A community-based reading intervention for K-2 at-risk readers: program evaluation and outcomes

Objective Resource Facilitation is a lesser-known service line within the field of brain injury rehabilitation and has been described as similar to case management, care coordination, and neuronavigation. The purpose of this project was to evaluate current Resource Facilitation programs and provide a comprehensive summary of program characteristics to work toward a common definition of Resource Facilitation services and inform future program development and evaluation frameworks. Materials and Methods An online survey was sent to all known Resource Facilitation programs in the US (N = 70). Data Collection Completed through Survey Monkey including information related to program history, structure, population served, and outcomes measurement. StatisticalAnalysis Descriptive statistical analyses were applied. Results Twenty-four of the 70 programs completed the survey, resulting in a 34% completion rate. This snapshot of the current definitions and activities demonstrated high variability across programs regarding structure, funding, eligibility, and data collection. Only 33% of programs reported having a program evaluation system. Conclusions This project provided a comprehensive summary of Resource Facilitation program characteristics and associated outcome metrics. The findings may be used to begin the formulation of a common definition of Resource Facilitation services, a program evaluation framework, and aid in establishing a common data set across programs.

This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2 sessions per week, 16 weeks; n = 62) schedules. All at-risk readers, identified through screening followed by 8 weeks of oral reading fluency (ORF) progress monitoring, received the same Tier 2 reading intervention in groups of 2 to 4 beginning in January of Grade 1. Group means were higher in word reading and ORF at the final time point relative to pretest; however, the groups did not differ significantly on any reading outcome or on rates of adequate intervention response. Of potential covariates, site, age, free lunch status, program coverage rate, and tutor were significantly related to student outcomes; however, the addition of these variables in multivariate models did not substantially change results. Rates of adequate intervention response were lower than have been reported for some first-grade interventions of longer duration.

How do evaluators provide the best evidence of program outcomes to stakeholders? The current focus on impact evaluation and the adjoining debate over the suitability of various designs for rigorously measuring program outcomes begs the question of what are the most suitable alternative outcomes with which to compare program outcomes. In essence this is asking what is the counterfactual, how should it be measured and what is an appropriate method of comparing the outcomes of a program and the counterfactual. Although measurement of outcomes is a major issue in evaluation, the counterfactual does not appear often in the evaluation literature, whereas it is widely used in the fields of history, political science, philosophy and psychology. This article attempts to commence the process of filling in this gap by focusing on the role and measurement of the counterfactual in program evaluation. The underlying logic of the counterfactual is explored and some approaches to its measurement are discussed. The approach is described in detail using an example from a recent evaluation study of a crime prevention program in Western Australia. The potential benefits of measuring the counterfactual are explored, particularly in relation to providing influential information to key stakeholders.

This new addition to the Fast Facts series is a pithy guide for novice nurse educators to the development, revision, and evaluation of programs and curricula that meet the standard requirements of the National Council of State Boards of Nursing, the NLNAC, and CCNE. Applying the concepts and principles of Systems Theory, the guide moves through the development process to include evaluation procedures where decisions are based on data. It addresses the common definitions of curriculum, how to design a curriculum, and how to design courses in accordance with the organising elements of the program. The guide covers the purposes and development of a mission statement and of a program philosophy, as well as how to select an organisational framework. Curriculum implementation and faculty development requirements are also explored, in addition to educational and program outcomes and their evaluation. Organised for quick access and ease of use, each chapter defines key terms, summarises important points, and lists resources for additional study.

Using System Dynamics as an Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Through a program evaluation, this study was designed as a mixed method, causal comparative, cross-sectional inquiry into academic advising program theory and outcomes at Missouri State University (MSU). Data (i.e., advising mission statement, best practices, and surveys) revealed only implicit articulation of program theory�that is, the operational plan did not logically connect desired advising outcomes with program activities. Chi square analyses demonstrated significant differences between freshman expectations and senior experiences related to advising. ANOVA results revealed no significant GPA differences based on different amounts of advising. ANOVA results linked advisor support, advisor information, and personal responsibility to senior GPA, and regression analyses revealed each as significant GPA predictors. Qualitative data supported quantitative findings, providing insights to expand advising theory. In sum, findings were aligned with advising theory and constructs from the literature, including advisor accountability and empowerment, student responsibility, self-efficacy, study skills, and perceived advisor support (Lowenstein, 2005; Young-Jones, Burt, Dixon, and Hawthorne, 2013), and resulted in recommendations to enhance institutional advising assessment. Keywords: academic advising, advisor, evaluation, learning outcomes

A pilot evaluation of group-based programming offered at a Canadian outpatient adult eating disorders clinic

Program evaluation is a strategic tool for non-profit organizations, enabling systematic assessment of program effectiveness, efficiency, and impact. This article examines foundational principles, types, and components of evaluation, emphasizing practical approaches for low-resource environments and developing countries. It integrates cultural sensitivity, capacity building, and ethical practice into evaluation frameworks, and illustrates applications through literacy initiatives, microfinance programs, and community participation projects. By providing actionable insights, the article offers a comprehensive guide for practitioners and scholars to implement feasible and effective evaluations that enhance organizational learning, accountability, and program outcomes in resource-constrained settings.

