this evaluation was done to ensure accountability for its delivery. accountability includes meeting...
TRANSCRIPT
Final Evaluation Report2013
This evaluation was done to ensure accountability for
its delivery. Accountability includes meeting program
objectives and evaluating the effectiveness of the
program. One main purpose of accountability
measures is to identify successes and failures of the
performance of a program.
Purpose
The findings of this evaluation can be used to: Strengthen relationships; Strengthen the project design and
delivery; Maintain a record of the project’s
progress; and, report on the project’s outcomes to other stakeholders
Evaluation Findings:
16 Ready for School sessions ran from April
2012- August 2013
9 schools (locations)
Number of parent/caregivers = 239
Number of children = 217
Number of siblings = 100
Introduction/Statistics:
Data Sources:The data for analysis in this study comes from quantitative and qualitative methods:
202 Pre/Post Evaluation reports (completed by parents/caregivers who participated in the two-week sessional of the program) 85% Response rate.
16 Parent Focus Group Surveys (average of 12 parents in each group)
10 Partner Surveys 3 Staff Focus Group Survey (19 staff members in total)
Methodology:
Pre/Post Parent Evaluation survey results:
What affect does RfSC activities have on the parents’/caregivers’ perceptions of:
a) their children’s behaviour (level of independence in completing a task) associated with school readiness, and
b) their own knowledge of existing support systems (Canadian School System).
Methodology: Quantitative Data
Pre/Post Parent Evaluation survey (Part 1):
Methodology: Quantitative Data
Separates from a parent without getting upset
1 2 3 4 5 6 7 8 9 10
Follows simple rules and directions
1 2 3 4 5 6 7 8 9 10
Seeks out and maintains ongoing social interaction with at least one other child
1 2 3 4 5 6 7 8 9 10
Please circle the child’s current level of independence in completing the following tasks:Evaluation Scale: 1 - Adult does for child ------------------------------- 10 - child does on their own
Importance of parent involvement/ways to get involved in your child’s school
1 2 3 4 5 6 7 8 9 10
Kindergarten Curriculum 1 2 3 4 5 6 7 8 9 10
Getting support for your child so he/she can succeed in school (eg. Special needs, settlement worker, ESL, etc)
1 2 3 4 5 6 7 8 9 10
Methodology: Quantitative Data
Please circle your current level of knowledge on the Canadian School System:Evaluation Scale: 1 – I don’t know anything about this topic ----------- 10 – Very Knowledgeable
Pre/Post Parent Evaluation survey (Part 2):
Evaluation Process: Values were assembled in a data spreadsheet. Comparison was performed to measure the difference
between the pre and post program responses. Simple statistical operations like average and
percentage were used.
For example, for the task: Separates from parent without getting upset if:Pre-evaluation = 5 Post evaluation = 10Difference = 50% improvement in this behaviour
Methodology: Quantitative Data
Qualitative Data Tools:
◦Parent/Caregiver Focus Groups (202);
◦Community Partners Questionnaire (10)
◦Staff Questionnaire/Focus Group (19)
◦Follow-up Phone calls (50)
Methodology: Qualitative Data
Parent Focus Group Questions:
◦ 6 questions in the areas of:
Location/hours
Program Staff
Parent Workshops
Children’s program
Changes in child’s behaviour over the 2 week session
Parent/Caregiver connections
Methodology: Qualitative Data
Community Partners Questionnaire:
◦ 6 questions in the area of:
Overall experience with RfSC
Communication between RfSC and your
agency/school
Feedback from parents
Challenges experienced as a partner
Improvements for next year
Dream/vision for RfSC?
Methodology: Qualitative Data
Staff Questionnaire and Focus Group:
Questions in the area of:
Suggestions for next year with respect to training
Most important thing children learned
Suggestions to increase independence,
communication and social skills
Most useful part of the program for parents
Experience with our community partners
Dream for Ready for School Connects
Methodology: Qualitative Data
Evaluation process:
◦ All surveys/questionnaires were analyzed.
◦ Emerging trends were established.
◦ Trends were interpreted to measure the
effectiveness of the RfSC program and its
activities.
Methodology: Qualitative Data
Quantitative Data: Pre/Post Parent Evaluation Surveys:
Impact on Children:
◦ An overall average of 79% of parent/caregivers reported an
increase in level of independence after participating in RfSC
activities.
◦ Highest increase was 95% which was found at Oakridge.
◦ Lowest overall average was 53% increase which was found at
Crescent Town Session 4.
◦ Subtask: Separating from Parents - parents reported seeing the
most improvement in their children.
