Laserfiche WebLink
<br />]f students demonstrate difficulty 'Aith a partIcular subject or skill, Case Managers can <br />advIse instructors/mentors on how to best service fue participants, or ho\, to overcome <br />educatIOnaL personal and job-related barriers <br /> <br />In additIOn, partiCIpants are monitored via a Individual Creative Plan (lCPI. which is <br />desIgned to monitor individual art/sUe development and improvement, assessments and <br />goal-settmg. This is key in preparing them for future opportunities in the ever-growing <br />careers related to music technology. <br /> <br />Community Youth Al!encieslEvaluation: Project RYTMO maintains strong <br />relationships, communication and partnerships with local community agencies that service <br />youth m Orange County. Those programs are specifically designed to provide work <br />opportunities, such as \VIA programs, who fonn part of the Santa Ana Youth Council and <br />W /O/R/K Center. These agencies implement fueir own mefuods of evaluation for measuring <br />progress oftheir referrals to our program This allows for objective and outside evaluation <br />of program objectives. <br /> <br />With WIA's focus on a holistic youth development approach, Project RYTMO measures <br />the support and leadership activities necessary to help young people grow into healthy <br />adults and successfully transition to careers and lifelong learning. <br /> <br />Case managers track outcomes, such as improved grades and reduction in truancy. <br />However, there are other qualities, such as developing a positive sense of self that are <br />measured simply by student participation in activities such as: forming,collaboratmg in <br />community efforts, music programs and performances, one or more hours per week, or, <br />providing two or more hours of peer volunteering for new students entering the program, <br />per week. Students who demonstrate improvement and involvement are rewarded with <br />incentives like free studio recording hours, or special jobs and projects that are related to <br />their areas of artistic interest and that build a healthy sense of accomplishment and self- <br />esteem. <br /> <br />The \VIA skill attainment rate looks at goals attained compared to goals set On a local <br />program level, there are other aspects of this measure that would be useful to track <br />Program managers can look at how many youfu attained each type of goal (basic skills, <br />occupational skills or work readiness) as well as how much of a skill gain was achieved. <br />Examples include: the percentage of participants who participated in basic skills activities, <br />the percentage of partiCIpants who completed a basic skills activity, and the percentage of <br />basic skill learning participants who progress to fue next level While we do not require <br />reporting on fue level of skill attainment achieved, this infonnation is important for program <br />managers who want to determine the effectiveness of skill training activities. <br /> <br />There are other types of process measures that are important for tracking progress and <br />assessing service delivery. These include measures such as: the number of youth who <br />participate in each program activity, the number of youfu who complete one or more <br />program activities, and the number of youth who complete all youth activities in their <br />individual service strategy. Some perfonnance measures can help Youth Councils and Local <br /> <br />'Q <br />