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I got an F on this paper another tutor did for me! I need it majorly revised based on all the feedback and rubric from the teacher! PLEASE MAKE SURE THERE IS NO PLAGIARISM

Criteria


GR1 Identify the Setting (including mission and objectives of the program), Target Population, and Environmental Influences within which the program operates. CO: 1 PO: 3, 6, 8

0 / 20

Maximum Points - 20 points

Feedback

You defined what a program evaluation is instead of discussing your program evaluation.


GR2 State the purpose of your evaluation. CO: 1 PO: 3, 6, 8

0 / 20

Maximum Points - 20 points

Feedback

You failed to discuss the purpose of your evaluation. What are you evaluating? It's unclear


GR3 Describe the desired outcomes (short and long term) for the program to be successful. CO: 1 PO: 3, 6, 8

0 / 32

Maximum Points - 32 points

Feedback

You failed to address the requirements for this section. You discussed general information that was not relevant.


GR4 Identify all the stakeholders that would need to be engaged in the evaluation. CO: 2, 3 PO: 4, 6, 8

5 / 20

Maximum Points - 20 points

Feedback

You mentioned stakeholders ages 15-35. What are you evaluating? What is the purpose?


GR5 Choose an evaluation framework that will influence what type of resources will be used as evidence, how that evidence will be gathered and analyzed, and what kind of claims can be made. CO: 4 PO: 3, 6, 8

0 / 32

Maximum Points - 32 points

Feedback

You failed to mention your evaluation framework. You gave a definition an evaluation framework and the usefulness.


GR6 Determine criteria for effectiveness of the program and the data that would need to be collected to meet the selected criteria. CO: 4

10 / 36

Maximum Points - 36 points

Feedback

You failed to address how this would be applicable to your program evaluation. You mentiond the number and types of phones used by stakeholder. This section in unclear.


GR7 Evaluate the strengths and weaknesses of different data-gathering techniques and information analysis approaches to ensure quality in the evidence gathered. CO: 4 PO: 3, 6, 8

20 / 36

Maximum Points - 36 points

Feedback

You mentioned using questionnaires and weaknesses. You failed to mention strengths. It's very unclear because I don't know what you are evaluating.


GR8 Highlight important evaluation findings including effective strategies to interpret and present the results and recommendations for the program to the stakeholders. CO: 5 PO: 3, 4, 6, 8

0 / 28

Maximum Points - 28 points

Feedback

You failed mention how this would be applied to your program evaluation. What findings did you gather from your program evaluation?


GR9 Select appropriate communication strategies and develop a communication plan using appropriate media and technology to inform the stakeholders. CO: 5 PO: 3, 4, 6, 8

40 / 40

Maximum Points - 40 points

Feedback

You mentioned that the findings would be emailed.


GR10 Determine how the results will be implemented and monitored. CO: 5 PO: 3, 4, 6, 8

0 / 20

Maximum Points - 20 points

Feedback

You failed to mention how this would be applied to your program evaluation. You mentioned having follow-up plans in general but nothing applicable to your program evaluation.


GR11 Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e. APA); and display accurate spelling, grammar, and punctuation

8 / 16

Maximum Points - 16 points

Feedback

Your paper did not have a natural flow because the substance was unclear.


Total

53 / 300

Overall Score

Total Score

Overall Feedback

Tamiko,

You failed to address this assignment adequately. You provided very general information instead of following the rubric and providing specific information about your program evaluation. You never mentioned what you were evaluating so it remained unclear throughout your paper. Does this make sense?

