When evaluating a program aiming to provide after-school care services for students with special education needs, several indicators can be considered. Here are five key evaluation indicators:
Participant satisfaction: Measure the satisfaction levels of students, their parents or guardians, and the caregivers involved in the program. This indicator assesses the overall experience, perceived quality of care, and satisfaction with the support provided. It can be measured through surveys, interviews, or feedback mechanisms.
Attendance and engagement: Evaluate the attendance and active engagement of students in the after-school care program. This indicator assesses the level of participation and involvement in various activities, including academic support, social interactions, and recreational opportunities. Attendance records and observations can be used to measure this indicator.
Academic progress and skill development: Assess the academic progress and skill development of students with special education needs. This indicator focuses on improvements in academic performance, learning outcomes, and the development of specific skills targeted by the program. It can be measured through pre and post-assessments, progress reports, and feedback from teachers or educational specialists.
Emotional and social well-being: Evaluate the impact of the program on the emotional and social well-being of students. This indicator assesses changes in self-esteem, social skills, behavior management, and overall mental health. It can be measured through observations, self-assessment tools, behavioral assessments, and feedback from parents, caregivers, or mental health professionals.
Parental involvement and support: Assess the level of parental involvement and support in the after-school care program. This indicator examines the extent to which parents actively engage with the program, collaborate with caregivers, and participate in parent-teacher meetings or workshops. It can be measured through attendance records, feedback surveys, or documented instances of parent participation.
