Revised September 2003
Guide to Data Collection
2003–2004
R E S E A R C H
C O R P O R A T I O N
RMC Research Corporation
522 SW Fifth Avenue, Suite 1407
Portland, OR 97204
(800) 788-1887
Revised September 2003
Contents
General Instructions ......................................................................................................................................1
Data Collection Period...........................................................................................................................1
Data Collection Forms ...........................................................................................................................2
Data Collection Timetable ....................................................................................................................5
Family and Child Identification Codes .............................................................................................6
Form Instructions ...........................................................................................................................................9
Overview .....................................................................................................................................................9
Child and Family Records 1A–1C .................................................................................................... 11
Child Background Information (Record 2) .................................................................................. 13
Elementary School Success Indicators (Records 3A, 3B, and 3C)........................................ 15
Middle and High School Success Indicators (Record 4) ......................................................... 17
Data Submission Checklist ................................................................................................................ 20
Group Services Log Instructions ............................................................................................................ 23
Client Satisfaction Interview Instructions ........................................................................................... 25
Interviewer Tips for Client Satisfaction Interview ...................................................................... 26
Appendix: Forms for Duplication
Revised September 2003
General Instructions
Data Collection Period
The Readiness to Learn (RTL) data collection period for the 2003–2004 school year is
July 1, 2003, through June 30, 2004. Please submit all data to RMC Research
Corporation no later than June 30, 2004.
When to Report Services
For the purposes of the evaluation, we only want to report services that were provided
as a result of the local RTL program. In other words, if RTL was not in place and a family
would have received services anyway, do not count those services. Rather, count those
services, whether linked or direct, that families received because RTL was in place.
This guideline is relatively simple when staff are hired solely with RTL funds. However,
there may be a problem when a substantial portion of staff time is paid with other
school or community program funds (e.g., Title I, Prevention and Intervention Services
Program, or regular school funds). We need the two guidelines below to help distinguish
which families or services to report.
Guideline: Report services clearly provided by the RTL program.
Example: An RTL grant added a family support component to a local Title I
program. The daily academic assistance in a pull-out program was
traditionally covered by the Title I grant and cannot be attributed to RTL.
The program should therefore not report the academic assistance in the
evaluation. However, the program would report services by a home visitor
who was hired with RTL funds to identify family needs and make referrals
to appropriate services.
Guideline: When staff are hired by more than one funding source, count each
student in only one program, not all programs.
Example: An elementary school counselor was hired through an equal split
of funds from Readiness to Learn (RTL), Prevention and Intervention
Services Program (PISP), and the local school district. The counselor needs
to determine in which program to count students. First, she makes an
attempt to determine whether she can assign students to a program based
Readiness to Learn Evaluation (2003–2004) 1 General Instructions
Revised September 2003
on the reason for referral or service provided that is most appropriate to
report for a particular funding source. In this example, she might report to
RTL only the students with basic needs or other family issues, and report to
PISP only those students referred for alcohol and other drug concerns.
If she cannot do this, she reports every third student/family to RTL (since there are three
funding sources). This gives the most accurate count of students (students should not
be counted in all three funding sources, as it will appear that each program is capable of
serving many more students than is actually possible). Alternatively, she may decide to
report every third group of students, given the kind of services provided (for example, if
services were provided to groups of students).
Exception: when students are truly served by different programs at different
times, count them in both programs. Example: A staff member is hired half-
time by RTL and half-time by PISP. A student who has been referred comes
to the staff member in the morning and is linked with other services. In the
afternoon, the student attends a substance abuse-related group run by
the staff member. Count the linked services for RTL and count the group
service for PISP.
Data Collection Forms
Participant The Participant Master List is a tool to help project staff keep track
Master List of child and family codes. Use this form to list the names of program
participants and the code numbers assigned to them. Do not submit
the Participant Master List to RMC Research.
Child and Family The Child and Family Record forms help project staff describe
Records 1A–1C services provided to individual children and their families through
RTL. Not all forms will be used with every family.
