Pilot Project Overview - Milwaukee Recreation: Milwaukee ...



Outcome Data Collection Guide: Retrospective Post Assessment VersionUpdated: September 2019Guide Contents TOC \o "1-3" \h \z \u 2018-19 Pilot Project Overview PAGEREF _Toc530039640 \h 1General Guidelines PAGEREF _Toc530039641 \h 2Timing and who to assess PAGEREF _Toc530039642 \h 2Administering surveys PAGEREF _Toc530039643 \h 2Passive Parental Consent PAGEREF _Toc530039644 \h 4Data Tracking Spreadsheets PAGEREF _Toc530039645 \h 5Survey Tools & Scoring Rubrics PAGEREF _Toc530039646 \h 6Increase in self-discipline and self-direction PAGEREF _Toc530039647 \h 6Increased understanding of one’s responsibility to and impact on the wider community PAGEREF _Toc530039648 \h 9Increased ability to community one’s self through a specific medium (such as visual art, writing, performance, etc.) PAGEREF _Toc530039649 \h 11Increased understanding of differing cultures and how they connect to one’s own PAGEREF _Toc530039650 \h 12Increase in self-confidence to perform a task PAGEREF _Toc530039651 \h 14Increased ability to reflect upon one’s own abilities and performance PAGEREF _Toc530039652 \h 16Increased cooperative & collaborative behaviors to successfully complete a shared task PAGEREF _Toc530039653 \h 18Frequently Asked Questions PAGEREF _Toc530039654 \h 20Wording of surveys PAGEREF _Toc530039655 \h 20Scale items PAGEREF _Toc530039656 \h 20Youth having a “bad day” PAGEREF _Toc530039657 \h 20We have existing outcome measures PAGEREF _Toc530039658 \h 20Multiple sessions and/or programs PAGEREF _Toc530039659 \h 20Outcome achievement PAGEREF _Toc530039660 \h 20Ceiling effect PAGEREF _Toc530039661 \h 21Hard copies of surveys PAGEREF _Toc530039662 \h 21Appendix A: Passive Parent/Guardian Permission Form (English) PAGEREF _Toc530039663 \h 22Appendix B: Passive Parent/Guardian Permission Form (Spanish) PAGEREF _Toc530039664 \h 23Pilot Project Overview In an effort to simplify data collection requirements for organizations funded via the Partnership for the Arts & Humanities, program staff have decided to pilot a modified version of the original outcomes monitoring process. Through a random selection process in 2018, fifteen (15) organizations were selected to participate in the first year of the pilot, which took place during the 2018-19 Partnership for the Arts & Humanities Program Period. For the 2019-20 Program Period, an additional six (6) organizations were selected to participate in year two of the pilot. The modified version of the outcomes monitoring process will eliminate the need to survey program participants both at the beginning AND at the end of the program, and instead, require organizations to administer ONE survey at the very end of the program that asks participants to think about where they were at the beginning of the program and where they are now. This type of survey is called a retrospective pre-post survey, which is widely used format for surveying youth. The pilot will not require organizations to change the outcome they selected on their application. Instead, program staff have partnered with the Milwaukee Public Schools Department of Research, Assessment, and Data to revise the original instruments to a retrospective pre-post version. Organizations in the pilot only have one instrument option, a closed-ended survey. The following guidelines have been modified from the original version created by the Center for Urban Initiatives & Research to be followed and used by organizations in the 2019-20 pilot year. General GuidelinesIn 2014, The Center for Urban Initiatives and Research at the University of Wisconsin-Milwaukee developed indicators and measurement tools to help assure consistent program outcome measurement across Partnership for the Arts & Humanities programs. The following guide provides a framework for facilitating appropriate, simple, and reliable data collection.Timing and who to assessThe retrospective pre-post survey should be administered as near the end of the program as possible. Often, the last day of programming is reserved for a celebration, showcase, or another event. In this instance, the second or third to last class would be the best day to administer the survey. Although we recommend administering the survey to all program participants who attend the day you’ve selected to administer the survey, we suggest that you ONLY analyze results from those participants who were in your program long enough to reasonably expect they would achieve the outcome (e.g., 50% or more attendance). Steps for analyzing survey results will be covered later in this guide. The recommended grade level for survey-takers is 5th grade and above. Administering surveys Step 1: Review the survey tool so you have an understanding of the questions being asked of your participants and so you can answer any questions that arise when your participants are completing the tool. The survey tool you administer should correspond with the outcome you selected in your Partnership for the Arts & Humanities application. If you think you need to make modifications to the survey, please do so with caution. Some modifications you may want/need to make include: Specifics may need to be added about the art medium or to be more relevant (e.g., change generic “task” to the relevant activity).Some questions may not be applicable.Some vocabulary might not be appropriate for your participants.You may add other questions to measure other outcomes your organization is interested in.You