300-30 (10% late penalty)=270

Points earned 83

83-30=53

Unformatted Attachment Preview

Ross 1 Tamiko Ross Program Evaluation November 16, 2018 Transforming schools into equal institutions requires a full and cohesive approach. The paper examines key scopes of equality that are essential to both the purposes and processes of education using a stout conception of equality of circumstance. In the traditional occasions, the instruction was for the most part directed at homes or in schools that just served a rare-sorts of people who were favored, and this made training simply a question of general philosophical discourse (Jacobus pg. 534 par. 1). In the 17th century, things started to change and in America, for instance, the Puritans declared that every boy who had not trained for a trade ought to go to school. This led to the establishment of traditional public schooling (Jacobus pg. 535 par. 1). There isn't an adequate hypothetical acknowledgment that all which the school needs to improve the situation understudies, the extent that their psyches are concerned, is to build up their capacity to think. Believing is generally not associated with the expansion of productivity in real life, and adopting more about ourselves and the existence where we live has something that issues similarly as an idea. The abilities that are gotten separated from believing are not worried about any feeling of the significance in which it is utilized. John Dewey clarifies that any data that is separated from the attentive activity is dead, a mind pounding load. The main direct way to an enduring enhancement in the methods for guidance and learning is made out of focusing on the circumstance that correct, advance, and test considering. Believing is one of the methods for insightful getting the hang of, discovering that utilizes and remunerates mind (Jacobus pg. 558 1 Ross 2 par. 1). The term thinking is usually considered both in logical hypothesis and instructive practice as something that does not identify with involvement and which is fit for been respected alone. It is contended that the intrinsic constraints of experience are regularly asked as adequate explanations behind the regard for considering. It, therefore, leads to the conclusion that experience is only viewed to be limited to the senses, only material world. On the other hand, thinking results from a higher state and can be associated with literary things. Consequently, the primary approach to any subject in learning establishments, whenever thought is to be excited and not words procured, it ought to be as instructive as could reasonably be expected. The condition ought to be of such a nature as to animate reasoning methods for a course that it ought to prescribe something to do which is neither routine nor fanciful, at the end of the day, introducing what is new and yet adequately connected with prevailing habits to call out a real response. A viable response implies one that accomplishes a distinguishable outcome, in qualification from a simply disorganized movement, where the worries can't be rationally connected with what is finished. The most vital inquiry that can be asked, therefore, about any circumstance proposed to actuate realizing is the thing that nature of issue it includes (Jacobus pg. 560 par. 2). John Dewy explores the conditions of the classroom in which the understudy has an issue, however, the issue is of meeting the impossible to miss necessities that are set by the educators. The understudies' concern currently turns into that of attempting to comprehend what are the needs of the instructor, what will the teacher be satisfied with reading and examination and outward appearance. Dewey advocates for progressive as a kind of education. The principles revolving around progressive education were the questioning of authority and an emphasis of thought on the part of the student. In the twentieth century, the schools of education at the 2 Ross 3 universities in the world were already influenced by Dewey’s ideas concerning education. The gathering and obtaining of data with the end goal of generation in recitation and examination is made. Learning, in connection to data, implies working capital, the fundamental assets, of further investigation. As often as possible it is treated as an end itself, and afterward, the object moves toward becoming to store it up and show it when called for. This static, cool - capacity perfect of learning is unfriendly to educative advancement (Jacobus pg. 563 standard. 1). It is necessitated that all school ought to be all around prepared so as understudies get an open door for picking up and testing thoughts in dynamic interests speaking to essential social conditions. In any case, this condition of exercises does not bear the cost of educators a reason for collapsing their hands and continuing on in techniques that seclude school learning. Each portrayal in each subject gives a shot for setting up cross-interfaces between the subject of the exercise and the more extensive and direct abilities of regular day to day existence (Jacobus pg. 567 standard. 1). It can, in this way, be presumed that the procedures of preparing are bound together in the degree in which they major in the generation of good reasoning propensities. We may talk, shy of blunder, of the method for thought, interestingly, believing is the method for an educative ordeal. The essentials of the technique are thus comparative with the nuts and bolts of reflection. Education has at all-time been a major element of the American Dream. The new corporate activists double-cross their feeble comprehension of instruction by illustration false similitudes among training and business. They will in general figure they can settle instruction through applying the standards of association, business, administration, and advertising and by making a decent information accumulation framework that gives the data important to boost the workforce, for example, principals, educators, and understudies with proper rewards and endorses (Ravitch pg. 16 standard. 