Use the Child and Family Education form (Record 1A) to record
services and outcomes related to the education of the child,
parent involvement, and adult education and employment.
Use the Child and Family Basic Needs form (Record 1B) to
record services and outcomes related to basic needs and health.
Use the Child and Family Counseling form (Record 1C) to record
services and outcomes related to mental health counseling and
substance abuse counseling or treatment.
Readiness to Learn Evaluation (2003–2004) 2 General Instructions
Revised September 2003
A family is broadly defined to be those acting as a family unit,
including any adults in a caregiving role for the students referred to
RTL (e.g., parents, relatives, foster parents, or other guardians). For
this data collection, the definition of family should be confined to
those who reside in the same household as the child, but may
include family members who are temporarily absent.
Readiness to Learn Evaluation (2003–2004) 3 General Instructions
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Child Background Use the Child Background Information form (Record 2) to record
Information child characteristics and reasons for referral to RTL. Complete one
(Record 2) form for each child in the family who receives RTL services this year.
Elementary Use the Elementary School Success Indicator forms (Records 3A,
School Success 3B, and 3C) to record teacher ratings, attendance, and behavioral
Indicators data for elementary school students who began RTL this year and
had 3 or more contacts or services with RTL. Record 3B (Initial
Teacher Rating) is completed when the child is referred to RTL;
Record 3C (Follow-up Teacher Rating) is completed at the end of the
school year. Records 3A, 3B, and 3C must be completed for new
students who have 3 or more contacts or services with RTL.
(Note: If a student is seen less than 3 times during one year, and then
returns the following year and is seen 3 more times, the student will
keep the original student number and also submit Records 3A–3C.)
Middle and High Use the Middle and High School Success Indicators form
School Success (Record 4) to record attendance, academic, and behavioral data for
Indicators middle and high school students. These data are recorded prior to
RTL services (baseline) and for spring 2004 to show student change.
Record 4 must be completed for new students who have 3 or more
contacts or services with RTL.
(Note: If a student is seen less than 3 times during 1 year, and then
returns the following year and is seen 3 more times, the student will
keep the original student number and also submit Record 4.)
Group Services Use the Group Services Log form to describe services provided to
Log groups rather than individual families.
Client Use the Client Satisfaction Interview form with selected families to
Satisfaction evaluate the services provided by Readiness to Learn.
Readiness to Learn Evaluation (2003–2004) 4 General Instructions
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Data Collection Timetable
The following table details when RTL staff should complete each of the data collection
forms.
Group Services
Parent training, fairs, and other group Update Group Services Log
activities
New Child or Family Referrals
First contact with child or Add child to Participant Master List
family Complete Child and Family Record 1A, 1B, or 1C
Complete Child Background Information
(Record 2)
Complete First Year Follow-Up Elementary
School Success Indicators (Records 3A and 3C)
Second contact Update Child and Family Record 1A, 1B, or 1C
Third and subsequent Update Child and Family Record 1A, 1B, or 1C
contacts Complete baseline Elementary School Success
Indicators (Records 3A and 3B) or Middle and
High School Success Indicators (Record 4)
End of school year Complete Middle and High School Success
Indicators (Record 4) for intensively served new
students
Continuing Child or Family
First contact with child or Obtain child code from last year’s Participant
family Master List and Complete Child and Family
Record 1A, 1B, or 1C and Child Background
Information (Record 2)
Subsequent contacts Update Child and Family Record 1A, 1B, or 1C
End of school year Update Computer Printout from RMC Research
for Second Year Follow-Up
Readiness to Learn Evaluation (2003–2004) 5 General Instructions
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Family and Child Identification Codes
Children and families must be uniquely identified in order to link data on the same
individuals collected at different times. Space for identifying the child or family by name
is provided on forms only to ensure that project staff can readily identify all the forms
for a child or family. Assign a unique code (described below) to each family and child.
Record the codes on the Participant Master List and mark the codes on the
appropriate forms. Before submitting the forms to RMC Research, completely erase or
mark out the child or family names. The code numbers are the only identifying
information entered into the database maintained by RMC Research.
