develop a 5-7 page evaluation strategy for a police or crime problem chosen using Vito & Higgins planning evaluation strategy in Chapter 2.

This assignment requires you to develop a 5-7 page evaluation strategy for a police or crime problem chosen using Vito & Higgins planning evaluation strategy in Chapter 2. 

Using the evaluation strategy in Vito & Higgins to frame the paper, you will establish goals, objectives, and performance indicators using a theory that provides the basis for your specified program. Citations must be used for the underlying theories. For example, you choose violent crime as the problem you are going to address, then you will examine the theories surrounding violent crime reduction. Using one of these theories, such as focused deterrence, you will model a program after a Ceasefire or Pulling Levers example. You will use the theory to inform program operations to drive the selection of treatments, clarify the services provided, and determine the variables to be measured.

You will also include a Logic Model for the chosen problem following the Vito & Higgins model in Chapter 2. The Logic Model should be in the form of a chart (an excel spreadsheet will be fine). The Logic Model will cover inputs, activities, outputs, short-term outcomes, long-term outcomes, and external factors. 

Assignment specifics: 

· The paper will be 5-7 double-spaced pages of content (not counting title page, abstract, or references) and use Times New Roman 12-point font.

· There must be a separate title page for the evaluation paper.

· Citations will be in current APA format.

The Logic Model will be the same format as Vito & Higgins 

 Vito, G. F., & Higgins, G. E. (2015). Practical program evaluation for criminal justice. Waltham, MA: Elsevier. ISBN: 9781455777709. 

 
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Online Collaborative Learning

“Online Collaborative Learning”  Please respond to the following:

  • * From the e-Activity, discuss two areas in the ISTE Standards that you consider to be your strengths and two that you would like to strengthen. Propose two ways to strengthen these areas. 
  • Propose a set of ground rules and protocols for students participating in an online class discussion thread in your school or corporate learning environment. Specify the environment and age level of the students. Include rules such as length of responses, number of responses, time by which the initial response needs to be posted, and other rules as you deem appropriate. Provide a rationale for your ground rules.
 
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Identify and describe the four stages of learning:

nswer the questions using the attached source

1. Identify and describe the four stages of learning:

Which stage do you believe is the most difficult for the teacher to instruct?

Which stage do you believe is the most difficult for the student to learn?

2. What is an accommodation? Name three (3) examples:

3. What is a modification? Name three (3) examples:

4. Review the steps to design self-management. Why is self-management so essential? 

Do you think self-management is being adequately taught/addressed in classrooms? Why or why not? Explain your answer.

5. Identify and define the prompting systems:

Explain the importance of “fading” a prompt:

 
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How Social And Developmental Issues Impact Our Everyday Work

We have discussed social and developmental issues and how educators can impact the early childhood field and how to communicate with stakeholders. In this discussion we will focus on social and developmental issues and how they impact educators’ work every day.

For your initial post, choose one of the social or developmental issues below and provide details as to how it is influential to the work you do every day with young children. Include how it impacts the work you do with families, children, peers, and even those in the community. Why is the topic a passionate one for you, and what are you doing to share or communicate your passion?

  • Obesity with children
  • Mental health
  • Bullying
  • Cycles of poverty
  • Lack of food or water for children
  • Immigration
  • Children with diagnosed special needs
  • Dual-language/ English Language Learners
 
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