Texas Even Start Evaluation Format

Detail for Texas Even Start Evaluation


Title:    Even Start Final Evaluation Report
           Fiscal Agent Name (may be different from program name)
           Evaluator Name

1.  Executive Summary

  • Summary of findings and recommendations
  • Summary statements that would be useful for grantee administration

2.  Program Description

  • Synopsis of the needs analysis, including applicable demographics
  • Name collaborators and their contributions
  • Synopsis of Program history
  • Description of Services
  • Local program goals & objectives

3. Even Start Elements

GROUP A

Element

Description

1

Identification and Recruitment of Families Most in Need of Even Start Services

14

Providing Services to Families Most in Need

2

Screening and Preparation of Participants

Discuss completion or non-completion of grant activities for each indicator.

Discuss actual performance and implications for program improvement:

  • Evidence of uniform application of selection criteria
  • Number served compared to number targeted
  • Characteristics of newly enrolled families
  • Number of students participating in baseline assessment (AEIPQ1)
  • Student screening and orientation process
  • Developmental screening data (ECIPQ3)
  • Other information as applicable

Discuss relevant formative or process data such as evaluator observations, student or staff interviews, or additional program data

Implications for Program Improvement:  Discuss trends, successes, challenges and potential solutions to challenges

GROUP B

Element

Description

3

Flexible Scheduling and Support Services

8

Year-Round Services

11

Attendance and Retention

Discuss completion or non-completion of grant activities for each indicator

Discuss actual performance and implications for program improvement:

  • Program schedule, including provision of year-round services
  • Actual attendance patterns compared to services offered (AEIPQ2, ECIPQ1)
  • Utilization of food service, transportation and other support services
  • Identify the intensity of services that was offered throughout the year
  • Number and percent of families retained in the program

Discuss relevant formative or process data such as evaluator observations, student or staff interviews, or additional program data

Implications for Program Improvement:  Discuss trends, successes, challenges and potential solutions to challenges


GROUP C

Element

Description

4

High-quality, Intensive Instructional Programs

10

Instructional programs Based on Scientifically Based Reading Research

12

Reading Readiness Activities Based on Scientifically Based Reading Research

7

Home-Based Instructional Services

Discuss completion or non-completion of grant activities for each indicator

Discuss actual performance and implications for program improvement:

  • *Implementation of scientifically based reading instruction (SBRR) for each instructional component
  • hours attended compared to hours offered by component
  • Number of home visits per family
  • Completed versus non-completed home visits
  • Performance data for AEIPQs 3, 4, 5, 6, 7, 8, 9, 10
  • Performance data for ECIPQs 2, 4, 5, 6, 7
  • Assessment rates for each indicator, as applicable

Discuss relevant formative or process data such as evaluator observations, student or staff interviews, or additional program data

Implications for Program Improvement:  Discuss trends, successes, challenges and potential solutions to challenges

*According to the Guidance for William F. Goodling Even Start Family Literacy Programs, 2003, Scientifically Based Reading Research means research that

  • applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties; and
  • includes research that –
    • employs systematic, empirical methods that draw on observation or experiment;
    • involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
    • relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and
    • has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.

GROUP D

Element

Description

5

Staff Qualifications

6

Staff Training

Discuss completion or non-completion of grant activities for each indicator including

  • Steps to recruit and retain qualified staff

Discuss actual performance and implications for program improvement:

  • Steps to recruit and retain qualified staff
  • Staff credentials
  • Staff retention data
  • Program plan for training of all staff
  • Participation of Even Start staff (Even Start funded and partner funded) in professional development

Discuss relevant formative or process data such as evaluator observations, student or staff interviews, or additional program data

Implications for Program Improvement:  Discuss trends, successes, challenges and potential solutions to challenges

GROUP E

Element

Description

9

Coordination with Other Programs

13

Continuity of Services

Discuss completion or non-completion of grant activities for each indicator

Discuss actual performance and implications for program improvement:

  • Advisory board meetings
  • Coordination with partners and other programs
  • Local match
  • Existence/feasibility of a sustainability plan
  • Adult student achievements – See TESPIRS Family Achievements Report
  • High School diploma and GED completions
  • Available information on adult transition to higher education or work

Discuss relevant formative or process data such as evaluator observations, student or staff interviews, or additional program data

Implications for Program Improvement:  Discuss trends, successes, challenges and potential solutions to challenges


GROUP F

Element

Description

15

Local Independent Evaluation

Discuss completion or non-completion of grant activities for the indicator

Discuss actual performance and implications for program improvement:

  • MOU executed
  • Evidence of evaluator quarterly site visits
  • Discuss use of program recommendations from previous year’s final evaluation report

Discuss relevant formative or process data such as evaluator observations, student or staff interviews, or additional program data

Implications for Program Improvement:  Discuss trends, successes, challenges and potential solutions to challenges

4.  Program-Specific Self-Assessment

  • Provide data to show that program met or did not meet local objectives
  • Additional comments including contributing factors
  • 1-2 student success stories (required)
  • Survey results not yet covered (optional)
  • Examples of effective program delivery not yet covered (optional)
  • Other data specific to the program including how the program may have overcome obstacles (optional)
  • Results of family/staff/community interviews not yet covered (optional)
  • Report outcomes from use of a self-assessment instrument (optional)
  • Report on program systematic inquiry activities (optional)
  • Identify program needs not yet discussed (optional)
  • Long term performance data and long term impact (optional)
  • Use of data for program improvement not yet discussed (optional)

5.  Recommendations

  • Review progress made on recommendations from previous years, if applicable
  • Re-state specific recommendations brought about by examination of the data
  • Add any additional recommendations

(Rev. 2/23/11-11, 10-5-09, 7-28-10)