Pragmatic Evaluation: Student
Schedules
Seb Prohn
University Participant Program
Western Carolina University
Presentation ‘Schedule’
# of
Slides
Description
1
Evaluation subsection
2
UP evaluations
1
Why activity schedules?
7ish
Using schedules for
evaluation
1
Questions
Measurement & Analysis
• Let’s acknowledge the evaluation process
• If you want a quick ‘brush up’
betterevaluation.org
UP Evaluations
• Paid supports & academic supports
• Campus climate
– attitudes & social inclusion
• Program
–
–
–
–
Participatory evaluation
SWOT analysis
Carolina Institute for Developmental Disabilities, UNC
TPSID
• Students
Student Evaluations
•
•
•
•
•
•
•
Work evaluation cards: Work support
Instructor surveys
Internet surveys: behavior; individualized goals
PCP meeting notes
Parent surveys: Support Intensity Scale
Student questionnaires: Self-determination
Student schedules: Weekly hours supported; hrs
in 5 content areas
Weekly Activity Schedules
• Strengths
– Practical tool for students, program & others
– Hours as a unit of measure
– The Method is an intervention
– Positive research
• Limitations
– Quantity vs Quality
– Time consuming
Staff/Support View
Whentowork.com
Student View
Tracking Requirement Hours
• 1800 learning hrs. across 4 semesters
• Each semester need 90 hrs. per program area
Partitioning activities
Personal
Development
Social
Participation
Vocational
Preparation
Community
Participation
Academic
Participation
Cooking
Shared meals
Work
Volunteering
Class
Social skills
Clubs &
organizations
Vocational
skills training
Campus
navigation
Homework/
studying
Cleaning/
laundry
Concerts &
Job fairs
sporting events
Off campus
recreation
Exams/projects
/assessments
Advising
meetings
Hanging out
with friends
Employee
meetings
Rec therapy
Note: This is a sample list and is not exhaustive.
Dependent Variable: Support Needs*
• Use scheduling software & schedules
• Examine ‘hours supported’ while doing
program related activities
• Self-evaluation: The Face Test
– “I’m more independent. On my schedule there are
more pictures of me on there.” 2nd Year UP
Participant
*We colloquially refer to this as ‘independence’
Support hours per day (7 students)
Support needs for UP students (7) in
the 2012-13 academic year
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Weeks in 2012-13 Academic Year
Comparing Quarters
• F( 3, 220)= 19.11, p < .01, r2 = .46
2012-2013 school year
Mean Daily Hrs. of Support
per student
Fall 1 (Q1)
10.58
Fall 2 (Q2)
7.63
Spring 1 (Q3)
9.08
Spring 2 (Q4)
7.22
“when we start working independently then our supports start to fade. Eventually
you get to work on your own and learn your way around campus. And then we will
be able to help the new students and that kind of thing.” 1st year UP Participant
Other uses
• Compare changes within and between
students
– Intervention
– Increasingly specialized support
• Where is support constant? Why?
Questions
Seb Prohn
University Participant Program
Western Carolina University
up.wcu.edu
smprohn@email.wcu.edu