Outdoor Education Program - A Learning opportunity for ALL

OUTPUTS Immediate results (direct products of project activities) Outputs link directly to project activities; activities are what is done…outputs are the expected results of what is done	OUTCOMES Intermediate results (1 to 3 years after project starts) Outcomes relate to your objectives; objectives are desired, outcomes are the expected results	IMPACTS Long-term results (3 to 10 years after project starts) Impacts relate to goals; a goal is desired, impacts are the expected end-results
Appreciation of the outdoors and of Canada, our Province and Town. The facilities, and what there is offered and available for continuing to lead a healthy lifestyle. Example: Grasslands National Park, where the students participate in hiking of the beautiful park. Student comments include, “I’ve never been here before” Building of memories of school being a positive experience, which will trickle down in generations to come. Parent chaperone’s first experiences as well. Student’s may never again have the opportunity to participate again. Life experiences.	Students learn safety and proper execution of activities. This safety factor is with them a lifetime and will be handed down to the next generation. This program keeps students participating in physical activity. Gives opportunity especially to those that perhaps because of geographical or financial situations. Appreciation of the environment and all it has offer. Keeping young adults active. Teaching life long activities.	The Increase in Physical Education students taking P.E. 20/30 each year has increased by 100%. Building memories and appreciation for the environment and each other’s varied abilities. Building commeroderadory Positive peer interactions.

OUTPUTS Immediate results (direct products of project activities) Outputs link directly to project activities; activities are what is done…outputs are the expected results of what is done	OUTCOMES Intermediate results (1 to 3 years after project starts) Outcomes relate to your objectives; objectives are desired, outcomes are the expected results	IMPACTS Long-term results (3 to 10 years after project starts) Impacts relate to goals; a goal is desired, impacts are the expected end-results
Appreciation of the outdoors and of Canada, our Province and Town. The facilities, and what there is offered and available for continuing to lead a healthy lifestyle. Example: Grasslands National Park, where the students participate in hiking of the beautiful park. Student comments include, “I’ve never been here before” Building of memories of school being a positive experience, which will trickle down in generations to come. Parent chaperone’s first experiences as well. Student’s may never again have the opportunity to participate again. Life experiences.	Students learn safety and proper execution of activities. This safety factor is with them a lifetime and will be handed down to the next generation. This program keeps students participating in physical activity. Gives opportunity especially to those that perhaps because of geographical or financial situations. Appreciation of the environment and all it has offer. Keeping young adults active. Teaching life long activities.	The Increase in Physical Education students taking P.E. 20/30 each year has increased by 100%. Building memories and appreciation for the environment and each other’s varied abilities. Building commeroderadory Positive peer interactions.