1). In the twenty-first century, the significant change thoughts 3 Ross 4 in the American training were responsibility and decision. No Child Left Behind changed the idea of open tutoring across the country where it standardized the test scores, the primary proportion of school perfection. The ascent, as well as fall of test checks in perusing and arithmetic, turned into the critical variable while making a decision about educators, principals, understudies, and schools (Ravitch pg. 18 standards. 1). The No Child Left Behind requested that schools create higher test scores in center skills, yet never required educational modules, or did it raise norms. Certain individual subjects, for example, history, civics geology, and science were overlooked. The test should have pursued the educational programs and they should neither supplant nor go before it. School understudies ought to have an intelligible establishment of learning and aptitudes that develop. This is on account of an accomplished understudy has a delloutfitted personality, formed by perusing and considering history writing, legislative issues, and science (Ravitch pg. 18 standards. 5). No Child Left Behind presented another importance of school change. In this new time, school change was considered as responsibility, informationdriven basic leadership, contract schools, deregulation, and rivalry among learning institute. Anything that could not never be measured counted (Ravitch pg. 22 par 1). The one question that should now be asked is where did the education reform that had been advocated by the No Child Left Behind go wrong? According to the A Nation at Risk report that was published in the early 1980’s, the report did encourage states and the nation, in general, to come up with genuine curriculum standards in the majority of the subject. Education leaders moved again into the general security of state-administered testing of fundamental aptitudes which was a poor substitute for a full-sized program of educational programs and appraisals. In the exchange off, our instruction framework wound up with no curricular objectives, low guidelines, and stupefied tests. The report asked for that the instructive 4 Ross 5 establishments of the American Society were been dissolved by the rising tide of un remarkableness, and this did threat the future of the nation and the people. The report further warned that the nation had been committing acts of unthinking, unilateral educational disarmament. The educational institutes had already dismissed the rudimentary motivations behind tutoring and the exclusive requirements and trained assurance expected to achieve them (Ravitch pg. 24 standards. 1). The most encouraging thought for school enhancement was the fundamental school change. Researchers said that the understudy execution would enhance just when every one of the parts of the training framework was working couple to help higher understudy accomplishment. That implied that open authorities and instructors ought to build up an educational program, set guidelines for capability in those subjects, construct tests in light of the educational programs, anticipate that educators will show it, pick coordinating course readings, and realign the whole training framework around the curricular objectives. The researchers perceived that school change starts with figuring out what youngsters should know and have the capacity to do and afterward continues to modify different parts of the instruction framework to help the objectives of learning (Ravitch pg. 29 par. 4). It is, therefore, the responsibility of the government of the various states of the country to safeguard that every child is given the chance to a free education. Although most of the governments fail in living up to their responsibility, this can be as a result of the widespread disagreement about what should be improved, and it means by improvements and who should do the improvements. The report from A Nation at Risk made a very strong case for the improvements. Later, there have been several reports that have clearly shown and demonstrated that a large number of young people who are leaving learning institute know little or nothing at 5 Ross 6 all about subjects such as literature foreign languages, history, science, or civics (Ravitch pg. 155 par . 1). Instruction is the way of creating human capital. The idea of our instruction framework, regardless of whether unremarkable or fantastic, will impact society far into what's to come. A self-administering society can't continue itself if its populace is ignorant about its history, its legislature, and the workings of its economy. The extraordinary test for our age is to create a resurrection in instruction, one that goes past the fundamental abilities that have of late been the main focal point of government movement, a recharging that looks to teach the best that has been said and done in all field of endeavors. The strategies have been pursued today are likely not to enhance our learning organizations. In fact, quite a bit of what authorities currently request will likely make the schools less powerful and may additionally decimate the scholarly capacity of our citizenry. The schools will positively be disappointments if understudies advance realizing how to pick the best alternative from four decisions on a various decision test, however illequipped to have fulfilling existences, to be dependable individuals, and to use sound judgment for themselves, families, and our general public (Ravitch pg.155 standard 3). 23 Schools won't enhance on the off chance that we much of the time revamp their structure and administration without respect to their fundamental reason. Improving the educational results and been able to pursue equality in education there are a few crucial issues that need to be well thought-out and dealt with appropriately. Education has always been a major element of the American Dream. One of the issues that need to be dealt with is the issue of school voucher, what it means to the parents. School voucher also referred to as education voucher is distributed by state governments and enables guardians to utilize open assets in order to pay for part or the majority of their kids' non-public school educational cost (Vevea pg. 1 standard 1). 