assignment

HSDD 6000 - Developmental Disabilities Masters Research Project Semester and Year: Winter 2023

I. Course Information Semester and Year: Winter 2023 Course Start and End Dates: 01/04/2023 - 04/30/2023 Course CRN and Section: 31049 - L02 Building and Room: Online Venue - CANVAS

II. Instructor Information Professor: Adela Beckerman Fontana Email: [email protected] Phone: 954-675-3723

If the instructor cannot be reached, please contact the Department offering this course.

III. Class Schedule and Location Day Date Time Location Building/Room

01/04/2023 - 04/30/2023 Programs On-line Online Venue-CANVAS

IV. Course Description In this course, students are expected to work with a faculty member advisor to complete a research project in which they will design a social service program targeting individuals with developmental disabilities or will evaluate an existing program that serves developmentally delayed individuals. Program design and evaluation methodology, analytic thinking, and writing skills will be infused throughout the curriculum to prepare students to complete this research project. Specific deadlines will be provided so that the student can complete the project in a timely manner. Prerequisite: HSDD 5000.

V. Course Objectives / Learning Outcomes 1) Apply knowledge in a specific area within the field of developmental disabilities by conducting a research project consisting of either a program design or program evaluation. 2) Gain experience in designing or evaluating a program within the field of developmental disabilities.

VI. Materials and Resources Book Url: NSU Book Store Course Required Texts and Materials: American Psychological Association. (2019). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: Author. ISBN: 978-1-4338-3217-8 Calley, N. (2010). Program Development in the 21st Century: An Evidence-Based Approach to Design, Implementation, and Evaluation. Sage Publications:Thousand Oaks. Course Supplemental Materials: Bolman, L.G. and Deal, T.E. (2008). Reframing Organizations, (4th ed.). San Francisco, CA: Jossey- Bass.

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Fitzpatrick, J. L., Sanders, J. R., and Worthen, B. R. (2010). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Prentice Hall. Greenberg, J. (2005). Managing behavior in organizations. Upper Saddle River, NJ: Pearson Education Harvey, C. and Allard, J. (2005) Understanding and managing diversity (3rd ed.) NJ: Pearson- Prentice Hall. Heifetz, R. (2003) Leadership without easy answers. Cambridge, MA: Harvard University Press. Kettner, P. M., Moroney, R. M., & Martin, L. L. (2008). Designing and managing programs: An effectiveness-based approach (3rd ed.). Thousand Oaks, CA: Sage. Knowlton, L. W. & Phillips, C. C. (2009). The logic model guidebook: Better strategies for great results. Thousand Oaks, CA: Sage Publications, Inc. Patton, M. Q. (2008). Utilization-focused evaluation (4th ed.). Thousand Oaks, CA: Sage Publications. Patton, M. Q. (2001). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications. Ridge, J. B. (2010). Evaluation techniques for difficult to measure programs: For education, nonprofit, grant funded, business and human service programs. Xlibris Corporation. Rossi, P. H., Lipsey, M. W., and Freeman, H.E. (2004). Evaluation: A systematic approach (7th ed.). Thousand Oaks, CA: Sage Publications. Sanders, J. R., and The Joint Committee on Standards for Educational Evaluation. (1994). The program evaluation standards: How to assess evaluations of educational programs (2nd ed.). Thousand Oaks, CA: Sage Publications. Smith, M. J. (2010). Handbook of program evaluation for social work and health professionals. New York, NY: Oxford University Press, Inc. Shufflebeam, D. L. (1983). The CIPP model for program evaluation. In G. F. Madaus, M. Scriven, & D. L. Stufflebeam (Eds.). Evaluation models (Chapter 7, pp. 117-141). Boston: Kluwer- Nijhoff. Wholey, J. S., Hatry, H. P., and Newcomer, K. E. (2010). Handbook of practical program evaluation (3rd ed.). San Francisco, CA: Jossey-Bass. Section Required Texts and Material: American Psychological Association. (2020). Publication Manual of the Psychological Association. (7th ed.). Washington DC: American Psychological Association.

Calley, N. (2010). Program Development in the 21st Century: An Evidence-Based Approach to Design, Implementation, and Evaluation. Sage Publications: Thousand Oaks.

