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I have attached the guidelines and rubric and previous paper. This assignment continues with the 1st paper. Thanks.
Running head: Milestone One
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Milestone One
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2-2 Final Project Milestone One: Draft of Introduction
Kevin Menard
Southern New Hampshire University
2-2 Final Project Milestone One: Draft of Introduction
Introduction
Evaluation is a critical and essential aspect of any activity because it tries to identify strengths and weaknesses of the program. The main purpose of this evaluation is to try and decide if the program is effective and according to the targeted population. The establishment of any given program is accompanied with a huge responsibility to make sure that the goals are achieved. It would, therefore, be not logical to establish a program and lack to evaluate its effectiveness (Anderson et al. 2003). The report will examine if the program reaches the targeted population and if the services that are provided to the targeted population are of help to them or not.
Program Identification and Targeted Age Group
Citizens for Citizens Head Start is a school based program which is located in Southeastern Massachusetts. The program targets children in their early childhood age; 3-5 years old. The age bracket is in line with the children who are supposed to gather knowledge before they begin their primary school journey.
Developmental Needs and Risk Factors
Development needs
The development needs which are identified in the program and which are also in line with the targeted group know shapes, colors, and letters (Rolnick & Grunewald, 2003). The reason why these needs are essential is associated with the fact that the program is in place to make sure that the children who go through the program are equipped to take on the primary school challenges. Therefore, making sure that they are ready for their primary school education is meeting their needs.
Risk factors
Risk factors are poor parenting, lack of parents’ and elder siblings’ attention, incompetent teachers, and availability of materials. Poor parenting affects especially for a child who is developing. Parents have a significant role when it comes to providing a peaceful learning environment; therefore when parents are not supportive, they expose the child to a risk of not grasping what he or she is supposed to grasp (Rolnick & Grunewald, 2003). Teachers also have a role to play when it comes to preparing a child for primary school. When they are incompetent, they affect the development process of the child negatively. Availability of learning materials is also an aspect that promotes the development of the child. Therefore, if materials are not available, the child might not gain the knowledge he or she needs.
Resiliency factors
The resiliency factors are safe and effective school systems, availability of programs, and positive parenting skills. The program goes a long way in equipping the children and preparing them for the next stage in their lives. A reliable school system also has a positive effect because they make the learning process enjoyable and effective. Positive parenting keeps the focus on connection, cooperation, learning and growing together in these early years. There is so much happening between the third and fifth year of a child’s life. Preschoolers benefit from a lot of play, discovery, and kind, respectful guidance. Discipline for three to five year olds can be positive and effective (Positive Parenting Connection, 2018).
Program Description
Head Start is a free child development program which provides comprehensive education, health, nutrition and social services to pre-school children from income eligible families. The overall goal of Head Start is to increase the child’s effectiveness in dealing with everyday life and later responsibilities in school and life. Because parents are the most important influence in their child’s development, Head Start provides many opportunities for parents to become involved in the program, and to improve their own education and employment potential (Citizens for Citizens, Inc., 2008).
References
Anderson, L. M., Shinn, C., Fullilove, M. T., Scrimshaw, S. C., Fielding, J. E., Normand, J., & Task Force on Community Preventive Services. (2003). The effectiveness of early childhood development programs: A systematic review. American journal of preventive medicine, 24(3), 32-46.
Citizens for Citizens, Inc. (2008). Retrieved January 03, 2018, from http://cfcinc.org/about-us/programs/head-start-programs/head-start/
Positive Parenting Connection. (2018). Retrieved January 03, 2018, from https://www.positiveparentingconnection.net/preschoolers-3-5-years/
Rolnick, A., & Grunewald, R. (2003). Early childhood development: Economic development
with a high public return. The Region, 17(4), 6-12.
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?
http://nrepp.samhsa.gov/AdvancedSearch.aspx
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 Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Analysis: Needs of the
Selected Age Group
Accurately identifies developmental
needs of the selected age group with
respect to personal and social
functioning
Identifies developmental needs of the
age group but does not connect these
to the problem, is missing information,
or is inaccurate
Does not identify developmental
needs
1
5
Analysis: Interventions
Tailored
Accurately assesses how the
program’s interventions are tailored
to developmental needs
Assesses how the program’s
interventions are tailored to
developmental needs but with gaps in
accuracy
Does not assess how program
interventions are tailored to meet
developmental needs
15
Analysis: Interventions Not
Tailored
Accurately assesses how the
program’s interventions are not
tailored to developmental needs
Assesses how the program’s
interventions are not tailored to
developmental needs but with gaps in
accuracy
Does not assess how program’s
interventions are not tailored to meet
developmental needs
15
Analysis: Personal and
Social Functioning
Describes how the program promotes
the improvement of personal and
social functioning of children,
providing concrete examples
Describes how the program promotes
the improvement of personal and
social functioning of children but does
not provide concrete examples
Does not describe how the program
promotes the improvement of
personal and social functioning of
children
15
Analysis: Evidence-Based
Practices
Explains how the program
incorporates evidence-based practices
and discusses related benefits and/or
drawbacks
Either does not explain how the
program incorporates evidence-based
practices or does not discuss related
benefits and drawbacks
Does not explain how the program
incorporates evidence-based practices
and does not discuss related benefits
or drawbacks
15
Analysis: Risk and Resiliency
Factors
Accurately describes how risk and
resiliency factors for this age group
influence the type of intervention
Describes how risk and resiliency
factors influence the type of
intervention, but information is
inaccurate or incomplete
Does not describe how risk and
resiliency factors influence the type of
intervention
10
Analysis: Interventions and
Risk and Resiliency Factors
Accurately describes how the
program’s interventions take into
consideration developmental risk and
resiliency factors
Describes how the program’s
interventions take into consideration
developmental risk and resiliency
factors, but description is inaccurate
or incomplete
Does not describe how the program’s
interventions take into consideration
developmental risk and resiliency
factors
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
5
Total 100%
