HSE 215 Milestone Two Guidelines and Rubric
Program Evaluation: Analysis Draft
When preparing this milestone, you will analyze the selected community or school-based program. Be consistent by focusing on your target age group, the
community or school-based program you selected, and the developmental needs of the target age group. What risk and resiliency factors are you going to focus
on regarding your targeted age group, and why? What interventions have been developed for the age group, and are they effective? How well do the
interventions address personal and social functioning, and how could they be improved? Keep in mind that some programs will focus on all domains of
development, but for this draft, you should focus on personal and social (socioemotional) functioning of the target age group. Also, keep in mind that some
programs incorporate evidence in their practices, while others may not. It is important that you consider the accumulation of evidence, as perhaps only one
study has supported an intervention to enhance personal and social functioning for the age group you are targeting. If so, is that enough evidence? Typically,
several studies are conducted to provide better evidence and to be considered research-based. One research study points to suggestions, but this is not usually
the final word for solid evidence-based practice. Try to find and examine at least three research studies for one intervention in this milestone.
We recommend using the NREPP website or similar scholarly database to begin your search.
Prompt: For this milestone, you will submit a draft of the analysis section (section II of the final project), including all critical elements as listed below. In writing
your draft, be sure to specify the chosen age group and their needs that will be addressed by the intervention that you are planning for section III of your
community program evaluation. Look for specific evidence-based practices that will support this target group and their development. Include some risk and
resiliency factors that you believe the interventions will address.
Specifically, the following critical elements must be addressed in this milestone:
II.
Analysis
A. What are the most important needs of the selected age group with respect to the personal and social functioning targeted by the program?
What is the importance of addressing these needs? For example, why is learning to cooperate so important for infants?
B. In what ways are the program’s interventions tailored to the unique developmental needs and resiliency factors of the targeted age group? For
example, teaching cooperation should take different forms for different age groups. Why is this important?
C. In what ways are the program’s interventions not tailored to the unique developmental needs and resiliency factors of the targeted age group?
Are they too generalized, or more appropriate for a different age group?
D. What is the role this program and its interventions play in promoting the improvement of personal and social functioning of children from birth
to adolescence? In other words, how does this program contribute to the development of the future adult? Provide specific examples.
E. Explain how this program and its interventions incorporate or fail to incorporate evidence-based practices. Some questions to consider include
the following: How are evidence-based practices used? What evidence is provided that tell us the practices are effective? What benefit does
incorporation of these practices provide? Are there any drawbacks to them not being incorporated? Where are there opportunities for further
incorporation of evidence-based practices, and how did you identify these gaps?
F. How do risk and resiliency factors for the targeted age group influence the type of interventions provided by the program?
G. How do the specific interventions take into consideration risk and resiliency factors?
Rubric
Guidelines for Submission: Your paper must be at least 2 pages in Microsoft Word, with double spacing, 12-point Times New Roman font, one-inch margins, and
at least three sources cited in APA format on a separate reference page.
Critical Elements
Analysis: Needs of the
Selected Age Group
Analysis: Interventions
Tailored
Proficient (100%)
Accurately identifies developmental
needs of the selected age group with
respect to personal and social
functioning
Accurately assesses how the program’s
interventions are tailored to
developmental needs
Analysis: Interventions Not
Tailored
Accurately assesses how the program’s
interventions are not tailored to
developmental needs
Analysis: Personal and Social
Functioning
Describes how the program promotes
the improvement of personal and
social functioning of children, providing
concrete examples
Explains how the program incorporates
evidence-based practices and discusses
related benefits and/or drawbacks
Analysis: Evidence-Based
Practices
Analysis: Risk and Resiliency
Factors
Accurately describes how risk and
resiliency factors for this age group
influence the type of intervention
Analysis: Interventions and
Risk and Resiliency Factors
Accurately describes how the
program’s interventions take into
consideration developmental risk and
resiliency factors
Needs Improvement (75%)
Identifies developmental needs of the
age group but does not connect these
to the problem, is missing information,
or is inaccurate
Assesses how the program’s
interventions are tailored to
developmental needs but with gaps in
accuracy
Assesses how the program’s
interventions are not tailored to
developmental needs but with gaps in
accuracy
Describes how the program promotes
the improvement of personal and
social functioning of children but does
not provide concrete examples
Either does not explain how the
program incorporates evidence-based
practices or does not discuss related
benefits and drawbacks
Describes how risk and resiliency
factors influence the type of
intervention, but information is
inaccurate or incomplete
Describes how the program’s
interventions take into consideration
developmental risk and resiliency
factors, but description is inaccurate or
incomplete
Not Evident (0%)
Does not identify developmental needs
Value
15
Does not assess how program
interventions are tailored to meet
developmental needs
15
Does not assess how program’s
interventions are not tailored to meet
developmental needs
15
Does not describe how the program
promotes the improvement of
personal and social functioning of
children
Does not explain how the program
incorporates evidence-based practices
and does not discuss related benefits
or drawbacks
Does not describe how risk and
resiliency factors influence the type of
intervention
15
Does not describe how the program’s
interventions take into consideration
developmental risk and resiliency
factors
10
15
10
Articulation of Response
Submission has no major errors related
to citations, grammar, spelling, syntax,
or organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main
ideas
Submission has critical errors related
to citations, grammar, spelling, syntax,
or organization that prevent
understanding of ideas
Total
5
100%
1
Milestone 1
Daniel McAlister
SNHU
9/16/18
Milestone One
2
Evaluation is a process, which significantly investigates a particular community or schoolbased program. This process incorporates gathering and analyzing data concerning the program's
activities, effects as well as its characteristics (Issel, & Wells, 2017). The primary purpose of the
evaluation is creating decision making regarding a program for the improvement of its efficiency
as well as informing a reprogramming decision.