Family code Enter a unique 5-digit code ( _ _ - _ _ _ ) for each family served
individually through RTL.
The first 2 digits uniquely identify the RTL staff person or school
and are assigned by the project.
The next 3 digits uniquely identify the family and are assigned by
the staff person working with that family.
Example: The first family served by staff person or school 03 would be
assigned the family code number 03–001. Subsequent families served
by staff person or school 03 would be assigned the next available
family code number sequentially (e.g., 03–002, 03–003, 03–004, etc.).
This strategy ensures that each staff person or school can easily
generate unique family codes as needed for the families they serve.
Child code Enter a unique 6-digit code ( _ _ - _ _ _ - _ ) for each child served
through RTL.
Use the 5-digit family code described above for the first 5 digits.
For the last (sixth) digit, assign a number that uniquely identifies
the student within the family.
Example: The first child served by staff person or school 03 in family
03–001 would be assigned the child code number 03-001–1. A sibling
would be assigned the child code number 03–001–2.
Important Reminders
Make sure each family and child code is unique within the RTL Project and
assigned to only one family or child.
Continuing students and families should keep previously assigned codes.
Readiness to Learn Evaluation (2003–2004) 6 General Instructions
Revised September 2003
Do not reassign previously used family or child codes to different families or
children.
Readiness to Learn Evaluation (2003–2004) 7 General Instructions
Revised September 2003
Form Instructions
RMC Research asks that project coordinators review the following instructions for
completing the data collection forms with staff at the beginning of the school year to
ensure the accuracy and completeness of the data forms. RMC Research will check all
data submissions upon receipt.
Overview
All Students
For each family, complete the Child and Family Records 1A, 1B, and 1C to record child
and family services and outcomes for the time period beginning July 1, 2003, and
ending June 30, 2004. Different types of services are listed on each record. Record 1A
covers education, parent involvement, and adult education and employment. Record 1B
covers basic needs and health. Record 1C covers mental health and substance abuse.
These forms should be completed each year that a child or family receives RTL services.
Include both services provided directly by RTL staff and services provided indirectly
through referrals, case management, and support services.
Complete Child Background Information (Record 2) for all children served this year.
Include only children referred to the program. Do not include siblings who were served
indirectly through services to the family as a whole.
Intensively Served New Students
If a new student (i.e., referred this year or receiving intensive services for the first time
this year) has received 3 or more contacts or services, complete School Success
Indicators (either Records 3A, 3B, and 3C or Record 4).
Elementary School Success Indicators (Records 3A, 3B, and 3C). Use forms 3B
and 3C to record the classroom teacher’s assessment of the student’s academic
performance, school behavior, and the parent/school partnership. Collect this
information at the time of entry into RTL (Record 3B) and again at the end of the
school year (Record 3C). Use form 3A at the time of entry into RTL and again at
the end of the year to record attendance and behavior data from school records.
Middle and High School Success Indicators (Record 4). Use this form to collect
attendance, academic, and behavior data at the time of entry and again at the
end of the school year. For high school students, complete the bottom of the
form to indicate education and employment status.
Readiness to Learn Evaluation (2003–2004) 9 Form Instructions
Revised September 2003
The School Success Indicators forms are completed at two time points:
Baseline—Prior to RTL. Use data from spring term 2003 (or fall term 2003 if
spring term 2003 is unavailable) to designate a student’s status prior to
participation in RTL. These data will serve as a baseline for the student.
First year follow-up. Report spring term 2004 data to assess a student’s status at
the end of his/her first year with the RTL program. First year follow-up data will
be compared to baseline data.
A second year follow-up will be completed in spring term 2004 for students referred in
2002–2003. RMC Research will provide computer-generated forms for recording
second-year data.
Readiness to Learn Evaluation (2003–2004) 10 Form Instructions
Revised September 2003
Child and Family Records 1A–1C
Project This code assigned by RMC Research uniquely identifies your project.