VII. Course Requirements Review all course materials. Complete all assignments. Review feedback from the instructor and respond to all comments. Revise and resubmit each assignment, if requested.

VIII. Course Schedule and Topic Outline Class schedule subject to modification, but not without prior notification. Course Schedule: All assignment due dates are provided within the Canvas course. If a student has a conflict or extreme difficulty meeting assignment due dates, please contact the instructor as soon as possible to arrange for alternate, mutually agreed upon due dates. Course Schedule:

Week Topic Readings & Objectives

Assignments

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#1 1/4/23

Introduction and overview to the course How to decide on a topic for your project

Read Chapters 1 and 10 in Calley Objectives 1 & 2

First chat, Wednesday, 1/4/, at 8:00 pm Eastern Time via Zoom link in the course menu. In this course you will develop a program, an example of which is provided in course content. You will be going through the steps this semester. We will discuss this in the first chat. Please post information about yourself in the Discussion Section of Canvas, under “Meet Your Classmates.” Assignment: Due 1/10 Email the instructor, in Canvas, the name of the program you will be proposing, its proposed location, and a one-paragraph description of the proposed program.

#2 1/11

Introduction and statement of the problem

Read Chapter 2 in Calley Objectives 1 & 2

Part 1. Assignment A due 1/17 ·Submit title of proposal ·Submit statement of the problem including: 1)Identified problem 2)Target Population to your Project Director for approval.

#3 1/18

Significance of topic to the field of Developmental Disabilities

Review “Writing Program Proposals” Objectives 1 & 2

Part 1. Assignment B due 1/24 Paragraph summary of the significance of topic selected to the field

#4 1/25

Literature Review with Integrated Conceptual Framework

Read Chapter 3 in Calley Objectives 1& 2

Part 1. Assignment C due 1/31 Literature Review

#5 2/1

Program Needs Assessment

Objectives 1& 2 Part 1. Assignment D due 2/7 Needs Assessment for Program Please see assignment details where it states “Needs Assessment” below. Chat #2 on Wednesday, 2/1, at 8:00 pm Eastern time via Zoom link in the course menu.

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#6 2/8

Program Mission Statement, Goals, and Objectives

Read Chapters 4-5 in Calley and [1] Objectives 1& 2

Part 2. Assignment E due 2/14 Description of Program Philosophy and Mission Note: Please use the following subheadings: Mission Statement/Narrative. Goals and Objectives. Goal 1 Objective 1. Objective 2. Objective 3. Goal 2 Objective 1. Objective 2. Objective 3. Goal 3 Objective 1. Objective 2. Objective 3.

#7 2/15

Program Logic Model

Read Chapters 5-7 in Calley https://fyi.extension.wisc .edu/programdevelopme nt/logic-models/bibliogra phy/ Objectives 1& 2

Part 2. Assignment F due 2/21. Program Logic Model (Suggestion: Use Figure 5.1, p. 149 in Calley as template.)

#8 2/22

Marketing Review Chapter 5 in Calley and http://managementhelp.o rg/freenonprofittraining/ marketing-plan.htm Objectives 1 & 2

Part 2. Assignment G due 3/7 Submit your Marketing Plan for your program. See “Marketing Plan” section below for guidelines.

Spring Break: 2/27-3/5

#9 3/8

Program Funding & Budget

Read Chapter 8 in Calley Objectives 1 & 2

Part 2. Assignment H due 3/14 Description of program funding and budget. See “Sample Budget” and assignment guidelines below.

#10 3/15

Physical Environment and Program Personnel

Review Chapter 6 in Calley Objectives 1, 3

Part 2. Assignment I due 3/21 Description of Physical Environment and Program Personnel. See guidelines specified below Chat #3 on Wednesday, 3/22, at 8 pm Eastern time via Zoom link in the course menu.

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#11 3/22

Program Methodology & Procedures

Objective: 1 Part 3. Assignment J due 3/28 Submit narrative of program methodology and program procedures. See “Sample Supplementary Materials” and assignment guidelines specified below.

#12 3/29

Program Evaluation

Read pp. 19-20, 83-84, 11-119, 145-153, and 335-370 in Calley Objectives 2, 4

Part 3. Assignment K due 4/4 Program Evaluation Procedures. See (1) “Sample Analysis/Results,” (2) “Sample Evaluation Plan,” and (3) Assignment guidelines below.