may modify survey response categories to be more age-appropriate. Some examples include:Strongly Disagree, Disagree, Agree, Strongly AgreeNO!, no, yes, YES!Not like me, A little like me, Usually like me, A lot like me Note: If you have questions regarding modifications to the tools provided in this guide, please contact the Supervisor of the Partnership for the Arts & Humanities. Step 2: Send a passive parental/guardian consent form home with each program participant. The form instructs parents to sign and return the form only if they do not want their child to participate in the evaluation process. You should give ample time for parents/guardians to read and respond to the form, if necessary, before administering the survey to program participants.Step 3: Once you are ready to administer the survey, schedule time for completing the instrument during normal programming hours.Step 4: On the day you plan to administer the survey, we recommend finding a quiet space to gather program participants to take the survey. Since they will be completing the survey with paper and a pencil, a hard surface for them to write on is also needed. It is important to provide an alternative activity for those whose parents/guardians have requested their child/children not be involved and/or for when participants are finished.Step 5: Before passing out the survey tool, tell program participants that you are collecting information that will be used to help explain the impact of arts programming on participants in the organization’s program. Inform students that their participation is voluntary and in no way affects their participation in the program. Anyone who does not want to answer a particular question may skip that question, and those students who do not want to complete the survey may turn in a blank document.Step 6: Explain that participants should not write their names anywhere on the survey. Then explain that there are no “right” answers, only answers that are close to how they feel and think. Ask them to choose the answers that are most like them. You may need to explain how one completes the survey (they will be filling out the “BEFORE” and “AFTER” section of the survey). Remind participants that the “BEFORE” section refers to how they felt prior to beginning the program, and “AFTER” refers to how they feel now. Step 7: Stay in an area where you cannot see responses so students don’t feel any pressure to answer a certain way, but can ask questions about the survey, if needed.Providing help with questions:Depending on reading ability level or English comprehension, some may need help with understanding words. You may assist a youth by explaining what a word means, providing examples or using a synonym. Sometimes youth will not know what to include or not include in their response, which can make it harder to give help. You may have to put it back on the youth to decide if they want to respond or not.If a student is requiring extensive help, it may not be appropriate to continue. If the amount of help you need to give is enough that the questions are being altered, their responses will not be a relevant comparison. Step 8: Have students place completed (or blank) instruments in an envelope at the front of the room. Remember to thank them when data collection is complete.Step 9: After you have collected all surveys, you will want to analyze the results and complete the appropriate data tracking spreadsheet. More information about this process is on Page 5. Passive Parental Consent Organizations are required to send a Passive Parent/Guardian Permission Form home with each program participant before any survey instruments are administered. The form instructs parents to sign and return the form only if they do not want their child to participate in the evaluation process. The form should be given to parents/guardians well in advance of the day you plan to administer the survey to program participants so that parents have ample time to consider their child’s/children’s participation in the program evaluation. The form, which is available in English and Spanish, can be found at the end of this guide (Appendix A and Appendix B, respectively) or here: rec/Programs/Arts-Humanities.htm.Data Tracking Spreadsheets Along with the tools presented in this guide, the team at the Center for Urban Initiatives and Research created a set of spreadsheets (one for each outcome) that can be used to track collected data. The spreadsheets have a section for pre- and post-test scores and will automatically analyze the submitted data. Organizations in the 2018-19 pilot will use the same spreadsheets as organizations not selected for the pilot. The “BEFORE” responses will be entered as the “pre-test survey” and the “AFTER” responses will be entered as the “post-test survey.” These spreadsheets will be useful as organizations get ready to complete Final Reports, which asks about the percent of program participants that achieved the selected outcome. The data tracking spreadsheets are available here: rec/Programs/Arts-Humanities.htm.Data tracking spreadsheet example. 