CHARLES W. BOWERS MUSEUM-KIDSEUM - 2008

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The evaluation plan includes a qualitative and quantitative analysis that will consider feedback from teachers, parents, students, and program staff. The program evaluation plan includes objective process and outcome measures that are related to program goals and outcomes. Linda Kahn, the Director of Education, oversees the evaluation plan and is responsible for: developing the evaluation plan and survey tools; monitoring, coordinating, and managing evaluation activities; assisting in the procurement of standardized data collection; and providing annual evaluation reports. The qualitiative component of the program evaluation will include: 1) quarterly communications with teachers to determine if the program is effectively meeting their student's needs and if any adaptations can be implemented to improve program services; 2) meetings with parents that feature discussions concerning their opinions about the program and suggestions for improvement; 3) discussions with students to determine how the program is working and what they think should be changed to improve the program; 4) discussions with staff about program effectiveness and any need for adaptation; and 5) anecdotal information provided through casual conversations with each of these stakeholders. During interviews and discussions stakeholders will be asked to consider student progress in acquiring knowledge and appreciation of the arts and world cultures, as well as their progress in developing literacy and academic skills. The quantitative component of the evaluation plan includes teacher, parent, and student questionnaires. The teacher questionnaires measure students' academic improvements over the course of the school year. The parent questionnaires measure students' improved behaviors and attitudes at home as well as parent's opinions about the effectiveness of the program in expanding student's academic skills and cultural awareness. Student questionnaires measure changes in attitudes, skills, and interest level in specific activities (i.e., the arts). The data collection schedule is designed to allow for pre and post data acquisition that will reflect changes In attitudes and skills that are related to program activities over the period of 9 months (i.e., the school year). The student evaluation survey is administered to all students participating in the program in September, December, ter, W . � Page 1 of 1 City of Santa Ana Performance outcome Tracking to the service that will be provided and place an "X" next to it then Please find the activity most closety associated Please note the tracking that is involved with this activi tY answer the uestion below. Place an "X" next to one Activity Activityl Program City Outcome Tracking 2. Track number of individuals exposed to the Goal 2. Provide opportunities for exposure to the tine HUD Outcome Tracking Number of persons assisted: -with new access to a service HUD Goal Accessibilit for the purpose of creating Suitable Living Fine arts. arts. -with improved access to a service -where activity was used to meet a Environments quality standard or measurably improved quality, report the number that no longer only have access to substandard service X _ _._.....+h. 1r.r4inn infnrmation. noted above, for that activity. The evaluation plan includes a qualitative and quantitative analysis that will consider feedback from teachers, parents, students, and program staff. The program evaluation plan includes objective process and outcome measures that are related to program goals and outcomes. Linda Kahn, the Director of Education, oversees the evaluation plan and is responsible for: developing the evaluation plan and survey tools; monitoring, coordinating, and managing evaluation activities; assisting in the procurement of standardized data collection; and providing annual evaluation reports. The qualitiative component of the program evaluation will include: 1) quarterly communications with teachers to determine if the program is effectively meeting their student's needs and if any adaptations can be implemented to improve program services; 2) meetings with parents that feature discussions concerning their opinions about the program and suggestions for improvement; 3) discussions with students to determine how the program is working and what they think should be changed to improve the program; 4) discussions with staff about program effectiveness and any need for adaptation; and 5) anecdotal information provided through casual conversations with each of these stakeholders. During interviews and discussions stakeholders will be asked to consider student progress in acquiring knowledge and appreciation of the arts and world cultures, as well as their progress in developing literacy and academic skills. The quantitative component of the evaluation plan includes teacher, parent, and student questionnaires. The teacher questionnaires measure students' academic improvements over the course of the school year. The parent questionnaires measure students' improved behaviors and attitudes at home as well as parent's opinions about the effectiveness of the program in expanding student's academic skills and cultural awareness. Student questionnaires measure changes in attitudes, skills, and interest level in specific activities (i.e., the arts). The data collection schedule is designed to allow for pre and post data acquisition that will reflect changes In attitudes and skills that are related to program activities over the period of 9 months (i.e., the school year). The student evaluation survey is administered to all students participating in the program in September, December, ter, W . � Page 1 of 1