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Big Brothers Big Sisters of Indian River County-JUMP Into Reading-CSAC of Indian River County <br /> F. PROGRAM EVALUATION (Entire Section F not to exceed two pages) <br /> 1 . DEMOGRAPHICS : What information (data elements) will you need to collect in order <br /> to accurately describe your target population including demographics (age, gender, and <br /> ethnic background) required by the funder in Section H? What are the pieces of <br /> information that qualify them for your target population? How do you document their <br /> need for services or their "unacceptable condition requiring change" from Section B1 ? The <br /> Case Manager will be responsible for gathering, entering and updating demographic data on a <br /> daily basis using an Excel spreadsheet. Data elements to be tracked include name; social security <br /> number; address; zip code; telephone number; age; gender; ethnic background; dates regarding <br /> inquiry, interview, match, and closure for every parent, child and volunteer. This will allow <br /> management to track quality issues such as volunteer yield rates, length of match, premature <br /> match closure rates, costs per match, match closure rates and processing time. Note: a separate <br /> database will be maintained on each reading mentor program to document unduplicated count. <br /> All participants will sign a CSC Release form granting permission for basic information to be <br /> used in program tracking. What are the pieces of information that qualify them for your <br /> target population ? Clients are qualified to become a part of our target population based on <br /> reading difficulties, eligibility of free/or reduced lunch, socialization issues and/or high <br /> absenteeism. The child' s classroom teacher or BGC staff member documents the need for <br /> service, in writing, on a referral form. The Case Manager records baseline data regarding grades, <br /> attendance, conduct, and socialization skills on the FOAR (Florida Outcome Assessment <br /> Report). She also completes an assessment, in the case file, that details need for service or the <br /> "unacceptable condition requiring change and goals for improvement. Any student seeking to <br /> participate in the Jump into Reading program for more than one year, must demonstrate progress <br /> but continue to show need when baseline data is compared to year end statistics on reading <br /> grades, attendance, conduct, socialization skills and pre and post diagnostic test results . <br /> 2. MEASURES: What data elements will you need to collect to show that you have <br /> achieved your Measurable Outcomes in Section D? What tools or items are you using as <br /> measures (grades, survey scores, attendance, absences, skill levels) for your program? Are <br /> you getting baseline information from a source on your Collaboration List in Section E? <br /> Are there results from your Activities in Section D that need to be documented? How often <br /> do you need to collect or follow-up on this data? Data elements to be tracked include DIBELS <br /> pre & post test scores, grades, attendance, conduct and FOAR survey scores. Pre and post <br /> DIBELS (Dynamic Indicators of Basic Early Literacy Skills) testing will be completed by the <br /> Reading Specialist upon initiating a match and at year-end to evaluate reading progress. Scores <br /> will be shared as per signed agreement to help Case Managers establish goals and monitor <br /> progress in reading growth. There are five measures that are administered including : initial <br /> sound fluency, letter naming fluency, phoneme segmentation fluency, nonsense word fluency <br /> and oral reading fluency. This evaluation tool is being utilized statewide at the recommendation <br /> of Department of Education. FOAR (Florida Outcome Assessment Report) is a statewide survey <br /> developed in cooperation with Big Brothers Big Sisters of Florida. The instrument is based on <br /> research provided by our National organization and the Search Institute. It measures outcomes <br /> in literacy, grades, attendance, behavior, promotion and socialization skills as rated by teacher, <br /> child, parent and Case Manager. Grades, attendance and behavior are also documented at the end <br /> of each quarter via report cards . Data will be evaluated as a whole and then transferred to each <br /> child ' s individual case file . A satisfaction survey for Jump into Reading will be distributed at <br /> year-end as a means of identifying programmatic strengths and/or concerns . Volunteer rematch <br /> rates will be calculated to measure customer satisfaction. <br /> 12 <br />