6 Ross 7 The instructive record has been discolored in the ongoing years and guardians are griping. The nature of the tutoring their kids get has declined immensely. Notwithstanding these, the instructors likewise gripe that the climate in which they are required to educate isn't helpful for learning. It has been currently a bantered on whether schools are giving the youngsters the best possible devices they require with the end goal to address the difficulties of life. Rather than supporting osmosis and amicability, schools are gradually becoming a source of the very disintegration that they previously did a lot to prevent (Friedman Foundation: What’s wrong with our school's pg. 1 par. 4). In most countries, the government is usually the major financing agent as well as the provider of education. Contrary to the expectations, schooling still does not reach all society members equally. The destinations of vouchers are to give money related help to guardians paying little heed to the pay, the opportunity to pick the school that best suits their inclination (Patrinos pg. 1 standard. 2). Private schools will in general pull in more wealthy families who can bear the cost of the additional expense. By the by, if the tuition-based schools can accomplish preferred outcomes over government-funded schools, at that point there is a strong contention for rules that move understudies to leave state-funded schools for non-public school. This would help wipe out the imbalance in instruction division where the poorer families are left with no other alternative yet stay in the failure to meet expectations government-funded schools. By giving the guardians the chance to have the capacity to choose schools and take an offer of people in general assets with them. The voucher programs draw out an amazing motivating force for both open and non-public schools to make strides. These are on the grounds that vouchers make an instructive market since they give guardians the choice in both open and non-public school parts accordingly making aggressive weight on the training segment 7 Ross 8 (Lubienski and Weitzel pg. 450 standards. 1). It can, consequently, be inferred that by giving school vouchers to guardians, there are the reasonable contentions about business sectors, fulfillment and training open door as a defense for the arrangement. Another arrangement demonstrated to enhance the accomplishment of poor governmentfunded schools is to give little classes to them in the early evaluations. There has abundant confirmation that this move will likewise spare the general public a large number of dollars, over the long haul. Lower class measure in the beginning periods of a youngster's instruction has a long haul impact on the existence chances of youngsters who originate from the neediness homes and neighborhoods. Furnishing instructors with a suitable understudy load will make conceivable the individualized and customized guidance that is the premise of sound training (Pate-Bain, Achilles and Boyd-Zaharias). Decrease in the class estimate for the less special will result in less training need, higher secondary school finishing rates, higher school participation rates, an all the more only society, at lower cost, as time goes on (David Berliner on Inequality, neediness and the enlarging instruction Gap pg. 1 standard. 54). One essential question for the class-measure decrease is it's conceivable to diminish racial and financial disparities in understudy instructive execution. A diminishing class measure is another approach to build the measure of instructional consideration understudies get. In addition to the fact that research indicates that understudies take in more in littler classes, in any event in the early evaluations, however it likewise proposes that minority under-studies profit by littler classes twice as much as white understudies do, along these lines narrowing accomplishment holes (Meredith and Tiffani pg. 13 standards. 2). 8 Ross 9 Works Cited David Berliner on Inequality, poverty and the widening education Gap. 17 October 2012. http://www.schoolsmatter.info/2012/10/david-berliner-on-inequality-poverty.html. 7 February 2015. Friedman Foundation: What's wrong with our schools. n.d. http://www.edchoice.org/TheFriedmans/The-Friedmans-on-School-Choice/What-s-Wrong-with-Our-Schools-.aspx. 7 February 2015. Jacobus, Lee A. A world of Ideas. New York: BedFord/ St. Martin's, 2013. Document. Lubienski, Christopher and Peter Weitzel. "A critique of advocacy research." The effects of vouchers and private schools in improving academic achievement 12 April 2008: 447486. http://www.law2.byu.edu/lawreview/archives/2008/2/91LUBIENSKI.FIN.pdf. Meredith, Phillips and Chin Tiffani. School Inequality: What Do we know? Los Angeles, 19 July 2003. https://www.russellsage.org/sites/all/files/u4/Phillips%26Chin.pdf. Pate-Bain, Helen, et al. "Class size does make a diffence." November 1992: 253-256. http://webdev.p2061.org/publications/designs/online/pdfs/reprints/6_pate.pdf. Patrinos, Harry A. How do school vouchers help improve education systems? 13 September 2012. http://blogs.worldbank.org/education/how-do-school-vouchers-help-improveeducation-systems. 7 February 2015. 9 Ross 10 Pyne, Christopher and David Zyngier. Latest research shows class size does make a difference: pay attention minister. 25 May 2014. http://www.aare.edu.au/blog/?p=345. 7 February 2015. Ravitch, Diane. The Death and Life of the great American school system. New York: Perseus Books Group, n.d. Document. Vevea, Becky. What is school Voucher? n.d. http://www.greatschools.org/school-choice/7200school-vouchers.gs. 7 February 2015. 10
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Tamiko Ross