#13 4/5

Program Strengths, Limitations, and Future Directions

Objective 2 Part 3. Assignment L due 4/11 Description of strengths, limitations, and future directions. See assignment specifications below

#14 4/12

Final Program Design Document Completed

Objectives 1 & 2 Part 3. Assignment M due 4/18 See “Sample Final Document” Final Program Proposal with feedback provided throughout the course via assignments is due 4/18

The latest date the final report (Assignment M) should be received by the instructor for this semester is April 18, 2023. If your final report (Assignment M) is not approved, the professor will let you know within several days of submitting your final report. Your final report must be received by the program before a grade will be submitted. The instructor will submit your final report, as a PDF file, to the Program Office.

[1]https://topnonprofits.com/examples/nonprofit-mission-statements/

IX. Instructional Methods Discussion posts, emails, chats, and instructional resources provided. Feedback via written commentary on each assignment.

X. Assignments Assignment # 1: Program Rationale and Purpose-Due Dates Indicated Under Items # 1-6 (30 points total)

Designing a program is a multi-step process which includes building a rationale for the purpose of your program in order to gain support from decision makers. It is important to include a well thought out rationale and comprehensive literature review that accurately describes the problem, explains the relevance of the proposed program to the identified population and its potential impact, as well as includes a needs assessment that supports the need for funding and development of the proposed program. A) Prior to beginning the project, all topics must be approved by your Project Director. The student will submit a 1-2 page narrative describing the following:

Identifying an issue in the field of developmental disabilities and describe the problem in some detail (e.g. "Creation of a obesity prevention program for children with intellectual disabilities as a result of high rates of obesity in this population"). How it this problem currently being addressed in the field? Explain whether you believe this is sufficient.

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Is this emerging project feasible ("do-able")?

Assignment A (5 points total) Criteria 0-1 points 2 points 3 points

Statement of Problem and Identified Population

Student does not identify an appropriate issue in the field and/or does not provide description

Student identifies an issue but does not describe the problem in detail and/or does not cite the literature to support

Student identifies an issue in the field of developmental disabilities and describes the problem in detail with literature to support

0 points 1 point 2 points

Discussion of how the problem is currently being addressed in the field and project feasibility

Student omits discussion of stated problem and/or project feasibility

Some mention of how the problem is being addressed is provided, but is lacking in depth or there is no discussion regarding the feasibility of the student's proposed project.

Student discusses how problem is being addressed in the field, with literature to support, and provides a discussion of how the emerging project is thought to be feasible

Total /5 B) Students will then submit a minimum of a one page narrative discussing the significance and relevance of their chosen program in the field of developmental disabilities. In addition, the student will discuss the impact of their program on the target population, locally in the community, and nationwide. Assignment B (5 points total)

Criteria 0-1 points 2 points 3 points

Significance of Program in the Field

Student does not adequately discuss the significance and relevance of their chosen program

Student submits a narrative but does not meet the page requirement and/or does not adequately discuss the significance and/or relevance of the chosen program

Student submits a minimum of a one page narrative, providing a thoughtful discussion of the significance and relevance of their chosen program in the field of developmental disabilities

0 points 1 point 2 points

Impact of the Program

Student omits discussion of the impact of the program on the target population

Student provides cursory mention of the impact of their program on the target population

Student discusses the impact of their program on the target population, locally in the community, and nationwide, with data/literature to support.

Total /5 C) The student will submit a comprehensive literature review that should relate the main themes identified in the literature related to the topic/problem to be addressed via the development of your program. It should not be a series of summaries of the various sources you have identified, but rather should inform the reader of the conclusions that can be drawn from the literature, with the sources cited supporting the conclusions. You should include a minimum of 10 references in your literature review and a minimum of 8 pages in

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length. The program rationale and/or hypotheses should logically follow from the conclusions of this section. When citing the literature, please remember to follow APA style. Assignment C (10 points total)

Criteria 0-1 points 2-4 points 5-6 points

Literature Review

Student presents a series of article summaries and does not relate the main themes identified in the literature to the topic/problem.