Family name Write the family’s name in pencil. Erase or mark out the name
completely before submitting the form to RMC Research
Family code Enter the unique 5-digit code ( _ _ - _ _ _ ) identifying the family (see
page 4 for instructions on assigning family codes; see also the
Participant Master List).
RTL staff Write the initials or code for the staff member completing the form
at the bottom of the page (optional).
Component This optional code is determined by the project coordinator if a
project elects to distinguish different sites or components of the
program. Contact RMC Research staff for assistance in designating
component codes.
Participation in Services
Record the family’s participation in services during the July through June data collection
period. Mark each service you provided. If a service does not fit any category, mark
Other and enter a brief description. Services to children and families are recorded on the
same forms.
Role of RTL. Indicate the role RTL played in helping the family access services by circling
the code that best describes the role of RTL staff.
1. Linked/referred to service. RTL staff helped the family find a needed service,
made referrals, removed barriers preventing families from accessing the service,
or provided other assistance to connect the family to the service.
2. Provided direct service. RTL staff delivered the service directly or paid for it
through project funds
Number Receiving Service. Enter the number of family members who received this
service.
Readiness to Learn Evaluation (2003–2004) 11 Form Instructions
Revised September 2003
Outcomes of Services
Enter the number of family members who achieved each outcome as a result of
participation in RTL services. Only count outcomes you have observed or learned about
through follow-up with the family that would not have occurred without the assistance
of RTL. Outcomes imply that some family need has been resolved. Participation in a
service is not a sufficient condition to indicate that the intended outcome was achieved.
Readiness to Learn Evaluation (2003–2004) 12 Form Instructions
Revised September 2003
Child Background Information (Record 2)
School code Enter the 4-digit code for the school where the child was enrolled at
the beginning of the school year (consult a list of OSPI school codes).
Child name Write the child’s name in pencil. Erase or mark out the name
completely before submitting the form to RMC Research.
Child code Enter the unique 6-digit code ( _ _ - _ _ _ - _ ) identifying the student
(see page 4 for instructions on assigning child codes; see also the
Participant Master List).
Characteristics of Child
Use this section to record the characteristics of the child at the point of first contact this
school year. Most of the items can be answered from school or other records.
Birth date Enter the child’s birth date (mm/dd/yy) or the best approximation
thereof.
Grade level Enter the grade level in which the student is enrolled. If the child is
not yet of school age, check Under age 5. If the youth quit school
prior to graduation, check Not enrolled.
Gender Indicate the child’s gender.
Ethnic Check the ethnic or racial category with which the child identifies
background most closely.
Services Check all of the special programs in which the child was
participating at the point of the first contact.
Living situation Check the living situation that best describes the child at the point
of the first contact.
Referral to RTL
Most RTL projects have a referral process, though the procedures of some projects may
be more flexible and informal than those of other projects. If there is no identifiable
referral process, treat the first contact with the family as the point of referral.
Readiness to Learn Evaluation (2003–2004) 13 Form Instructions
Revised September 2003
Date of referral. Enter the date on which the child was referred to RTL. If no formal
referral was made, enter the date on which the first contact with the child was made.
Only an approximate date is needed.
Source of referral. Check the primary source of the referral. If the source does not
match one of the categories specified, check Other and briefly describe the source.
Primary reasons for referral. Check the primary reason(s) that the child was originally
referred to RTL. If the reason does not match one of the categories specified, check
Other and briefly describe the reason.
Year-end status. Indicate the approximate number of days that RTL staff worked with
the student (or family about the student) during the school year. Do not count contacts
that RTL made on the child’s behalf; count only direct contacts with the student or
family (about the student). Do not count social contacts (e.g., saying hello in the
hallway) or contacts made for reasons other than providing services under the auspices
of the RTL program (e.g., regular classroom instruction).
Current status. Indicate the status of the child’s participation in RTL services at the end
of the school year.
Readiness to Learn Evaluation (2003–2004) 14 Form Instructions
Revised September 2003
Elementary School Success Indicators
(Records 3A, 3B, and 3C)
Use Record 3A when the child is referred to RTL, and again at the end of the school year,
to record attendance and behavior data from school records for elementary school
students.