3788248841890013373108048300Survey Tools & Scoring RubricsIncrease in self-discipline and self-directionNote: Self-discipline and self-direction are closely related, but not necessarily co-emergent. You will need to determine if one or both are appropriate, given your program activities.Survey 1: Self-disciplineProgram/Session Name:Date:BEFORE programming: Which best described you?AFTER programming: Which best describes you?Not like me at allA little like meMostly like meA lot like meNot like me at allA little like meMostly like meA lot like meWhen problems get in the way, I still stick to my goals.When I make plans, I follow through on them. I have problems focusing on completing tasks. I put off doing things I WANT to do in order to finish what I NEED to get done. Scoring Rubric: Circle the number and add (student should not see this)BEFOREWhen problems get in the way, I still stick to my goals Not like me at all1 A little like me2 Mostly like me3 A lot like me4When I make plans, I follow through on them. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I have problems focusing on completing tasks. Not like me at all4 A little like me3 Mostly like me2 A lot like me1I put off doing things I WANT to do in order to finish what I NEED to get done. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________AFTERWhen problems get in the way, I still stick to my goals Not like me at all1 A little like me2 Mostly like me3 A lot like me4When I make plans, I follow through on them. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I have problems focusing on completing tasks. Not like me at all4 A little like me3 Mostly like me2 A lot like me1I put off doing things I WANT to do in order to finish what I NEED to get done. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________Survey 2: Self-disciplineProgram/Session Name:Date:BEFORE programming: Which best described you?AFTER programming: Which best describes you?Not like me at allA little like meMostly like meA lot like meNot like me at allA little like meMostly like meA lot like meI have goals and plans for the future.I am good at planning ahead.I can solve most problems on my own.I am good at organizing my time.Scoring Rubric: Circle the number and add (student should not see this)BEFOREI have goals and plans for the future. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I am good at planning ahead. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I can solve most problems on my own. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I am good at organizing my time. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________AFTERI have goals and plans for the future. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I am good at planning ahead. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I can solve most problems on my own. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I am good at organizing my time. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________Increased understanding of one’s responsibility to and impact on the wider communitySurveyProgram/Session Name:Date:BEFORE programming: Which best described you?AFTER programming: Which best describes you?Not like me at allA little like meMostly like meA lot like meNot like me at allA little like meMostly like meA lot like meI speak up for other people when they need help.I believe that I can make a difference in my neighborhood. I understand how I can contribute to my neighborhood. I feel connected to my neighborhood. I am important to my neighborhood. Being actively involved in neighborhood issues is everyone’s responsibility, including mine. See next page for Scoring Rubric.Scoring Rubric: Circle the number and add (student should not see this)BEFOREI speak up for other people when they need help. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I believe that I can make a difference in my neighborhood. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I understand how I can contribute to my neighborhood. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I feel connected to my neighborhood. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I am important to my neighborhood. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Being actively involved in neighborhood issues is everyone’s responsibility, including mine. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________AFTERI speak up for other people when they need help. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I believe that I can make a difference in my neighborhood. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I understand how I can contribute to my neighborhood. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I feel connected to my neighborhood. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I am important to my neighborhood. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Being actively involved in neighborhood issues is everyone’s responsibility, including mine. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________Increased ability to communicate one’s self through a specific medium (such as visual art, writing, performance, etc.)Note: The specific art medium needs to be specified where [brackets] indicate.SurveyProgram/Session Name:Date:BEFORE programming: Which best described you?AFTER programming: Which best describes you?Not like me at allA little like meMostly like meA lot like meNot like me at allA little like meMostly like meA lot like meI can express what I’m thinking through [art medium].When I see someone’s [art project], it tells me a lot about them. When I’m doing [art project], I try to make it look like something else I’ve seen before.Scoring Rubric: Circle the number and add (student should not see this)BEFOREI can express what I’m thinking through [art medium]. Not like me at all1 A little like me2 Mostly like me3 A lot like me4When I see someone’s [art project], it tells me a lot about them. Not like me at all1 A little like me2 Mostly like me3 A lot like me4When I’m doing [art project], I try to make it look like something else I’ve seen before. Not like me at all4 A little like me3 Mostly like me2 A lot like me1Total: _________AFTERI can express what I’m thinking through [art medium]. Not like me at all1 A little like me2 Mostly like me3 A lot like me4When I see someone’s [art project], it tells me a lot about them. Not like me at all1 A little like me2 Mostly like me3 A lot like me4When I’m doing [art project], I try to make it look like something else I’ve seen before. Not like me at all4 A little like me3 Mostly like me2 A lot like me1Total: _________Increased understanding of differing cultures and how they connect to one’s ownSurveyProgram/Session Name:Date:BEFORE programming: Which best described you?AFTER programming: Which best describes you?Not like me at allA little like meMostly like meA lot like meNot like me at allA little like meMostly like meA lot like meI feel comfortable being around people who sound or look different than me.Art or dance from other cultures really interests me. I think other cultures are just as important as mine. I think of myself as being part of a culture. Scoring Rubric: Circle the number and add (student should not see this)BEFOREI feel comfortable being around people who sound or look different than me. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Art or dance from other cultures really interests me. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I think other cultures are just as important as mine. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I think of myself as being part of a culture. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________Scoring Rubric continued on next page. AFTERI feel comfortable being around people who sound or look different than me. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Art or dance from other cultures really interests me. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I think other cultures are just as important as mine. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I think of myself as being part of a culture. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________Increase in self-confidence to perform a taskNote: The specific art medium needs to be specified where [brackets] indicate.SurveyProgram/Session Name:Date:BEFORE programming: Which best described you?AFTER programming: Which best describes you?Not like me at allA little like meMostly like meA lot like meNot like me at allA little like meMostly like meA lot like meI know how to prepare for an [art medium] demonstration or performance.I would be comfortable helping younger or less experienced people with their [art medium] project. I am comfortable [“performing” or “showing my artwork”] in front of others. I know how to [insert task] from beginning to end. I know I can finish anything I start.See next page for Scoring Rubric.Scoring Rubric: Circle the number and add (student should not see this)BEFOREI know how to prepare for an [art medium] demonstration or performance. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I would be comfortable helping younger or less experienced people with their [art medium] project. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I am comfortable [“performing” or “showing my artwork”] in front of others. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I know how to [insert task] from beginning to end. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I know I can finish anything I start. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________AFTERI know how to prepare for an [art medium] demonstration or performance. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I would be comfortable helping younger or less experienced people with their [art medium] project. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I am comfortable [“performing” or “showing my artwork”] in front of others. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I know how to [insert task] from beginning to end. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I know I can finish anything I start. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________Increased ability to reflect upon one’s own abilities and performanceNote: The specific art medium needs to be specified where [brackets] indicate.SurveyProgram/Session Name:Date:BEFORE programming: Which best described you?AFTER programming: Which best describes you?Not like me at allA little like meMostly like meA lot like meNot like me at allA little like meMostly like meA lot like meI know where I could improve my skills in [arts or task].When I complete a task or assignment, I think about how I could do it differently next time. I am comfortable thinking about how well I can [insert skill or task].If my [insert performance or project] is not going well, I can do something about it.I know which parts of [insert performance or task] are easy for me.See next page for Scoring Rubric.Scoring Rubric: Circle the number and add (student should not see this)BEFOREI know where I could improve my skills in [arts or task]. Not like me at all1 A little like me2 Mostly like me3 A lot like me4When I complete a task or assignment, I think about how I could do it differently next time. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I am comfortable thinking about how well I can [insert skill or task]. Not like me at all1 A little like me2 Mostly like me3 A lot like me4If my [insert performance or project] is not going well, I can do something about it. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I know which parts of [insert performance or task] are easy for me. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________AFTERI know where I could improve my skills in [arts or task]. Not like me at all1 A little like me2 Mostly like me3 A lot like me4When I complete a task or assignment, I think about how I could do it differently next time. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I am comfortable thinking about how well I can [insert skill or task]. Not like me at all1 A little like me2 Mostly like me3 A lot like me4If my [insert performance or project] is not going well, I can do something about it. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I know which parts of [insert performance or task] are easy for me. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________Increased cooperative & collaborative behaviors to successfully complete a shared task SurveyProgram/Session Name:Date:BEFORE programming: Which best described you?AFTER programming: Which best describes you?Not like me at allA little like meMostly like meA lot like meNot like me at allA little like meMostly like meA lot like meI like to do my part when working in a group.Others in my group count on me. I can learn more if I work in a group than if I work on my own. When you are working with others, you can’t always expect to get your way.What I do affects others in the group. See next page for Scoring Rubric.Scoring Rubric: Circle the number and add (student should not see this)BEFOREI like to do my part when working in a group. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Others in my group count on me. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I can learn more if I work in a group than if I work on my own. Not like me at all1 A little like me2 Mostly like me3 A lot like me4When you are working with others, you can’t always expect to get your way. Not like me at all1 A little like me2 Mostly like me3 A lot like me4What I do affects others in the group. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________AFTERI like to do my part when working in a group. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Others in my group count on me. Not like me at all1 A little like me2 Mostly like me3 A lot like me4I can learn more if I work in a group than if I work on my own. Not like me at all1 A little like me2 Mostly like me3 A lot like me4When you are working with others, you can’t always expect to get your way. Not like me at all1 A little like me2 Mostly like me3 A lot like me4What I do affects others in the group. Not like me at all1 A little like me2 Mostly like me3 A lot like me4Total: _________Frequently Asked QuestionsWording of surveysQ: The surveys are not age-appropriate or the surveys are not easily understood by students. What should we do?A: In the short-term, you can modify the survey to make it more relevant to your program (e.g., replace task with an actual activity) and substitute words that have the same meaning (e.g., “neighborhood” for “community”). Please note: wording should not change the meaning of the item. When in doubt, please contact the Supervisor of the Partnership for the Arts & Humanities. Scale itemsQ: The provided scale items of “Not like me” to “A lot like me” do not work for our program. What should we do?A: See Page 2 of this guide for alternatives.Youth having a “bad day”Q: Sometimes our youth have really bad days and it affects their assessment. Help!A: If a youth is clearly not acting in typical ways due to a “bad day,” consider assessing them another time. But do not wait for the “perfect” mood before assessing! Just use this option if someone is obviously behaving in ways that are out of character; otherwise, go ahead and assess.We have existing outcome measuresQ: Is it acceptable to use our existing outcome measurement tools?A: If those tools relate directly to the outcome you selected, it is generally acceptable to use another tool. However, keep in mind that these should be summative (outcome-focused), as opposed to formative (process-related), tools. When in doubt, please contact the Supervisor of the Partnership for the Arts & Humanities.Multiple sessions and/or programs Q: Our program happens over multiple sessions and/or we have multiple programs. How can this process work for us?A: This issue is very much case by case, but in general, if your session/programs are attended by the same students, it is advised that you assess them once. If attendees are different, for instance you have a spring program and a summer program, it is advised that you administer the survey tool twice—once for each separate group of students.Outcome achievementQ: What counts as outcome achievement?A: Remember that all outcomes are stated in terms of an increase or improvement. If a student reported a difference (increase or improvement) on the assessment tool, this student achieved the outcome. If the student maintained their score, this does not count as an improvement or increase.Ceiling effectQ: We think our students are exhibiting a “ceiling effect,” where they enter our program at a high level of achievement. What can we do?A: First, in order for us to determine whether there is a true ceiling effect, we need more data. At this point, it’s unclear how widespread this