Main themes are identified and conclusions are drawn from the literature; however, the program rationale and/or hypotheses do not logically flow from the conclusion

Literature review is provided that clearly relates the main themes identified in the literature to the topic/ problem. The review informs the reader of the conclusions that can be drawn from the literature and presents an rationale for the program based on those conclusions.

0-1 points 2 points 3-4 points

APA style and References

Sources are not provided supporting the conclusions and/or many errors in APA style are evident. Most sources are not from peer-reviewed journal articles and/or are not considered credible sources (e.g., Wikipedia)

Student does not meet the page limit and provides less than 10 references in their literature review and/or a some errors in APA style are evident.

Student includes a minimum of 10 references, follows APA style, and meets the page requirement. The majority of references are articles from peer-reviewed journals.

Total /10 D) Create a needs assessment plan for your proposed program, including approaches to measurement and methods of data collection and analysis. Your needs assessment should be able to answer the following questions:

Who is the priority population? What are the needs of the priority population? Which subgroups within the priority population have the greatest need? Where are these subgroups located geographically? What is currently being done to resolve identified needs? How well have the identified needs been addressed in the past?

The questions outlined above can be answered by incorporating the following steps: determining the purpose and scope of the needs assessment, gathering data, analyzing the data, identifying the factors linked to the problem, identifying the program focus, and validating the prioritized needs. Please be sure to outline your needs assessment in this manner in order to fully answer the questions listed above. Students are expected to produce a minimum of 5 pages, cite references, and use APA style throughout.

Assignment D (10 points total)

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Criteria 0-1 points 2-3 points 4-5 points

Plan for Program Needs Assessment

Student did not provide a plan to conduct a program needs assessment

Students provides a plan to answer most, but not all, of the questions listed in the assignment description

Student provides a comprehensive plan to conduct a needs assessment, which is designed to answer all of the questions provided (i.e. a-f) using appropriate methods

0-1 points 2-3 points 4-5 points

Approaches to measurement and methods of data collection and analysis

Students does not include approaches to measurement and methods of data collection and analysis in their needs assessment plan

Student mentions data collection, but does not explicitly describe the methods of data collection that will be used in the planned needs assessment

Student identifies and describes the approaches to measurement and methods of data collection and analysis which will be used in their planned needs assessment.

Total /10 Assignment 1 Points: Statement of Problem and Identified Population 5 points Significance of Program in the Field 5 points Literature Review 10 points Needs Assessment 10 points Total Points for this assignment 30 points Assignment # 2: Program Planning-Due Dates Indicated Under Items # 1-6 (30 points total) In order to successfully implement your proposed program, you must plan spend a considerable amount of time planning the mission and goals of the program as well preparing a logical model, marketing plan, formulating a budget as well as the personnel needed and physical environment where the program will take place. Successful programs have detailed plans of the resources that will be needed to implement the program and reach the targeted population. E) Students will formulate a mission statement or a brief narrative that describes the general focus of the program that includes the intent and philosophy driving it. In addition, students will identify at least 3 goals of their program (future event toward which a committed endeavor is directed) and 3 measurable objectives for each goal (e.g., improve social skills, improve nutrition knowledge) that will be described in a minimum of 3 pages.

Assignment E (5 points total) Criteria 0-1 points 2 points 3 points

Program Mission Statement

Student did not formulate a sufficient mission statement or brief narrative and omitted describing the general focus of the program

Student formulated a mission statement or a brief narrative but did not adequately describe the general focus of the program

Student formulated a mission statement or a brief narrative that described the general focus of the program including the intent and philosophy driving it

0 points 1 point 2 points

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Program Goals & Objectives

Student does not include relevant goals and objectives

Student identifies at least 3 relevant goals for their program; however, does not list 3 objectives for each goal; the narrative falls short of the 3-page minimum

Student identifies at least 3 relevant goals for their program and lists 3 related, measurable objectives for each goal

Total /5 F) Students will complete a Program Logic Model. Based on information gathered from the literature review and needs assessment, students will produce assumptions, which will form the foundation of the logic model. Students should be sure to include key elements including resources, activities, outputs, short- and long-term outcomes, and impact. Describe the steps you took to create your logic model, how you considered available resources in your plan, and how you will measure activities to generate outcome data. It should include both a narrative explanation of your programmatic elements in addition to a visual depiction of your logic model (i.e., chart).