Use Record 3B (Initial Teacher Rating) to collect teacher ratings when the child is referred
to RTL for elementary school students.
Use Record 3C (Follow-up Teacher Rating) to collect teacher ratings at the end of the
school year for elementary school students.
Child name Write the child’s name in pencil. Erase or mark out the name
completely before submitting the form to RMC Research.
Child code Enter the unique 6-digit code ( _ _ - _ _ _ - _ ) identifying the
student (see page 3 for instructions on assigning child codes; see
also the Participant Master List).
Project This code assigned by RMC Research uniquely identifies your
project.
Grade Enter the child’s grade level.
Date Enter the date you give the rating sheet to the teacher. RMC
Research compares the intake date to the referral date and
calculates the days between the 2 ratings when analyzing the data.
Attendance, Tardies, and Behavior
Grading period. To show growth on indicators of school success (e.g., class
performance and behavior), the evaluation must compare a baseline rate prior to
involvement in RTL with the rate after involvement. Indicate the grading period (quarter,
semester/trimester, or school year) that corresponds to the data reported for baseline
and follow-up. These time periods may not correspond exactly to the periods that
students participate in the program.
Readiness to Learn Evaluation (2003–2004) 15 Form Instructions
Revised September 2003
Baseline. If spring term data from the prior school year are unavailable, (e.g.,
student transferred and records are missing), use fall term data from the current
school year for the baseline observation.
First year follow-up. Keep the observation period consistent for both data
collection points. If quarter data are available, report spring quarter data at each
of the 2 data collection points (i.e., baseline and first year follow-up).
Second year follow-up. RMC Research will provide you with a computer-
generated form in May 2004 for reporting second year follow-up data for
students served in
2002–2003. Keep the observation period consistent for all 3 data collection
points. If quarter data are available, report spring quarter data at each of the 3
data collection points (i.e., baseline, first year follow-up, and second year follow-
up).
Number of days enrolled in school. Record the number of days that the student was
enrolled in this school during the grading period (quarter, semester/trimester, or school
year) for which attendance and behavior data were reported. For students enrolled the
entire grading period this will simply be the number of days school was in session
during the grading period (quarter is usually 45, semester is usually 90, and school year
is usually about 180). Do not include holidays or other days when school was not in
session. This number will be used to compare data from different schools. Report the
number of days enrolled, not the number of days present.
Number of days absent. Record the number of days the student was absent for any
reason during the grading period. If your school records show attendance by half day,
report the number as a decimal (e.g., 2.5 days). If your school records attendance by
period, divide the number of periods absent by the number of periods in a day (e.g., 28
periods absent divided by 5 periods per day is 5.6).
Number of days tardy. Record the number of days the student was tardy for any
reason during the grading period.
Number of office referrals/detentions. Enter the total number of office referrals or
detentions that occurred during the grading period, if available.
Number of days suspended. Enter the total number of days the student was
suspended during the grading period, if available.
Readiness to Learn Evaluation (2003–2004) 16 Form Instructions
Revised September 2003
Middle and High School Success Indicators (Record 4)
Use Record 4 to record baseline and spring 2004 attendance, achievement, and behavior
data from school records for middle and high school students.
Child name Write the child’s name in pencil. Erase or mark out the name
completely before submitting the form to RMC Research.
Child code Enter the unique 6-digit code ( _ _ - _ _ _ - _ ) identifying the
student (see page 3 for instructions on assigning child codes; see
also the Participant Master List).
Project This code assigned by RMC Research uniquely identifies your
project.
Grade Enter the child’s grade level.
Attendance, Achievement, and Behavior
Grading period. To show growth on indicators of school success, the evaluation must
compare a baseline rate prior to involvement in RTL with the rate after involvement.
Indicate the grading period (quarter, semester/trimester, or school year) that
corresponds to the baseline and follow-up data reported. These time periods may not
correspond exactly to the periods that students participate in the program.
