The Program Design and Evaluation Process

This article will address the data collection of aggressive behavior incidents at Pathway High School. We will address several different data collections and measurements to the following subjects: The occurrences of aggressive behavior incidents reported before and after a program implementation, the data and success rate on the behavior correction procedures in the classroom by teachers and the success rate to the implementation of the School-Wide Positive Behavioral Support (SWPBS) program, within Pathway High School

We will use the already recorded data from our Spreadsheet (Kaplan University, 2013) in comparing the measurements and success rates of our implemented program.

Figure 1:

The purpose of this data requirement is to implement an affective program to decrease the student’s aggressive behavior incidents at Pathway High School. The quantitative data collection is used for this kind of measurement and data collection, because the distribution of variables can be generalized to entire population (Dawson, C., 2002). In this case we will concentrate on the aggressive behavior of the students and the measurements of occurrences of the aggressive behavior of students, with the focus to decrease the number of aggressive behavior of the students.

The occurrence of aggressive behavior incidents reported before the implemented program started was reported to the following: In September the aggressive behavior incidents occurred 248 times. In October it went to 262 times and for November the behavior incidents occurred 275 times. This brings the aggressive behavior incidents, within the 3 month time scale, to the number of: 785 aggressive behavior incidents.

After the program implementation began in December and was concluded in May. The behavior incident number indicates a decline of aggressive behavior in December with the number of 225, followed by decreasing numbers for January > 198, February > 144, March > 127, April > 99 and May > 83. The graph indicates a significant decline in the aggressive behavior incidents, within the time of 5 month after the program was implemented in the number of 702 less incidents within 5 month. 785 > 3 month – 83 in May, after implementation of program for 5 month = 702 less incidents by May (Spreadsheet Kaplan University, 2013).

This collected data will indicate that the program was successful because the aggressive behavior incidents of students declined, once the program implementation has started.

Figure 2

The purpose of this data requirement is to measure the impact of the program on behavior correction procedures in the classroom by teachers. In the collection of the impact of the program to behavior correction in the classroom by teachers, the quantitative data collection is used to measure and collect the results of the implicating program. This is measured to the following:

Before implementation of program

465 div. by 8 = 58.125 = mean

Total number of teachers A – H = 8
Total number before implementation of program = 465
Mean before program implementation is = 58.125
Mean is 58.125

After implementation of program

530 div. by 8 = 66.25 = mean

Total number of teachers A – H = 8
Total number after implementation of program = 530
Mean after program implementation of program = 66.25
Mean is 66.26 (Spreadsheet Kaplan University, 2013)

Since the mean before implementation of the program is lower 58.125 then the mean after implementation of the program 66.25, then this would indicate the implementation of the program may have failed or provided little impact to the behavior correction procedures in the classroom, conducted by teachers.

Figure 3

The purpose of this data requirement is to rate the students satisfactory school experience before and after the SWPBS program was implemented. The data is recorded in the calculated measures of percentage and the quantitative data collection is used within this requirement.

The data collection brings forth the following measures:
Before the program started, the students satisfactory rate within their school experience provided the data of the highest level = 0 = 0% and the lowest level = 70 = 31%.

After the program was implicated for three (3) month, the students satisfactory rate within their school experience provided the information of an increase, within the highest level = 15 = 6.6 = 7% and the lowest level = 25 = 11%.

Six (6) months after program started, the student’s satisfactory rate within their school experience showed a significant increase in the highest level = 15 = 6.6 = 7% and significant decrease in the Lowest level = 10 = 4.4… = 4% (Spreadsheet Kaplan University, 2013).

These measures and data collection provides the information of the success to the implicated SWPBS program.

The follow up on all of the collected data and the evaluation of the follow up, provides us with the feedback on results, accomplishments, or impacts on the students behavior by the program implementation. In addition it will provide us information about the effectiveness and the appropriateness of the implemented program (Kettner, P. 2012).

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The Program Design and Evaluation Process. (2016, Jul 26). Retrieved from https://phdessay.com/the-program-design-and-evaluation-process/

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