GOAL	OBJECTIVES	ACTIVITIES	OUTPUTS	OUTCOMES	IMPACTS
Statement of the overall purpose of the project	Specific statements of what the project sets out to accomplish	Specific tasks to complete through implementation of the project	Immediate results (direct products of project activities)	Intermediate results (1 to 3 years after project starts)	Long-term results (3 to 10 years after project starts)
To meet the needs of students with social/emotional and/or behavioral disorders and provide those students with the necessary skills in order to become a successful student in the regular classroom.	Help students: -Develop appropriate student-like behaviours -Learn and use appropriate social skills -Work on academic skills -Learn and practice self-control. -Re-integrate into a regular classroom setting.	Once placed within the program students: -Follow an individualized and highly structured schedule that includes:  - chunking tasks into 20min blocks. - work completion = reward card system.  -large amount of one on one Instruction from S2 teacher. -academic tasks that align with regular classroom work.  -social skills and anger   management strategies and techniques. -support from and constant communication with home.  -gradual re-integration into regular classes when S2 expectations are consistently met.	Have students use/model the techniques and strategies they have learned within the S2 classroom setting. Have students set and achieve task and academic related goals by employing the strategies they have learned.	Have students gradually re-integrate into the regular classroom setting. See students transfer their skills/strategies and techniques to the regular classroom setting.	See students continue to exhibit their strategies/techniques and skills in the regular classroom. See students successfully transition into the high school environment. See students functioning by using their skills/strategies and techniques in the appropriate academic climate (i.e. transition program at high school, modified programming, regular programming, alternate programming)

Assumptions

•  That all of the stakeholders are committed to the S2 Program goal to meet specified student needs in relation to behaviour related issues  
• All stakeholders believe that S2 is the best and most appropriate place for the student to get their specific needs met so that they can be successful in the regular classroom setting.
• That the structure and environment provided by S2 is that which will provide the best opportunities for success for students with behavioural, emotional or social disorders.

External Factors

•   One of the most significant factors that effects the success of the program in terms of providing students with  behavioural, emotional or social disorders the best opportunity for success is simply whether or not the program has space or not.  The individualized attention and instructional plan that students receive within the S2 Program makes it such that only a small number of students are able to enroll within the program.  An additional factor related to availability is that the Middle Years level of the program is only offered through Bishop Lloyd Middle School ( one of two middle schools within the city)
• Another key external factor which is paramount in the success of each student, and so the program, is the support and participation of parents and guardians of students enrolled in the program .  The program has a strict ‘send home’ policy which without parental support would simply be impossible.  Parental support and contact is key throughout the program it is essential that the structured environment which is provided at school is also mimicked in the home.

Inputs

• The central component to the S2 program is most definitely the S2 teacher.  The teacher is key participant responsible for the development and implementation of the
• inividualized programs that cater to each student’s needs.    They will influence every aspect of the students’ academic roles while they are in the S2 program.
• Additional inputs for the program would obviously include the students themselves, parents, administration, behavioural specialist and coordinator (Division position) as well as the regular classroom teachers in the building.

Activities

• At the core of activities is the individualized nature of the program.  Each student will have a specific and individual academic and behavioural plan which is catered to their needs and abilities. 
• Once progress is documented and consistent, the re-integration process can begin.  Gradual re-integration included a trial and error system that may include sending the student back to S2.  If the student’s behaviour remains consistent and positive, then the student in integrated into more regular classes, until the student is completely integrated into regular classes.
• If the student displays regression in behaviour or does not implement the tools they have acquired through the S2 program, then the regular classroom teacher is responsible for sending the student back to S2.
• Once reintegration begins, regular contact between S2 teacher and the regular classroom teacher is essential is determining the ongoing progress of that student.
•  The activities of the program require that regular meetings occur concerning students with administration, parents and program coordinator.

Outcomes/Impacts

• The overarching goal of the program is to equip students with the skills and techniques they need in order to cope with and function appropriately in a regular classroom environment.
• The short term goals of the program are closely related firstly to success and consistency within the S2 environment and then eventually the same progress and consistency in the regular classroom environment.
• The long term goals of the program are related to student progress once they have moved out of our building.  Although this is the long term goal of the program, there is currently no formal means or structures in place that would provide teachers and staff with the information to judge the attainment of the goal.

Assignment #5 Survey

General Findings/Thoughts
In the initial stages of developing the survey, I concluded that the best approach would be to attempt to narrow the focus of the survey to some key components of the program.  As part of the final evaluation, this survey would be only a portion of a larger survey targeted at several other components of the S2 Program.  I decided to break the program down into three components: referral and admittance procedures, structure of the process that the students experience and re-integration.  In developing this short survey I discovered that it would be most effective to focus only on one component.

In terms of revising and editing the first draft of the survey I discovered that it is vital to keep wording and sentence structure as clear and simple as possible.  I found that when I went back to my questions, I often thought that they could be worded more clearly and simply in order to ensure the most accurate results from participants.  I also augmented the survey considerably from the original by deleting and replacing several questions.  These more significant changes were made in an effort to align the survey with the goal, as mentioned above, of focusing on one key area of the S2 Program.

Follow this link to the original survey.

Revisions with Justifications/Explanations 

Title
The title of the survey was changed in order to better reflect the focus of the survey.


Part One
The first two questions of the survey were added in order to classify the results when analyzing the data.  It is important to have information regarding the position of the participant and also how long they have occupied this position.  This effects the interpretation of the data in that length of time in the position as well as the position itself will have an impact on how the participant answers the questions.  The perspective of an administrator may differ greatly from that of the S2 teacher, and is an important factor to consider when analyzing the data.  The question relating to the description of the participant's role in the S2 Program was included because this is an area which is explicitly outlined in the guiding documents of the program.  It would be important to find out whether the role outlined in the guiding documents matches what is outlined by the participant.  The implications of any differences that arise would be an important element in evaluating overall effectiveness of the program because program guiding documents should match what is currently happening in the program.

Part Two
Questions 1 &2
These questions were simply reworded in an effort to simplify and clarify the questions.  The wording of the revised questions is much easier to read and understand.  Designing questions that are easy to read and understand quickly is important - participants will become discouraged or disgruntled if they have to constantly reread questions in order to ensure that have understood what is being asked.

Question 3
The word "intended" was removed from this questions because it simply doesn't need to be there.  The goals of the program are obviously those that are intended so the word simply serves no purpose in the question.

Question 4
"The referral process" was changed to "the current referral process" in an effort to make sure that the participants are referring to the current processes when responding to the question.

Question 5
No changes were made.

Questions 6, 7 & 8
The original questions were deleted entirely and changed to the present questions because all three of these questions (in the original survey) did not fit the focus of the survey.  The questions were focused on other components of the program that did not relate to the referral and admission processes.  Specifically, question 6 is an appropriate follow up to question 5 and so fits a logical organizational pattern.  Question 8 was included because parental participation and involvement in the program is something that is highlighted throughout the guiding documents for the S2 Program.

Part Three:
Question 9
No changes made.

Question 10
This question was deleted and replaced with the current question in an effort to keep the survey focused on the referral and admittance procedures.  I chose to include this question because it is relevant to collect data on what supports and information are provided to regular classroom teachers as these are the people that make the initial referrals.  It seems important to consider whether teachers are provided with adequate knowledge and support in order to make appropriate decisions concerning the referral of their students.

Opinion/Feedback Section 
This section was not changed.  I think it is important to gather general feedback on the survey from participants to ensure that the the survey is designed in a manner that will ensure the most accurate results.

Follow this link to the modified version of the survey.