|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
GOAL ATTAINMENT SCALING (G.A.S.) Evaluating
Program Effectiveness by Goal Attainment Scaling--
Does your Program hit its mark?? WHAT DOES GAS DO? This method enables administrators, principals, counselors, program managers and evaluators to simultaneously rate the effectiveness of a program (like PBS) to attain two or more goals by generating a single rating score that ranges from +1 (maximum effectiveness) to -1 (minimum effectiveness). The score is a measure of the overall effectiveness of the program in meeting the two or more goals selected. HOW DOES GAS WORK? The method is non-statistical. It utilizes basic arithmetic to generate the rating score. The calculations are based on goals selected by administrators or others to mark the success of a program in doing what it intends to do. The method allows for prioritization of goals by means of a technique that weights more important goals more heavily than less important ones. WHAT WILL BE PROVIDED? This training is a didactic block of instruction followed by a workshop session in practical use of the GAS method. The training can be supplemented by a contract for a Keys Consultant to assist GAS method users in selecting, defining, measuring, and weighting goals, and in ongoing use of the method to track goal attainment over extended periods of time. HOW CAN GAS BE USED? In programs that intend to reduce violence in schools or increase positive behaviors, GAS methods can generate rating scores on how successful the program has been on reducing the numbers or proportions of violent incidents of several types (e.g., bullying, verbal attacks, physical assaults, incidents involving weapons, etc.). GAS methods can also be used to rate the success of programs to change attitudes that are relevant to school violence. Assuming that instrumentation exists to measure the attitudes that are to be changed, GAS can generate rating scores on several attitudinal factors (e.g., respect for self, respect for others, attitudes toward school authorities, self-control, etc.).
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
(501)246-8835