Early Head Start
The Early Head Start curriculum is a state-sponsored community-based plan specifically
for the low-income family units that have expectant mothers, infants as well as the toddlers up to
the age of three years that is an age group of 0-3 years (Raikes et al., 2006). In addition to the
provision of the needed services like education, medical, nutrition, and mental health, this course
can as well offer an area for children within this age group to experience regular, nurturing
associations and steady, consistent routines. The program provides various options to several
families, including the center-based, home-based and the combination of the two options.
Furthermore, the age group of 0-3 years has various needs and factors that the targeted
infants would require or encounter as they grow. To begin with, the developmental needs for each
child may include medical, learning to walk or run, learning to talk and eat, fostering relationships,
obtaining mental health and forming ongoing habits (Galotti, 2015). Secondly, the risk factors
associated with this age group that may impose harm or diseases to the child include the social
isolation, developmental disabilities, and delayed development. Last but not least, the resiliency
factors, which ensure that the toddler remains healthy incorporates proper parenting, healthy
meals, and the appropriate developmental supports.
3
The Early Head Start program is involved with the provision of different services for the
eligible infants and their families. They are family-oriented, based on the family concerns,
resources, and priorities, and given in a child's natural setting. Some of the services provided
include an infant stimulation in their homes or community. This form of Early Head Start service
involves activities, which stir up the child's sense of taste, sight, smell, and touch. In the process,
the service enhances the toddler's curiosity, memory, attention span, and nervous system growth.
Such stimulated babies thus achieve developmental milestone rapidly, with good muscle
coordination and a safer self-image (Galotti, 2015).
The second service provided by this kind of program is the developmental therapies that
consist of the physical, speech-language and occupational therapies. This service ensures that
infants with special clinical needs frequently require several treatments to assist them in
overcoming their developmental constraints (Galotti, 2015). However, there is repeatedly an
overlap in the curing of various disabilities like feeding problems that may be analyzed and cured
by speech-language and occupational therapists.
The third service is the behavior service that is designed to aid the infant with the behavioral
concern such as autism, communication disorders, and others. It is also helpful for toddlers of 0-3
years in assisting them to develop the knowledge and skills essential for success in childhood and
independent functioning. Some of these behavioral services comprise of the parent education and
training, feeding and nutrition planning, verbal, behavioral milestones evaluations and placement,
and lastly the speech-language therapy. The last service given by the Early Head Start program is
the Family Resource Centers for parent-to-parent sustain. This service entails providing parent-toparent support, information and referral services, and outreaches to the families whose babies
having the individual needs as well as the disabilities and the experts who offer care to them. Such
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centers facilitate help groups, parent members, and the education coaching (Raikes et al., 2006).
For example, there is the Tri-Counties Regional Center involved with the provision of the ultimate
services and assistance for those living in the counties such as the San Luis Obispo, Santa Barbara,
and Ventura.
References:
Galotti, K. M. (2015). Cognitive development: Infancy through adolescence. Sage Publications.
Issel, L. M., & Wells, R. (2017). Health program planning and evaluation. Jones & Bartlett
Learning.
Raikes, H., Green, B. L., Atwater, J., Kisker, E., Constantine, J., & Chazan-Cohen, R. (2006).
Involvement in Early Head Start home visiting services: Demographic predictors and
relations to child and parent outcomes. Early Childhood Research Quarterly, 21(1), 2-24.
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