OBJECTIVES/GOALS: The Clinical Research Coordinator (CRC) Intern Program was developed to increase knowledge and awareness of CRC’s vital role in conducting clinical studies. Program outcomes are to provide students with marketable skills and knowledge leading to employment within the clinical research ecosystem. METHODS/STUDY POPULATION: The CRC Intern Program is available to college students for health-related academic courses requiring an internship component. Didactic and experiential learning are incorporated into the program with students imbedded within well-established clinical research teams. Activities include attending IRB meetings, recruitment and enrollment, data collection and entry, and regulatory items. Students complete knowledge pre- and post-assessments (Competency Index for Clinical Research Professionals-CIRCP) via REDCap surveys to assess learner knowledge acquisition and program effectiveness. Demographic, program evaluation, and 3-month follow up survey data are analyzed using descriptive statistics. RESULTS/ANTICIPATED RESULTS: Beginning in Spring 2022, the Intern Program has accepted 9 students with 5 completing the program, with 2 of this 5 having been offered employment as CRCs. Preliminary CIRCP assessment data indicates increased CRC knowledge upon Intern Program completion. Demographic data shows that students are mostly female and non-white (43% African American, 29% Hispanic). Additional results from the current cohort will be shared upon program completion. Of note is the development of partnerships with local colleges, including community colleges, to build awareness of the CRC career path and to provide opportunities for CRC exploration resulting in expansion and diversification of the clinical research workforce. DISCUSSION/SIGNIFICANCE: There is an industry wide shortage of CRCs. Our internship program has provided an effective method to expand and diversify the CRC workforce through knowledge acquisition and application building CRC skills and competencies. Lessons learned and future plans for intern expansion will be discussed.

U.S. newborn screening system guidelines: Statement of the council of regional networks for genetic services

Although focus groups continue to gain popularity in marketing and social science research, their use in program evaluation has been limited. Here we demonstrate how focus groups can benefit evaluators, program staff, policy makers and administrators by providing an in‐depth understanding of program effectiveness from the perspective of participants as stakeholders in program outcomes. Using data from the Youth Action Program, a prevention program funded by the United States Air Force for military dependent adolescents at risk, our methodology included a narrative approach to data analysis, combining theme analysis with a systematic interpretive approach centering on how group members experienced the program within the contexts of their daily lives. We show that the parents benefited from the program beyond youth outcomes, and this was useful information for program improvement and expansion.

This paper is about a program proposal for New Jersey Department of Health to find an alternative way to conduct their orientation training to be appropriate for adult learners, and to meet the four key elements of learning- motivation, reinforcement, retention, and transference. The proposed project will train New Jersey educators how to modify the orientation training using the adult learning principles of Knowles’ Andragogy to help them to design the teaching methodologies that are useful for adults from different educational, cultural and developmental backgrounds. The proposed program will consist of the basic phases of program planning include needs assessment, program outcomes and learning objectives, transfer of learning, program structure, and program evaluation. Two informal and one formal method or strategies for gathering data needs/ideas were designed. One informal and two formal methods or strategies for program evaluation data were also designed to determine the program effectiveness and future direction. The program structure, timeframe and resources were explained in detail. An instructional plan and program budget were developed and included.

Creating<i>With</i>, Not<i>For</i>People: Theory of Change and Logic Models for Culturally Responsive Community-Based Intervention

Social isolation among older adults is a major public health concern because of the adverse impact it has on health and well-being. Reducing social isolation can improve health and decrease the use of costly healthcare services. However, there is little consensus on the critical ingredients of programming to reduce social isolation. Bay Area Older Adults® (BAO) is a nonprofit organization whose community-based Healthy Living Program (HLP) focuses on building and nourishing older adults’ social networks through transitions such as retirement, divorce and loss of loved ones. The current study was a program evaluation of the HLP using a survey to understand the changes that the HLP had on participants’ social network over a one-year period. Participants (n = 177) included adults aged 50 and older who voluntarily joined the HLP. Participants were followed six months later for a second assessment (n = 92). Two naturalistic groups were compared: those who participated in the HLP (n = 81) and those who did not (n = 96). Results indicated that the participant and nonparticipant groups did not differ on any demographic or socialization variables. In bivariate analyses, the participant group had a significantly higher social network score at six-month follow up. Regression analyses at six- and 12-month follow up indicated that HLP participation was significantly associated with social network score when controlling for income. The results of the current study indicate the HLP has the potential to be an effective, customized, community-based intervention that could be implemented by multiple types of care providers.

This study reports findings from a survey of Papua New Guinean registered nurse who completed the Integrated Management of Adult and Adolescent Illness (IMAI) Chronic HIV Care training conducted between November 2005 and December 2006. The survey conducted is one component of a mixed method evaluation of the IMAI program in Papua New Guinea. Data from the questionnaires were entered into version 16 of the Statistical Package for the Social Sciences (SPSS) software program. The responses on the effect of the IMAI training program had on various aspects of how care is provided, learning needs and other program outcomes were analysed with a chi-square test being applied to detect any difference in the response given by the different demographic subgroups in terms of gender, age, care status, current employer and past educational attainment. The survey revealed that all thirty-five respondents have a positive impression of the IMAI program and expressed the view that the IMAI program had a positive effect on various aspects of patient care and their learning and experience. Overall, the survey identified that registered nurses who participated in the IMAI Chronic HIV Care training program perceive the program to be beneficial for improving the way HIV care is provided.