Findings
School: Separating Follows rules and directions
Social Interaction
Oakridge 100% 92% 92%
Carlton V. 100% 87% 94%
Danforth G. 100% 77% 77%
Pauline 75% 81% 81%
Sprucecourt 1 90% 50% 50%
Sprucecourt 2 100% 84% 92%
Secord 1 93% 64% 86%
Secord 2 92% 92% 92%
Findings:Percentage of parents reporting increase in level of independence:
Continued next page->
School: Separating Follows rules and directions
Social Interaction
Rose 1 82% 64% 55%
Rose 2 70% 70% 60%
Crescent T 1 93% 80% 53%
Crescent T 2 100% 71% 71%
Crescent T 3 86% 72% 64%
Crescent T 4 58% 58% 42%
George W 1 100% 92% 54%
George W 2 100% 71% 71%
Findings: (Con’d) Percentage of parents reporting increase in level of independence:
Findings
Sepa
rate
s fro
m P
aren
t
Follo
ws ru
les
Social
inte
ract
ion
0
10
20
Overall Average % Increase in Level of Independence
Average % Increase
23%
16%
11%
Findings
Oakrid
ge D G
Spru
ceco
urt 1
Seco
rd 1
Rose
1CT
1CT3
GW1
0
2
4
6
8
10
12
Pre SurveyPost Survey
Findings:Change in level of independence: Separating from Parents
Quantitative Data: Pre/Post Parent Evaluation Surveys: Impact on Parent/caregiver:
◦ 78% of parents/caregivers reported an increase in
knowledge in Canadian School System after participating in
RfSC workshops.
Highest average increase - 96% (Pauline PS)
Lowest average increase - 55% (Rose Ave session 1)
Subtask: Importance of parent involvement – reported as most
improved – 25%
Findings:
FindingsParents/caregivers reported an increase in their knowledge of the Canadian School System at the end of the two-week RfSC session.
20.522
23.525
Overall Average % Increase in Parent/Caregiver Knowledge of Canadian Ed-
ucation System
Average % Increase
25%
24%
22%
Findings
Oakrid
ge CVDG
Paul
ine
Spru
ceco
urt 1
Spru
ceco
urt 2
Seco
rd 1
Seco
rd 2
Rose
1
Rose
2CT1 CT2 CT3 CT4
GW1GW
20
2
4
6
8
10
12
PrePost
FindingsChange in level of knowledge of Importance of Parent Involvement
Overall RfSC Program: Better outreach/promotion plan:
◦ provide the school with a detailed information package about RfSC.
◦ hold an orientation session for all stakeholders (School secretary, Vice-Principal, EY/Family & Parenting centers staff, Daycare staff, etc.) to attend.
Recommendations
Children’s Programming: Staff recommended taking the time to establish rapport
with community partners especially when it involves sharing a common space.
discuss expectations, and possibly draw up a mutually fulfilling contract that all parties can agree upon.
i.e.. Availability of indoor space and outdoor space, room setup, use of equipment/materials, etc. Make sure both parties are communicating and checking in regularly with one another to ensure expectations are being met.
Recommendations:
Parent/Caregiver Workshops Both workshop facilitators and
parents/caregivers have reported that the time allotted for the workshops is not sufficient for the amount of information that needs to be covered.
Presenters should ask participants prior to presenting what they would like to know. By customizing the presentation to the needs and interests of the participants,
allow them plenty of time to ask questions.
Recommendations
Parents prefer presentation style that is interactive, stimulating, lots of visual materials
Standardize presentation workshops to provide all presenters at all locations with an outline/template of an effective structure to delivering an interactive workshop
Recommendations
Program Evaluation improvements: Staff members can discontinue completing
the Pre/post Evaluation form for children due to the difference in perspective being negligible.
Recommendations
Kindergarten Teacher Post-Program Survey: This evaluation tool was introduced this year in
order to provide additional follow up information from the perspective of the children’s kindergarten teacher they were placed in September.
tool was not implemented uniformly across all locations and it was quite challenging to get back completed surveys from the kindergarten teacher.
strategies/methods in obtaining this critical information should be investigated further.
Recommendations
Partner Survey: Tool could undergo a transformation:
◦ Include an area that identifies the respondent’s role (i.e.. Principal, workshop facilitator, OEYC Manager, teacher, etc.)
◦ Should be reviewed from the perspective of different respondents to see which questions are applicable to which role.
Recommendations (Lastly…)
◦Data analyzed was from 44 families (four school locations: Danforth Gardens, Oakridge, Carlton Village, and Pauline)
◦78% response rate◦92% of parents reported having no concerns
with their child’s school, teacher or classmates.◦The most important things families learned:
Canadian School System School Expectations and Routines Nutrition Dealing with Separation Behaviour Management
Follow – up check-ins with Families:
◦70 % of parents accessed recommended services or resources.
◦66% of families visited their local library.◦68% of families were connected to either local
recreational programs at community centers or participated in OEYC.
◦52% of parents still see/interact with other families from the program.
Follow – up findings: Cont’d
Utilize standardized questions that are asked at all locations. Ensure the same questions are being asked at every location.
Ensure questions are being responded to correctly and completely. When asking parents the questions, read each question carefully, record the response, then reread the question to make the question was responded to correctly. i.e.. How is your child adjusting? Were you able to access any of the services or resources that were recommended to you this summer? Which ones?
Explore ways to increase family participation in accessing resources that were recommended to them in the summer program.
Recommendations for future follow-up work: