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Case-study inquiries used mixed methods to evaluate an intervention in a Long Island district and dissemination to multiple New York City schools. 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FERRARA  \nSouthampton College of Long Island University, Professor Emerita Smith-Layne Educational Consulting Services, U.S.A.  \nABSTRACT  \nThis article explores issues that had to be confronted over a three-year period in terms of two New York State funded grants for which I was the evaluator. Major, critical challenges arepresented, described, and discussed.  \nSpecifically, the paper addresses issues related to lack ofplanning at the grant design stage that resulted in challenges and problems with conducting targeted and meaningful assessments to complete evaluations. This article promotes the concept that evaluators have expertise and competencies that are valuable to grant design and that if an evaluator is involved at the planning/ design stage, many challenges confronted throughout evaluation processes might be prevented or mitigated.  \nThe inquiries that were conducted as part of these grants can be regarded as case studies. In the example of one investigation, it was a single-case study of an intervention in a Long Island, New York, district; in the case of the other, it was a multiple-case study wherein a Charter School disseminated an intervention to three New York City schools. Mixed methods were used for data collection.  \nFollowing my work with these two funded grants, with lessons learnedfrom my experiences with these two grants, I embarked on another journey with another agency where lessons learned from the two previous grants informed my approach to evaluating school programs. Thus, while I was not part of the original design team, we were able to discuss relevant evaluation issues early in the process. My latest experiences will also be briefly discussed at the end of the article in a Postscript.  \nINTRODUCTION AND BACKGROUND  \nAlthough there are countless topics of interest to educational planners, in general, there has been limited research regarding competencies of evaluators, especially related to evaluators’contributions to grant development.  \nWhile there is little evidence that this line of inquiry has been sufficiently tackled, Volkov (2011) addressed the line of inquiry by arguing that there is a field of expertise that defines the multiplicity of roles for evaluation experts. Sever (2021), building on Volkov’s work, conducted a Delphi study to identify themes related to competencies of program evaluation experts, which included theoretical professional competencies, practical professional competencies, professional values experts should have, and professional skills experts should have. Sever’s research was conducted under the assumption that program evaluation is a field of expertise.  \nSever’s study is foundational to the arguments and observations made in this article – that evaluation is a discrete area of expertise with distinct competencies. This issue of competencies had been previously introduced by Nevo (1983), but in general, unfortunately, this topic still appears  \nEducational Planning | Fall 2022 41 Vol. 29, No. 3  \nnot to have gained much traction among practitioners. Additionally, there is a lack of literature regarding the role of the evaluator in the design of funded grants.  \nThere has been useful information from which we can extrapolate evaluator competencies and roles in related areas, such as planning models (Beach, 2022; Ferrara, 2007), evaluation standards (Yarbrough et al., 2011), evaluation approaches (Rossi et al., 2019), program evaluation methods (Posavac & Carey, 1989), and improvement from a human resource frame (Bolman & Deal, 1997) . However, this type of information seldom reaches the level of practitioners, especially those who work in schools or in public agencies that deliver educational programs.  \nIn 2016, I began work with two new grant recipients. One evaluation involved an afterschool violence prevention program on Long Island, New York, ","cbCainnCY3v3mXJZ","https://ap.wps.com/l/cbCainnCY3v3mXJZ","pdf",194094,12,"English","# Abstract\n# Introduction and Background\n# The Long Island Elementary Grant Program","[{\"question\":\"What were the main challenges the author faced as an educational evaluator?\",\"answer\":\"The author faced critical challenges tied to limited planning during the grant design stage, which led to difficulties in conducting targeted and meaningful assessments for completing evaluations.\"},{\"question\":\"How were the two grants evaluated in the study?\",\"answer\":\"The author used case study designs, combining qualitative and quantitative data through mixed methods across the two grant-funded investigations.\"},{\"question\":\"What does the article recommend about the evaluator’s role in grant development?\",\"answer\":\"The article promotes involving evaluators in the planning and design stage, arguing that evaluator competencies can help prevent or reduce many challenges that arise during later evaluation processes.\"}]","CHALLENGES FACED BY EDUCATIONAL EVALUATORS - PERSONAL EXPERIENCES ENCOUNTERED AND PLANNING ISSUES ILLUMINATED | PDF",1792095621]