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city of Santa Ana <br />Performance outcome Tracking <br />Please find the activity most closety associated to the service that will be provided and place an "X" next to it then <br />answer the uestion below. Please note the trackin that is involved with this activi <br />Place an <br />"X" next to <br />one Activity! HUD Outwme Tracking HUD Goal <br />Activity Program city Outcome Tracking Goal Accessibilit far the <br />2. Track number of 2. Provide opportunities Number of persons assisted: of creating <br />individuals exposed to the for exposure to the fine -with new access to a service purpose <br />fine arts. arts. -with improved access to a service Suitable Living <br />-where activity was used to meet a Environments <br />quality standard or measurably improved <br />quality, report the number that no longer <br />only have access to substandard service <br />X <br />:,, _...6, +k= /rerOr n infnrmation. noted above, for that activity. <br />The evaluation plan includes a qualitative and quantitative analysis that will consider feedback from teachers, <br />parents, students, and program staff. The program evaluation plan includes objective process and outcome <br />measures that are related to program goals and outcomes. Linda Kahn, the Director of Education, oversees the <br />evaluation plan and is responsible for: developing the evaluation plan and survey tools; monitoring, <br />coordinating, and managing evaluation activities; assisting in the procurement of standardized data collection; <br />and providing annual evaluation reports. <br />The qualitiative component of the program evaluation will include: 1) quarterly communications with teachers <br />to determine if the program is effectively meeting their student's needs and if any adaptations can be <br />implemented to improve program services; 2) meetings with parents that feature discussions concerning their <br />opinions about the program and suggestions for improvement; 3) discussions with students to determine how <br />the program is working and what they think should be changed to improve the program; 4) discussions with <br />staff about program effectiveness and any need for adaptation; and 5) anecdotal information provided through <br />casual conversations with each of these stakeholders. During interviews and discussions stakeholders will be <br />asked to consider student progress in acquiring knowledge and appreciation of the arts and world cultures, as <br />well as their progress in developing literacy and academic skills. <br />The quantitative component of the evaluation plan includes teacher, parent, and student questionnaires. <br />The teacher questionnaires measure students' academic improvements over the course of the school year. <br />The parent questionnaires measure students' improved behaviors and attitudes at home as well as parent's <br />opinions about the effectiveness of the program in expanding student's academic skills and cultural awareness. <br />Student questionnaires measure changes in attitudes, skills, and interest level in specific activities (i.e., the <br />arts). <br />The data collection schedule is designed to allow for pre and post data acquisition that will reflect changes In <br />attitudes and skills that are related to program activities over the period of 9 months (i.e., the school year). The <br />student evaluation survey is administered to all students participating in the program in September, December, <br />Page 1 of 1 <br />