellogg Foundation. (n. d.). W. K. Kellogg foundation evaluation handbook. Retrieved October 8, 2013, from http://www.wkkf.org/knowledge-center/resources/201...

Applied Final Project Part 1: Create Your Parenting Case Study TopicPART 1: CREATE YOUR PARENTING CASE STUDY TOPIC_Using the planning table provided below, you will create a case study on a parenting topic of interest to you. Throughout the course you will conduct research on this topic, culminating in a Parenting Action Plan that proposes solutions to resolve your case. Step 1: Select a scenario that may be a cause for concern in parents.You may use the list below or identify a scenario of your own with the permission of the instructor. Write your scenario of interest into the planning table provided below.List of ScenariosSleeping arrangements for newbornImmunizations for childrenBedwettingBreastfeeding older childrenSpecial needs, such as:Down syndrome or other genetic disorderLearning disabilitiesAutismAttention deficit with hyperactivity disorderPhysical-motor disabilityLanguage delay, speech, related issuesTeen pregnancyAlcohol and substance abuse in teensRelationship problems in teens, dating, inappropriate, and/or risk-taking behaviorMental health issues (e.g. depression, anxiety, psychotic disorders)Behavioral issues in younger childrenBehavioral issues in teensParental conflict and argumentMilitary deploymentGrandparents raising grandchildrenAdoption/foster parentingRacial and cultural issues in parenting -Tiger moms, immigrant children, LGBTQ, biracial identity, religionOlder child parenting and emerging adulthood (age 18-21)Use of media-cellphones, tablets, etc.Impact of domestic violenceBullying, cyberbullyingStepfamiliesImpact of divorceChoosing daycare, preschoolHealthy diet, eating disordersCollege/postsecondary readinessStep 2: Select an age group to which the scenario applies.After picking your scenario, select an age group (see planning table below) that you would be interested in learning more about. For example, if you are interested in “choosing daycare” as a topic, are you interested in daycare for infants, toddlers, or school-aged children? Note that your scenario may not make sense for some age groups. For example, you probably would not be interested in learning about daycare options for an 18-year-old.Step 3: Select a socioeconomic status for your scenario.Determine whether your scenario will apply to a family of lower, middle or upper socioeconomic status (SES) (see planning table below). SES can profoundly impact access to resources which, in turn, can impact outcomes. It is important to know what services are available and who can access them. Step 4: Family composition.Using the planning table below, identify at least two details about the composition of the family. Who is living in the home? How many generations live in the home? What is the marital status of the parents? Are there siblings? Family composition can be a source of strength as well as a source of stress. Use this section to flesh out the details of the family in your scenario. Step 5: Identify the type of issue in your scenario.Use the planning table to identify the type of issue(s) present in your scenario. Check all that you think could apply. This will help you to figure out where you can find information on your topic. For example, if you are dealing with a topic like behavioral issues that emerge in a child after military deployment of a parent, you might start looking for research in psychology journals that deal with military families, like “Military Family Therapy.”Step 6: Identify possible sites of impact for addressing your scenario.Using the planning table, identify possible sites of impact for your scenario. For example, if you are interested in “choosing daycare,” you would probably select “daycare” as a site of impact, but you might also select “home” if you are interested in how daycare impacts behavior in the home. You might also select “school,” if you think the quality of daycare has an impact on academic performance.Step 7: Identify potential solutions to address your scenario.Using the planning table, check off the potential solution(s) that could form the basis of your parenting action plan.Instructions: Choose and write down your topic and ideas about: The topic/title, why you think it is important, and where you think you will look for resources. Use the Planning Table below to create your chosen topic. Each section of the table below may be used to narrow down the specifics of your research paper. Each section will help to get you thinking about the aspects of your action plan. In the example below, the sections of the table appear in parenthesis to exemplify how these sections relate to your topic choice. Please note that these sections form a part of the final paper write up, and as such can be used while writing up your final paper. AFP Part 1: Planning TableSTEP 1: SCENARIO(write your chosenscenario below)STEP 2: AGE GROUP OF INTERESTBirth-3 yrs3-10 yrs10-13 yrs14-18 yrs18-21 yrsSTEP 3: SOCIOECONOMIC STATUSlowermiddleupperSTEP 4: FAMILY COMPOSITION(include at least 2 of these details)Parental involvement?Single, married, divorced?Siblings?Who is living in the home?Employment status of parents?Other?STEP 5: TYPE OF PROBLEMSchoolwork or Homework IssueBehavioral IssueSocial IssuePhysical/Emotional IssueOther:________STEP 6: SITES OF IMPACTHomeSchoolDaycareParent WorkplacePublic Spaces (e.g. playground, retail, grocery store, etc.)Other:__________STEP 7: POTENTIAL SOLUTIONSHome PlanSchool StrategyCommunity Support GroupsBehavioral Health PlanMedical/Health PlanSpecial Programs/SupportsOther:_______STEP 8: Crafting your parenting case study.Write a parenting case study that incorporates all of the information in the planning table (Steps 1-6). Your case study should be 1-2 paragraphs in length. You may want to add details now or as your research progresses to make your case study more interesting.Example:The current case study involves a child with significant learning disabilities who is 8 years old and from a middle-class socioeconomic status background. The child has a 10-year-old sister with no known learning disabilities or behavioral issues. Parents recently separated, but both parents are actively involved with the children. A parenting action plan will be developed to address the child’s problems with schoolwork. I will discuss the case in the context of home and school (i.e. sites of impact), providing solutions that may include a home plan to address the parental separation as well as special programs in school and community supports (i.e. potential solutions).Your Parenting Case Study will be evaluated according to the following rubric: Criteria MetCriteria Partially MetCriteria Not MetScenario Selected1-0Age group1-0SES1-0Family composition (>2 details identified)210Type of Problem1-0Site of Impact1-0Potential Solution(s) Selected1-0Well-written and interesting case scenario210

Management would like to just implement one of Deming's points each year. First, which of the points do you think is most important and why? Secondly, do you believe that this methodology would be effective? Why or why not?\deliverable length 500-600 Words. APA format. please include references and in-text citations.