Full course description
Evaluation is an essential tool in determining the effectiveness of school safety programming. Whether developing an evaluation plan at the outset of a new program or applying the principles to an existing initiative, evaluation can help identify a program's progress, provide the documentation and data necessary to justify its continued implementation, and compare its outcomes to the original intention and goals.
This self-paced training is designed to allow users to learn about evaluation at their own pace. Through guided lessons, participants review the methods used in proper program evaluation, the evaluation timeline, and ways to use these skills and the "evaluation state of mind" to set school safety programs up for success.
This training will focus on the following aspects of evaluation:
- Program Evaluation
- Process/Formative Evaluation
- Impact/Summative Evaluation
- Evaluation Planning
Superintendents, Principals, Teachers, Public Health Researchers
- Define the key components of effective program evaluation.
- Describe the benefits of program evaluation.
- Distinguish between process/formative evaluation and impact/summative evaluation.
- Identify the elements of an evaluation plan.
- Describe the connection between an evaluation plan and the original proposal.
Justin Heinze, PhD, Co-Director, National Center for School Safety at the University of Michigan School of Public Health
Continuing Education Credit
This webinar is offered for an NCSS certificate of completion.
This project was supported by Cooperative Agreement No. 2019-YS-BX-K001 awarded by the Bureau of Justice Assistance. The Bureau of Justice Assistance is a component of the U.S. Department of Justice’s Office of Justice Programs, which also includes the Bureau of Justice Statistics, the National Institute of Justice, the Office of Juvenile Justice and Delinquency Prevention, the Office for Victims of Crime, and the Office of Sex Offender Sentencing, Monitoring, Apprehending, Registering, and Tracking. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice.
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