Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.
We conduct surveys and interviews throughout the process and upon closing a case. We
will be tracking for each case the following:
1.
What the family originally requested/main issues identified at intake.
2.
After records review, what our outreach coordinator determined was needed for
the child.
3.
What interventions were used (parent attended training, staff participated in
ARDs, parent meetings, meeting with school, classroom observation, referrals,
etc.).
4.
Post intervention—what were the results/what did child receive.
5.
Hour of intervention for case.
6.
Rating of intervention outcome (positive, neutral, negative).
Examples of Program SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.
The
Right to Learn Program is ongoing and planned around each school year. For the
2015-2016 school year:
New
Families Served: 426
Child’s
Gender: 295 Male, 131 Female
Child’s
Ethnicity: 106 African American, 14 Asian, 216 Hispanic, Caucasian 47, Other 34,
Unknown 9
ARD
Meetings attended by staff: 186
Professionals
Served: 207
Resource
Guide downloads from website: 2,016
Information
& Referral calls: 9,304
Presentations/Trainings
given by staff: 46
Conference
for Spanish Speaking Families Attendees: 80
Support
group Attendees (English and Spanish groups): 381
Trainings
given by the Right to Learn program staff:
·Special Education 101 (offered in English and Spanish monthly
during the school year)
·How to Write Successful, Individualized Goals for
Students with Special Needs
·Understanding the Best Special Education Services
for Students with Autism
·Preparation for Annual ARD Meetings
·Response to Intervention and Universal Design in
School Settings: What Should Be Occurring for Students with Special Needs
·Behavior and Discipline Law for Children with
Disabilities in Public Schools
·Intellectual Disabilities and Special Education
Planning for School Success
·Helping a Student with Special Needs Prepare for
Transition from School: How to Achieve Independence and Life Success
·How to Prepare for Next year's ARD Meeting
·Writing IEP Goals (in Spanish)
·What is the PLAAFP? (in Spanish)
·Who do I tell my educational concerns regarding the services my
child needs, and how should I do it? (in Spanish)
·Transition to Adult Life: Transition planning, Student Involvement
& Assessment, Family Involvement, Interagency Collaboration. (in Spanish)
·How autism impacts the life of my son in his education: learning,
behavior and social skills. (in Spanish)
·My child has a medical diagnosis: What type of evaluation assesses
what, to be eligible for special education services. (in Spanish)