Outdoor Education Program - A Learning opportunity for ALL

GOAL Statement of the overall purpose of the project	OBJECTIVES Specific statements of what the project sets out to accomplish	ACTIVITIES Specific tasks to complete through implementation of the project	OUTPUTS Immediate results (direct products of project activities) Outputs link directly to project activities; activities are what is done…outputs are the expected results of what is done	OUTCOMES Intermediate results (1 to 3 years after project starts) Outcomes relate to your objectives; objectives are desired, outcomes are the expected results	IMPACTS Long-term results (3 to 10 years after project starts) Impacts relate to goals; a goal is desired, impacts are the expected end-results
To give Students at the Wadena Composite the chance to experience Physical Education outside of the school’s four walls, while increasing the amount of students engaging in physical activity opening the door to give reason for learning. To Gain skills in LIFE-LONG activities because of the recognition that few students go on to play basketball, volleyball, badminton etc., after high school but they will do activities such as camping, hiking, fishing, swimming, curling, and golfing to name a few.	TO Increase the percentage of students participating in Physical education class at the P.E. 30 level. TO give opportunity to students in activities that they may use as lifelong physical activeness and in turn lead a healthier lifestyle. TO teach students skills that they may use in their adulthood. TO make connections between biology, the environment and the student. TO build relationships between students, school, environment and the community.	The students will participate in but not limited to: camping, touring pier 21 in Halifax – museum on immigration, back country camping, hiking, backpacking, suba diving, curling, ice fishing, golfing, travelling, outdoor overnight tipi camping, tenting, outdoor cooking, GPS courses, wilderness survival, rock climbing, bowling, cross-country skiing, snowshoeing, Students participate in class time to acquire certain knowledge and skills in order to participate in these activities. Some of this class time is cross curricular such as in biology, water safety, first aid, bear safety, iceberg education, whale studies etc. The activities for the year vary on availability and time of year the class is offered. Students with disabilities have opportunity to participate and excel. Academics are not the focus	Appreciation of the outdoors and of Canada, our Province and Town. The facilities, and what there is offered and available for continuing to lead a healthy lifestyle. Example: Grasslands National Park, where the students participate in hiking of the beautiful park. Student comments include, “I’ve never been here before” Building of memories of school being a positive experience, which will trickle down in generations to come. Parent chaperone’s first experiences as well. Student’s may never again have the opportunity to participate again. Life experiences.	Students learn safety and proper execution of activities. This safety factor is with them a lifetime and will be handed down to the next generation. This program keeps students participating in physical activity. Gives opportunity especially to those that perhaps because of geographical or financial situations. Appreciation of the environment and all it has offer. Keeping young adults active. Teaching life long activities.	The Increase in Physical Education students taking P.E. 20/30 each year has increased by 100%. Building memories and appreciation for the environment and each other’s varied abilities. Building commeroderadory Positive peer interactions.

Goals for the Case Study

Goals
· Meet the individual child’s needs · Programming to reflect the needs of the child as recommended by Psychologist, Psychiatrist, Speech/Language Pathologist, Pediatrician

Table for Case Study

Resources	Activities	Outputs	Outcomes	Goals
· Participants · Parents · Teacher Assistant · Child’s Teacher · Qualified personnel – Speech/Language Pathologist, Pediatrician, Child Psychiatrist, Chartered Psychologist	· Child with Profound /Severe disabilities are eligible for program · Child will participate in at-school programming · Child will participate in at-home programming · Home visits · Classroom visits	· Level and supports necessary to provide the child with the outlined program · Documentation and assessment of the child’s functioning · Appropriate programming · Information obtained from all resources listed	· Documentation and assessment of the child’s current level of functioning in the learning environment · Parents, Teachers, and the child will be involved in the gathering of the data for the assessment.	· Meet the individual child’s needs · Programming to reflect the needs of the child as recommended by Psychologist, Psychiatrist, Speech/Language Pathologist, Pediatrician

Case Study Evalution assignement two

Program Evaluation

Agency Name: Medicine Hat Catholic Separate Regional Division #20

Program Name: Student Services Program Division, ECS Programming for Children with Severe Disabilities

Resources Activities Outputs Outcomes Goals

	Resources	Activities	Outputs	Outcomes	Goals
	Participants Parents Teacher Assistant Child’s Teacher Qualified personnel – Speech/Language Pathologist, Pediatrician, Child Psychiatrist, Chartered Psychologist	Child with Profound /Severe disabilities are eligible for program Child will participate in at-school programming Child will participate in at-home programming Home visits Classroom visits	Level and supports necessary to provide the child with the outlined program Documentation and assessment of the child’s functioning Appropriate programming Information obtained from all resources listed	Documentation and assessment of the child’s current level of functioning in the learning environment Parents, Teachers, and the child will be involved in the gathering of the data for the assessment.	Meet the individual child’s needs Programming to reflect the needs of the child as recommended by Psychologist, Psychiatrist, Speech/Language Pathologist, Pediatrician

I believe this model will work to evaluate this program because:

· it has the goal as a primary focus

· it includes all the necessary participants to gather information from and is not just test results number based

· according to the program description it allows for all the components to be imbedded within the evaluation

· This program evaluation will allow the opportunity to document the philosophy of all participants when collecting data which may help to shape future programming