Program Assessment Training

September 29, 2010

Learning ObjectivesBy participating in this session, you will develop a

better understanding of: how effective assessment can benefit staff, programs,

campuses, and communities the performance measures for the VISTA Project how and when to use each assessment tool

Discussion:Why do we do assessment?

??? Think about a time during your experience as a VISTA Member when you either: used data to make a

decision

Describe the situation. What data did you

use? What kinds of insights

did the data provide? What was the

outcome?

wished you had data to make a decision

Describe the situation. What was the

outcome? What kinds of data

would have been useful?

How could have the outcome been different if you had had useful data?

OR

???

Why do we do assessment?

Why is assessment important?

Why do we do assessment? To measure goal accomplishment To evaluate a program To identify program impacts on participants & communities To identify unmet needs To inform planning and decision-making To report to current and potential funders To share lessons learned, best practices, etc. To tell our stories to stakeholders To celebrate successes

Performance Measures

Performance Measure #1 Member Civic Development

12 national service members will be recruited, trained, and supported to create and expand college/university service-learning programs that build capacity and ultimately bring low-income individuals and communities out of poverty.

80% of national service members who respond to a survey will report improved civic knowledge, attitudes, skills, and abilities at the end of their service experiences.

By the end of year three, 75% of national service members who respond to a survey will report an increased capacity to initiate positive change for the common good.

Performance Measure #2 College Student Volunteer Civic Development

600 college student volunteers/service-learners will be recruited, trained, and supported to work with poverty-affected students and serve in community-based organizations serving poverty-affected community members.

80% of college student volunteers/service-learners who respond to a survey will report improved civic knowledge, attitudes, skills, and abilities at the end of their service experiences.

By the end of year three, 75% of college student volunteers/service-learners who respond to a survey will report an increased capacity to initiate positive change for the common good.

Performance Measure #3 College Student Volunteer Workforce Skill

Development 600 college student volunteers/service-learners will be recruited,

trained, and supported to work with poverty-affected students and serve in community-based organizations serving poverty-affected community members.

80% of college student volunteers/service-learners who respond to a survey will report improved workforce knowledge, attitudes, skills, and abilities at the end of their service experiences.

By the end of year three, 75% of college student volunteers/service-learners who respond to a survey will report an increased interest in pursuing careers for the common good.

Performance Measure #4 Community Development/Poverty Alleviation

48 service-learning projects and lessons will be developed within courses that address poverty.

96 community partnerships between colleges/universities, K-12, and community-based organizations serving poverty-affected community members will be developed and/or sustained.

By the end of year three, 80% of partnering K-12 public schools and community-based organizations will increase their capacities to bring low-income individuals and communities out of poverty.

CNCS Reporting Requirements Data Updates

Community volunteers (i.e., # of disadvantaged children/youth, students, Baby Boomers, participating in disaster relief, etc.)

Resource development (i.e., cash & non-cash resources) Client information (i.e., # of disadvantaged children/youth

served, children of incarcerated parents served, individuals mentored, etc.)

Narratives (i.e., accomplishments, challenges, stories)

Assessment Tools

Quarterly Progress Report Purposes:

Documents progress toward achieving project goals Provides a self-assessment tool to VISTA members and site

supervisors to promote continuous improvement Identifies training/technical assistance needs Collects information for public distribution

Due Dates: Jan. 1, 2011 (for activities Oct. 1-Dec. 31, 2010) April 1, 2011 (for activities Jan. 1-Mar. 31, 2011) July 1, 2011 (for activities Apr. 1-June 30, 2011) Oct. 1, 2011 (for activities July 1-Sept. 30, 2011)

Quarterly Project Progress Report, cont.

Reporting Process Use activity logs/other tools to track data for each quarterly

progress report Complete quarterly progress report with your site supervisor,

using form/template (Word document) Submit your quarterly progress report electronically (hyperlink in

report form/template) Reflect on your report and use it to inform your work in future

quarters

Activity Logs Volunteer Log

Completed by member

Special Event Log Completed by member

Community Partner Log Completed by member

Youth Participant Log Completed by member & college student volunteers

Surveys

Civic Engagement Survey

Community Partner Survey

(to be developed)

Civic Engagement Survey Web-based

Used within all of Washington Campus Compact’s (WACC) programs

Two VISTA Project versions: College Student Volunteer (distributed by members) VISTA Project Member (requires Verification of

Completion)

Civic Engagement Survey, cont. Explores: Service Activities

Community issues addressed Populations supported Participation in National Days of Service

Civic Attitudes & Behaviors VISTA Project experience Overall civic attitudes and beliefs Importance of civic engagement components

Civic Engagement Survey, cont. Explores:

Personal Impacts Civic knowledge, attitudes, skills, and behaviors Career and workforce skill development Attitudes toward academic achievement Overall reflections

Demographics

Thank you!!!