Assignment F (10 points total) Criteria 0 points 1 point 2 points

Inputs are comprehensively

listed

An incomplete list is provided that is mostly vague or not applicable.

Presents the most important inputs involved in the program; a few inputs may lack specificity.

Lists all important categories of inputs that make the program possible.

0 points 1 point 2 points

Activities are described

Very incomplete, missing key program activities

Includes most important program activities and provides adequate detail.

All salient programmatic activities are included and stated in sufficient detail.

0 points 1 point 2 points

Outputs are specified

Items not phrased as counts. Includes outcomes.

Quantifies most of the activities and services.

Quantifies all of the activities and includes all of the important elements.

0 points 1 point 2 points

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Short-term, intermediate, and long-term outcomes are

indicated

Outcomes are too broad or vague; Lists outcomes not outcomes.

Most of the outcomes are clearly indicated. Some are not specific and include outputs.

Clear, specific, concrete, and appropriate for the scope of the program. Minimal jargon.

0 points 1 point 2 points

Logic Model layout and narrative

Narrative not included and/or layout incoherent/ disorganized

Writing poorly edited; awkward construction and/or poor flow of ideas in the description of the logic model. Poor layout and not consistent with logic model templates reviewed in course.

Coherent narrative, which effectively describes the process for logic model development and components, including how outcomes will be assessed. Precisely follows a logic model template reviewed in the course.

Total /10 G) Students will create a marketing plan in order to promote their proposed program. The marketing plan will include information regarding who you intend to market to as well as the modalities that you will utilize to promote your program. Sample marketing plans will be available via Canvas Modules for your review.

Assignment G (5 points total) Criteria 0-1 points 2-3 points 4-5 points

Marketing Plan

Student did not adequately prepare and submit a marketing plan with the required information included

Student created a marketing plan but omitted information regarding who the intended audience will be and/or modalities they would utilize

Student created a marketing plan including information regarding who they intend to market to as well as the modalities they would utilize

Total

H) Students will generate a proposed budget for their program (visual and narrative) as well as a narrative explaining how they propose to fund their proposed program. A sample program budget will be available in the Modules section of Canvas for your reference.

Assignment H: Proposed Budget (5 points total) Criteria 0 points 1 point 2 points

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Program Budget Narrative

Student does not present a program budget narrative

Student presents a narrative of the proposed use of funds; however, the narrative presented does not provide enough detail to sufficiently describe the allocation of funds

Student narrative cohesively explains the proposed budget of the program, with clear descriptions of the allocation of funding.

0-1 points 2 points 3 points

Program Budget Visual

Student does not present a visual budget representation, or budget does not reflect written narrative

Student presents a visual budget representation; however, it appears disorganized, is not accurately calculated, and/or does not seem appropriate to the proposed program

Student presents a clear visual budget (e.g., spreadsheet, table) that reflects and compliments the written narrative, is calculated correctly, and is appropriate for the proposed program operations and scope.

Total /5 I) Students will provide a detailed narrative (3 page minimum) describing the personnel that will be needed to run your proposed program. Please include a description of the job titles and explanation of their role within the program including administrators, support staff, and direct service personnel. Students will also describe the physical environment in which the program will take place.

Assignment I: Program Personnel and Physical Environment (5 points total) Criteria 0-1 points 2 points 3 points

Narrative that includes job titles, explanation of roles, administrative information, support staff, and direct service personnel.

Student narrative excludes many of the details required, and/or lacks any organization/cohesion between program details

Student presents details of the narrative, but details of the program are missing and/or the details are not presented in an organized way

Student narrative discusses all outlined areas with sufficient detail. Narrative presents all areas in a cohesive way.

0 points 1 point 2 points

Discussion of Physical Environment/ Narrative length

Student minimally discusses the physical environment, and/or does not present a full three pages of content.

Student discusses the physical environment of the program, and the narrative is at least 3 pages in content.

Total

Assignment 2 Points: Program Mission Statement and Goals 5 points Program Logic Model 10 points Marketing Plan 5 points Proposed Budget 5 points Program Personnel and Physical Environment 5 points Total Points for this assignment 30 points

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Assignment # 3: Methodology/Implementation The focus of this assignment will be on describing how the proposed program will be carried out in order to achieve its goals that are in line with the mission statement. In addition, a discussion of how program outcomes will be evaluated and strengths and limitations of the program will be required. After obtaining feedback on each of these assignments from your Project Director, the student will consolidate the assignments to form a final product. A sample of the final document with appropriate formatting will be available via Blackboard.

J) Students will provide a detailed narrative of their program design including but not limited to the proposed programs intake procedures and admissions criteria, measures or tools utilized, a detailed description of what services will be provided and how they will be delivered to the program's participants. Furthermore, sample intake forms, measures that will be utilized, and program consent forms will be submitted and included in the appendix of the final document.

Assignment J: Program Procedures/Methodology (10 Points) Criteria 0-1 points 2-3 points 4-5 points

Detailed Narrative including: Procedure, Admission Criteria, Measures Utilized, Services Provided, and Service Delivery

Student narrative excludes many of the details required, and/or lacks any organization/cohesion between program details

Student presents details of the narrative, but details of the program are missing and/or the details are not presented in an organized way

Student narrative discusses all outlined areas with sufficient detail. Narrative presents all areas in a cohesive way.

0-1 points 2-3 points 4-5 points

Sample Intake Forms, Measures, and Consents

Student does not present multiple sample forms, and/or the forms are not discussed in the narrative

Student presents sample forms, but forms are missing and/or are not appropriately discussed in the narrative

Narrative has sample forms in appendices, and the role of the forms are appropriately discussed in the narrative

Total /10 K) Students will create a program evaluation plan via a chart (sample available via Canvas) that includes that program's goals, target outcomes, steps to achieve the outcome, results, analysis and action plan, the person responsible for each of the program goals, and the time frame in which each goal will be evaluated.

Assignment K: Program Evaluation (10 Points) Criteria 0-1 points 2-3 points 4-5 points

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Program evaluation chart incorporates Program Goals, Target Outcomes, Steps to Completion, and Results

Chart is missing multiple required aspects of the evaluation plan and lacks detail/organization

Chart is missing one or more required aspects of the evaluation plan (e.g., goals, outcomes, steps, and/or expected findings), or lacks sufficient detail/organization

Chart incorporates relevant program goals, target outcomes, steps to achieve proposed outcomes, and what the findings are expected to be. All aspects are in alignment, meaning the outcomes are related to the goals, and the steps to achieve proposed outcomes make sense.

0-1 points 2-3 points 4-5 points

Program evaluation chart includes Analysis, an Action Plan, Responsibilities, and Timeframe for goal evaluation.

Chart is missing multiple required aspects of the evaluation plan and lacks detail/organization

Chart is missing one or more required aspects (e.g., action plan, data analysis plan, timeframe) of the evaluation plan, or lacks sufficient detail/organization

Chart incorporates plan for data analysis, and an action plan (steps involved in the evaluation and who will be responsible for each step) and timeline for completion of each step of the evaluation.

Total /10 L) Students will provide a narrative description (2 page minimum) of their program's strengths, limitations, and future directions or ways in which the student would like to see their program evolve, grow or change.

Assignment L: Program's Strengths and Limitation (5 Points) Criteria 0-1 points 2 points 3 points

Narrative of Program's Strengths and Limitations

Student does not present strengths and/or limitations of the program.

Student presents some strengths and weaknesses of the program, but this discussion lacks cohesion and/or detail.

Student presents an in-depth discussion of the strengths and limitations of the program proposed

0 points 1 point 2 points

Future Directions/Program Evolution and Page Length

Student does not discuss future directions of the program

Student presents inappropriate future directions of the program, and/or the narrative is less than 2 pages

Student presents appropriate future directions of the program, and does this in at least two full pages.

Total /5 M) After receiving weekly feedback on each of their assignments in the course, the student will incorporate feedback provided by their Project Director and will consolidate the assignments to produce a final document. The document should be written in accordance with APA style. No typeface smaller than Times New Roman 12pt should be used. The document should be double spaced with 1" margins. A sample format for the final document will be available via Canvas.

Assignment M: Final Program Design (10 Points) Criteria 0-1 points 2-3 points 4-5 points

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Consolidation of Assignments

Student did not consolidate all aspects of the assignment and/or the document lacks overall cohesion.

A final document was submitted, but lacks cohesion between assignment sections.

All assignments were properly consolidated into a cohesive final document

0-1 points 2-3 points 4-5 points

Incorporation of weekly feedback

Feedback was not incorporated into the final presentation

Feedback was minimally incorporated into the assignment

All feedback was weighed and properly incorporated into the final document.

Total /10 Assignment 3 Points: Program Procedures/Methodology 10 points Program Evaluation 10 points Programs Strengths and Limitation 5 points Final Program Design Document 10 points Total Points for this assignment 35 points Chat Participation: 5% of final grade There will be three Zoom chats during the term. Participation in the chats is mandatory. Discussion and feedback from project director and classmates on research projects will be provided.

Rubric for Classroom Participation

Criteria 0 points 1-2 points 3 points

Actively contributes to classroom discussions

Professor has no ability to connect student's name, voice, and ideas. Student "multi-tasks" or distracts others in class.

Student follows classroom discussion and offers thoughts during some classes.

Student initiates discussions or actively contributes to discussions in a variety of ways, including those below.

Criteria 0 points .5 points 1 point

Displays awareness of class readings

Contributions display lack of awareness of the readings.

Contributions display tangential or vague awareness of readings.

Contributions connected to readings. Student able to reference ideas from the readings.

Criteria 0 points .5 points 1 point

Generates questions/challenges

Student passively accepts, passively rejects, or gives up on ideas from readings.

Student participates in discussions of questions related to readings, or testing of ideas.

Student initiates questions arising from the reading or challenges ideas in response to other, contrasting ideas.

Total /4 Expectations: The course evaluation and final grade will be based on the students’ satisfactory completion of the course assignments and overall requirements. Assignments must be written and typed following the guidelines in the Publication Manual of the American Psychological Association, and must be written at a graduate

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level, with good sentence structure and good syntax. Students must also adhere to the professional guidelines for the use of copyrighted literature and commercially produced materials, as well as materials generated by colleagues and friends and information collected from conferences and presentations.All assignments must be organized and numbered the way they are in the course syllabus. The course assignments must be submitted to the instructor (or in the drop box if available) on time and on the days specified in the syllabus. Students are advised to make and keep copies of their assignments before turning them in. Any assignment submitted after the specified due date may have points deducted.

XI. Grading Criteria Your final grade is determined by your performance on a number of different tasks: Grade Quality Points Percentage Points

A 4.00 90 - 100

B 3.00 80 - 89

C 2.00 70 - 79

F 0.00 Below 70

NPR 0.00 -

P 0.00 - Additional Grades: I (Incomplete), W (Withdrawn), AU (Audit), NPR (No Progress), and TR (Transfer). The grade of PR (Progress) may be used for programs with a thesis or dissertation in which the student continues to demonstrate progress towards requirement completion. Programs with clinical rotations, internships, or externships in which grades may not be available within the university’s approved grading period may use the IP (In Progress) grade.

Final Course Grade: Assignment Points

Program Rationale and Purpose 30

Program Planning 30

Methodology/Implementation 35

Live Chats 5

Total 100

XII. Course Policies General Policy: A. Attendance: Students are required to attend and participate in EVERY class session. Any student who misses a class session should listen to/watch the recording of the session and email the instructor a summary or comments regarding that session.

Preparation readings, activities, assignments need to be completed for each class is required, and class participation is expected.

Most students are working adults and once in a while, an issue may come up that may prevent them from participating in class. The student must make every attempt to ensure that they attend and participate in

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each class session. If an emergency prevents the student from being in class and there is no other alternative but for the student to be absent, the following protocol applies: The student must notify your professor in advance by e-mail that they will not be attending the session and why. Remember, participation is 5% of your grade. The professor may also schedule a conversation with the student to ensure that they understood the material and answer any questions that they have over the material covered in your absence.

B.Plagiarism Policy: Work that is submitted for credit must be the original work of the student. Assignments that are not the original work of the students are considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism also occurs when giving or allowing one’s own work to be copied or otherwise duplicated.

C.Americans with Disabilities Act: [http://www.usdoj.gov/crt/ada/adahom 1.htm]

ADA Policy: Nova Southeastern University provides reasonable accommodations for qualified students with a documented disability. For more information about ADA policy, services, and procedures, students may call the Office of Student Disability Services at 954-262-7185 or visit http://www.nova.edu/disabilityservices.

D.Last Day to Withdraw From Course: In order to withdraw from a course, it is NOT enough to stop attending class or to inform the instructor of your intention to withdraw.In accord with NSU policy, students wishing to withdraw from a course must do so formally through the Registrar.

XIII. University Policies Please consult the FCE catalog for information on college and department policies and the NSU Student Handbook for information on NSU policies: https://education.nova.edu/students/current- students/studentcataloghandbook.html

NSU Class Recording Policy: Class content throughout this course may be recorded in accordance with the NSU Class Recording Policy. If class content is recorded, these recordings will be made available to students registered for this course as a supplement to the classroom experience. Recordings will be made available to all students who were registered to attend the live offering of the class, regardless of a student’s section or discipline, or whether the student is participating in the course online. If recordings are intended to be accessible to students or third parties who were not registered for the live offering of the class, students’ personally identifiable information will be removed or redacted from the recording, unless (1) their written consent to such disclosure was previously provided, or (2) the disclosure is permissible in accordance with the Family Educational Rights and Privacy Act (“FERPA”). Students are prohibited from recording audio or video, or taking photographs in classrooms (including online classes) without prior permission from the instructor or pursuant to an approved disability accommodation, and from reproducing, sharing, or disseminating classroom recordings to individuals outside of this course. Students found engaging in such conduct will be in breach of the Student Code of Conduct and subject to disciplinary action.

XIV. Appendix/Appendices Students completing HSDD 6000 will be able to meet the following program objectives by the following assessment measurements and methods:

Course: Program Design and Evaluation

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Learning Outcomes/Objectives Program Objectives

Direct Assessment

Assessment Method

Learning Outcome 1: Apply knowledge in a specific area within the field of developmental disabilities by conducting a research project, specifically a program design. Program Learning Objectives: PLO 1, Apply knowledge of effective administrative and research skills PLO 2, Demonstrate knowledge of different disabilities and challenges faced throughout lifespan PLO 5, Apply knowledge of program design/administration PLO 6, Demonstrate research, analytic, and writing skills

Live Chats, Program Rationale Assignment, Program Planning Assignment, Program Implementation Assignment

A 30 point criterion-based rubric is used to assess students' ability to produce well thought out rationale and comprehensive literature review that accurately describes the problem, explains the relevance of the proposed program to the identified population and its potential impact, as well as includes a needs assessment that supports the need for funding and development of the proposed program. A 30 point criterion-based rubric is used to assess students' ability to generate the mission and goals of the program as create a logical model, marketing plan, a budget as well as identify the personnel needed and physical environment where the program will take place. A 35 point criterion-based rubric is used to assess the student's ability to conceptualize the procedures necessary in the service delivery of the program that help achieve its goals that are in line with the mission statement. In addition, a discussion of how program outcomes will be evaluated and strengths and limitations of the program will be required. The student's ability to integrate all of the components of the program to produce a final product will be evaluated as well.

Learning Outcome 2: Gain experience in designing or evaluating a program within the field of developmental disabilities. Program Learning Objectives: PLO 5, Apply knowledge of program design/administration PLO 6, Demonstrate research, analytic, and writing skills

Live Chats, Program Rationale Assignment, Program Planning Assignment, Program Implementation Assignment

A 30 point criterion-based rubric is used to assess students' ability to produce well thought out rationale and comprehensive literature review that accurately describes the problem, explains the relevance of the proposed program to the identified population and its potential impact, as well as includes a needs assessment that supports the need for funding and development of the proposed program. A 30 point criterion-based rubric is used to assess students' ability to generate the mission and goals of the program as create a logical model, marketing plan, a budget as well as identify the personnel needed and physical environment where the program will take place. A 35 point criterion-based rubric is used to assess the student's ability to conceptualize the procedures necessary in the service delivery of the program that help achieve its goals that are in line with the mission statement. In addition, a discussion of how program outcomes will be evaluated and strengths and limitations of the program will be required. The student's ability to integrate all of the components of the program to produce a final product will be evaluated as well.

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