is, whether it’s limited to certain tools, and/or whether this is related to age. However, if your experience is that students consistently rate at the top for your chosen outcome at the beginning of programming, consider that a different outcome or level of outcome (intermediate vs. short-term) might be more appropriate.Hard copies of surveys Q: Do we have to keep hard copies of participant surveys once we enter their scores into the data tracking spreadsheet?A: Yes, please keep hard copies of completed surveys for seven years in case we need to refer to them during an audit. Appendix A: Passive Parent/Guardian Permission Form (English)PASSIVE PARENT/GUARDIAN PERMISSION FORM[Insert PROGRAM INFORMATION, title, or other information]We want to make our program better. To do this, we want to receive feedback from your student on the program. We may do this through surveys, observations and/or interviews/focus groups of all students. Please know that your child’s privacy is important to us. Students will not put their names on any documents used for feedback. Each student will use a unique identifier that will not include their name. Your child’s responses will be added to the information of others in the program and reported only as a group. Risks to your child being part of this process include possible feelings of stress when having to answer questions.?Benefits to your child include a chance to reflect on their experience with the program and helping us to improve our program.While we want your student to provide feedback on the program, this is voluntary. If you choose not to allow data collection for your child, this will NOT affect your child’s participation in the program. If you would like to see the survey, observation instrument, or interview questions, a copy is available by contacting us. Please read the section below. If you do not want your child to take part in the evaluation, sign the form and return it at the next program session. If you will allow us to collect information, there is nothing you need to do – you can ignore this form. Thank you!For questions about this process, please contact April Heding, Supervisor of the Partnership for the Arts & Humanities at Milwaukee Public Schools, by email hedingal@milwaukee.k12.wi.us or phone (414) 475-8508.___________________________________________________________________________Child’s name:___________________________________________ Grade: ______________By signing below, I indicate that my child’s information may not be used in evaluation.Parent/Guardian’s signature:_____________________________________ Date:_________________Phone number: __________________________________________Please sign and return this form only if you DO NOT want your child to take part in the evaluation. If you agree to have your child take part in the evaluation, you do not need to do anything with this form. Appendix B: Passive Parent/Guardian Permission Form (Spanish)FORMULARIO DE PERMISO PASIVO DE LOS PADRES/TUTORES LEGALES[Insert PROGRAM INFORMATION, title, or other information]Queremos mejorar nuestro programa. Y para ello, queremos recibir retroalimentación de parte de su estudiante sobre el programa. Podemos lograr esto a través de encuestas, observaciones y/o entrevistas/grupos focales de todos los estudiantes.Por favor, tenga presente que la privacidad de su hijo es importante para nosotros. Los estudiantes no pondrán sus nombres en ninguno de los documentos usados para la retroalimentación. Cada estudiante usará un identificador único que no incluirá su nombre. Las respuestas de su hijo se agregarán a la información de los otros participantes del programa y se divulgarán solo como grupo. Los riesgos de que su hijo sea parte de este proceso incluyen posibles sentimientos de presión cuando tenga que responder a las preguntas.?Los beneficios para su hijo incluyen la posibilidad de reflexionar sobre su propia experiencia con el programa y ayudarnos a mejorar nuestro programa.Si bien queremos que su estudiante nos proporcione retroalimentación sobre el programa, esto es algo voluntario. Si usted escoge no permitir la recolección de datos sobre su hijo, esto NO afectará la participación de su hijo en el programa. Si quisiera ver la encuesta, el instrumento de observación o las preguntas de la entrevista, hay una copia disponible y solo debe contactarnos. Por favor, lea la sección indicada a continuación. Si usted no quiere que su hijo participe en la evaluación, firme el formulario y devuélvalo en la próxima sesión del programa. Si usted nos permite recolectar la información, no es necesario que haga nada: simplemente puede ignorar este formulario. ?Muchas gracias!Para preguntas acerca de este proceso, por favor, contacte a April Heding, Supervisora de la Alianza para las Artes y las Humanidades de las Escuelas Públicas de Milwaukee a través del correo electrónico hedingal@milwaukee.k12.wi.us o el teléfono (414) 475-8508.______________________________________________________________________________Nombre del ni?o: Grado: Mediante la firma de este formulario, indico que la información relativa a mi hijo no puede usarse en la evaluación.Firma del padre/la madre/el tutor legal: Fecha: Número de teléfono: Por favor, firme y devuelva este formulario solo si NO quiere que su hijo participe en la evaluación. Si está de acuerdo con que su hijo participe en la evaluación, usted no tiene que hacer nada con este formulario. ................
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