1. Program Evaluation: You Survive, Programs Thrive! Amy Rand & Linda Schoffel

2. Goals for Program Evaluation Workshop: 1.Inspire interest in evaluation for the purposes of refining, promoting, and demonstrating impact of programs 2.Recognize evaluation as a process, not just an end 3.Gain confidence and competence in planning and implementing a mixed-method evaluation

5. RYS Evaluation Project Timeline Phase One (2004) Preparation and Planning LeadershipStaff April Assess readinessOutcomes training May Revisit youth development and outcomes w/ staff Share individual program outcome goals at staff mtg. June Human Subjects Review Finalize two-part eval. plan Evaluation tools training July Literature review for tying to research Draft program-wide survey Write data collection protocol; solve confidentiality and permission issues Try out one new eval. tool during summer program Aug Edit program-wide survey Individuals mtgs. w/ staff Finalize individual eval. plans Sept Train staff on process for administering survey Share individual program eval. plans at staff meeting

6. RYS Evaluation Project Timeline Phase Two (2004-05) Implementation LeadershipStaff Oct- Dec Monitor progress Collect permission copies and surveys “Kick-off” - Begin surveys and individual program eval. Share progress at staff mtgs. Jan Data-entry of surveysContinue individual eval. Feb Analyze pre-survey data, share initial results with staff Continue individual eval. Mar/ April Revisit outcomes and facilitate discussion of progress at staff retreat Continue individual eval. May Train staff on identifying and writing about impact for final report Administer program-wide survey (post) Complete individual eval. June/ July Post-survey data entry/analysis Create project report and share results Compile all individual program eval. data, analyze, write about impact

7. Find the relevant research… “ Resilience is defined as an inborn developmental wisdom that naturally motivates individuals to meet their human needs for love, belonging, respect, identity, power, mastery, challenge, and meaning. When young people experience home, peer, school and community environments rich in the developmental supports and opportunities of caring relationships, high expectations, and opportunities for meaningful participation, these needs are met. In turn, youth develop the individual characteristics that define healthy development and successful learning – and protect against involvement in health-risk behaviors.” Hanson, T.L., and Austin, G.A. (2002). Healthy Risks, Resilience, and the Academic Performance Index. (California Healthy Kids Survey Factsheet) Los Alamitos, CA: Westend

8. What do you need to get a job? What do you need to do to get those things? Me Take resume- writing workshop Ask Grandpa for help Bus schedule Contact school Job leads Working papers Resume Transportation Interview Job application

9. Put an X for how included you feel in this group: Included Not included X 12345

10. Impact Statements What to include: Who cares and why? Who has been helped and how? What resulted or changed? Tips: 1.Think about your audience. 2.Be concise. 3.Think problem to solution. 4.Specify your outcomes.

11. 52 youth: 1 st – 6 th grade, 50% free/reduced lunch eligible 4 weeks: 20 sessions, 9:00AM -4:00 PM

12. Be sure to check out the excellent tipsheets and other resources on evaluation by Dr. Nancy Ellen Kiernan from Penn State Extension: http://www.extension.psu.edu/evaluation Amy Rand, Evaluation Support Specialist ar257@cornell.edu Linda Schoffel, RYS Program Coordinator ljs48@cornell.edu Cornell Cooperative Extension of Tompkins County 615 Willow Ave. Ithaca, NY 14850 607-272-2292 THANK YOU!