First, the stakeholders have been identified, and their priorities have been identified: the improvement of mental well-being for 2SLGBTQI students in Ontario schools. The questions and data collection methods are based on reports done by the organization, Egale, and therefore should match their values and needs in order to meet the utilization standards and ensure the evaluation has an impact on the program (Sanders, 1994).
The organization has conducted data collection similar to this in the past, and understands its value. The evaluation is a matter of implementing surveys and interviews regularly in schools that take part in the program, rather than in a single instance (2011 and again in 2021). The only real feasibility (Sanders, 1994) concern is how reasonable classroom observation is, as the program – ideally – expands to more schools. Currently, 19 organizations took part in inclusivity training, with 45 training sessions total, and classroom observations twice each semester does not seem beyond the scope of the organization’s resources or abilities.
The evaluation is focused on outcomes, and how best to serve the 2SLGBTQI students targeted by the program. There are some privacy and confidentiality concerns: mainly that data must be anonymous, but also – ideally – can tie the 2SLGBTQI identity of specific students to grades, graduation rates, attendance rates and extra-curricular activities. Therefore, school records may not meet the privacy rights standard, and self-reporting on anonymous surveys will need to be sufficient to collect data in these areas.
Finally, steps 1 and 2 on this site (https://richardstefano.com/pme-802-on-going-evaluation-plan/) provides details of the evaluation plan to give context and steps 3-4 (PED – Step 3; PED – Step 4) describe purposes and procedures of my planned evaluation to the organization, program implementers, and program clients (Additional materials here – including program rationale and logic model). The analysis is based on reporting done by the organization and should meet qualitative analysis, quantitative analysis, and impartiality standards (Peter et al, 2021).
Peter, T., Campbell, C.P., & Taylor, C. (2021). Still every class in every school: Final report on the second climate survey on homophobia, biphobia, and transphobia in Canadian schools. Toronto, ON: Egale Canada Human Rights Trust.
Sanders, James R. (1994). The Joint Committee on Standards for Educational Evaluation: The Program evaluation Standards (2nd ed.). Sage. [PDF]. Retrieved May 14, 2022, from https://www.oecd.org/dev/pgd/38406354.pdf