Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 78 Connected North is meeting the needs of older students, lower ratings among them should not be taken to indicate that something is inherently lacking in the program. Discussion Triangulation Returning to the original logic behind this contribution analysis, the evaluation finds that Connected North is appropriately targeting its intended outcomes (Evaluation Question 1) ● A short series of interviews with participating principals confirmed that their vision for how Connected North is expected to support their students largely reflects the Program Theory that was developed for this evaluation; although they seemed more focused on the immediate benefits of the program than its potential long-term effects. Both the program design (Evaluation Question 2) and the hypothesized outcomes chain (Evaluation Question 3) are supported by educational research and practice ● Although relevant pedagogical research is complex and contested, and highlights how the Program Theory developed for this evaluation is oversimplified and represents only one of many possible configurations; there is strong evidence that the underlying logic of the Connected North program is sound. Indeed, it could be argued that the program reflects an assemblage of established best practices that target multiple pathways to student success, suggesting that its overall contribution could remain robust even if some presumed causal mechanisms are weaker than anticipated. The program is being implemented as intended (Evaluation Question 4) ● Discussions with staff, Content Providers, and teachers; as well as the rich write-in responses to survey questions illustrated how the program is working to fulfil the promise of its design. Nuances in the data showed how best practices theorized in the literature were carried out in real time as all participants endeavoured to create meaningful learning experiences for students. ● Although potential vulnerabilities were identified, including with respect to technological barriers, and ensuring teachers are equipped to optimize their use of the program, there is no clear evidence that they are currently interfering with effective program delivery in a significant way. ● Although imperfections in program delivery were evident in the data and the magnitude of these issues can only be estimated, consistent signals that delivery was mostly very strong offers confidence that the program earns a "strong A" in implementation; even if something less than a perfect grade. There is some evidence that the expected outcomes are being observed (Evaluation Question 5) ● Although teachers were increasingly reticent to attribute changes in student outcomes to Connected North as those changes became more distal, there was a reasonable amount of concrete evidence of at least the short term outcomes occurring, and even some for the medium-term outcomes; buttressed by a reasonable degree of conviction on the part of