Program Evaluation

Introduction
The program of human service is focused on preventing the different problems that greatly impact
society. The human service professionals focus on societal equality (Monette, Sullivan, & DeJong,
2013). The environmental influences at play include budgetary limits, political ideologies and
dynamism in the societies such as race, culture, income and the like..
This paper examines a human service program in an organization, its needs assessment, the
possible source of resources to address the identified needs, the identification of the stakeholders
in the assessment and the interpersonal, political & ethical considerations of interacting with the
stakeholders and decision makers (United States, 2000).

Desired outcomes
The program’s short term mission revolves around reducing hunger through increased food
security among low-income people and children so as to enable them gain access to healthy diets
and gain nutrition education in ways that inspire the confidence of the public and support the
American agriculture. The agency has several objectives mirrored across all the fifteen programs.
The long term desired outcome is that Americans can maintain a healthy weight by eating smart,
food insecurity can also be reduced through helping feed the needy and ensure all promote
programs equality, access, and respect (United States, 2000). Under the “no America should have
to go hungry” flagship, the investments by these program support health care, competitive
workforce and education. The FNS agency has in place the strategies and policies that ensure
sound stewardship of the taxpayers’ money through prevention and reduction of fraud and
increased efficiency.

Stakeholders
The stakeholders that would need to be engaged are the low income earners, the federal
government as well as the taxpayers
Evaluation Framework
The focus group method utilizes opinions, preferences and qualitative data whereas the
institutional data focus on the qualitative and quantitative data, indicators of performance, key
documents and background information. By the U.S standards, the low-income families stand at
200% of the federal poverty level,i.e., a family of four that makes less than $47248 per years

(McKernan & Sherraden, 2008). The low-income families stand at 100% the federal poverty
level,i.e., a family of four that earns less than $23624 per year . In 2015, 44% of the children across
the U.S according to the National Center for Children in Poverty (NCCP) report come from
families with low-income based on the 2013 U.S census .

Criteria for Effectiveness
Apart from addressing the untapped needs, the program ought to utilize the financial, information
and technological resources it has on streamlining the current outreach initiatives. There is need
to; obtain detailed information about fluctuations in the household expenses and income, explore
family networks as a good coping strategy. Also, SNAP should determine the accuracy of the
SNAP families’ perceptions of food prices at different stores at which they shop or to which they
have access to, explore food access and proactive coping strategies to maintain strategies, etc. Data
collection methods like focus groups, interviews, questionnaires, etc will be employed on the
families under the SNAP to get the information that would streamline their current operations and
the future initiatives. Demographic characteristics and household composition of the participating
families, employment status, household income and source of income are some of the additional
information essential in addressing the needs identified in the assessment (United States, 2000).

Findings and Recommendations
The needs assessment and the subsequent evaluation of the SNAP’s desire to cover more
Americans would demand the inclusion of the current beneficiaries of the program, the federal
government, the profit and non-profit organizations. As a stakeholder, the federal government
provides both the demographic and financial resources essential in shaping the endeavours of the
program. For instance, the 2013 national census revealed data on the American population that
showed a huge gap in the services offered by SNAP. Based on the population of the poor and lowincome families across the country, the government ought to act in its capacity as the protector of
the citizenry to increase its funding to the FNS hence loosening the budgetary constraints of the
agency (Monette, Sullivan, & DeJong, 2013). The current beneficiaries of the SNAP initiatives
would provide information essential in streamlining the future endeavours of the program ,i.e.,
their responses would determine the strategies adopted by the program personnel to improve
service delivery. The assessment ought to include the non-profit, profit and other institutions that
work hand in hand with the agency to promote active lifestyles and healthy diets among those
participating in the program.

implementation

The human service organizations focus on improving the lives of members of populations in the
society hence enabling them to perform at their highest capacity. The widespread democracy and
liberalism ideologies in most societies in the world call for equality of all humans hence the
formation of the human service agencies and programs like the Supplemental Nutrition Assistance
Program (SNAP). The low-income families across the U.S can get food stamps through
SNAP. This program is the largest in the domestic hunger safety net and it partners with other
stakeholders and organizations to help the low-income family to make sound decisions. However,
the living standards of the Americans are definitely affected by the changing economic conditions
in the country and such changes in needs call for the periodic needs assessment surveys. This helps
in streamlining the services offered by the program (McKernan & Sherraden, 2008).

References

McKernan, S.-M., & Sherraden, M. W. (2008). Asset building and low-income families.
Washington, D.C: Urban Institute Press.
United States. (2000). Early childhood programs for low-income families: Availability and impact
: hearing before the Subcommittee on Children and Families of the Committee on Health,
Education, Labor, an...


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