Baseline. If spring term data from the prior school year are unavailable (e.g.,
student transferred and records are missing), use fall term data from the current
school year for the baseline observation.
First year follow-up. Keep the observation period consistent for both data
collection points. If quarter data are available, report spring quarter data at each
of the 2 data collection points (i.e., baseline and first year follow-up).
Second year follow-up. RMC Research will provide you with a computer-
generated form in May 2004 for reporting second year follow-up data for
students served in
2002–2003. Keep the observation period consistent for all 3 data collection
points. If quarter data are available, report spring quarter data at each of the 3
data collection points (i.e., baseline, first year follow-up, and second year follow-
up).
Readiness to Learn Evaluation (2003–2004) 17 Form Instructions
Revised September 2003
Number of days enrolled in school. Record the number of days that the student was
enrolled in the school during the grading period (quarter, semester/trimester, or school
year). For most students this will simply be the number of days school was in session
during the observation period. Do not include holidays or other days when school was
not in session. This number will be used to compare data from different schools. Report
the number of days enrolled, not the number of days present.
Number of days absent. Record the number of days the student was absent for any
reason during the observation period. If your school records attendance by half day,
report the number as a decimal (e.g., 2.5 days). If your school records attendance by
period, divide the number of periods absent by the number of periods in a day (e.g., 28
periods absent divided by 5 periods per day is 5.6).
Number of days tardy. Record the number of days the student was tardy for any
reason during the grading period.
Number of office referrals/detentions. Enter the total number of office referrals or
detentions that occurred during the grading period, if available.
Number of days suspended. Enter the total number of days the student was
suspended during the grading period, if available.
Grade Point Average (GPA). Report the grade point average over the grading period.
Be sure to report the GPA for that term rather than the cumulative GPA.
Educational and Employment Status (High School Age Students Only)
High School status. Check whether the student has dropped out, is still enrolled in high
school, or has graduated with a diploma.
GED or other alternative diploma. If the student did not graduate with a high school
diploma, check whether the student has started working toward a GED or other
alternative diploma (e.g., enrolled in a GED preparation class or signed up to take the
exam).
Post secondary education. Indicate whether the student has taken steps toward
pursuing a degree or certification at a post secondary educational institution such as a
community college or a 4 year college or university.
Readiness to Learn Evaluation (2003–2004) 18 Form Instructions
Revised September 2003
Vocational training. Indicate whether the youth is enrolled in or has completed
vocational training outside of the regular high school. This may include attendance in a
jobs program, a business school, a trade school, or an apprenticeship.
Employment status. Indicate whether the youth is looking for employment, working
through a job program, employed in a part time or seasonal job, or employed full time.
Credits completed. Enter the total credits completed prior to RTL involvement
(baseline) and at the end of spring term 2004. Also enter the total number of credits
required for graduation.
Readiness to Learn Evaluation (2003–2004) 19 Form Instructions
Revised September 2003
Data Submission Checklist
Group all forms for one family together and in order for submission.
All Record Forms
Child and family names completely erased or marked out.
Child and family code numbers are assigned to each child and family and are in
the correct format
Each child code is unique and assigned to only one child.
Continuing families and students keep previously assigned codes.
Previously used family codes have not been reassigned to different families.
Completed for all families who received individualized services through RTL.
All sections are complete.
Write N/A if data are not available.
Child and Family Records 1A, 1B, and 1C
Identification information section is complete.
Participation in services section is complete.
Role of RTL is indicated for services provided.
Number of family members who received services is complete.
Number of family members who achieved outcome is indicated.
Child Background Information (Record 2)
Completed for all students.
Characteristics of child at intake section is complete.
Referral to RTL section is complete.
Year-end status section is complete.
Number of contacts is indicated.
Current status of student is indicated.
Readiness to Learn Evaluation (2003–2004) 20 Form Instructions
Revised September 2003
Elementary School Success Indicators (Records 3A, 3B, and 3C)
Completed for all newly intensively served (3 or more contacts) elementary school
students.
All sections are complete.
Number of days enrolled, number of days absent, days tardy, and number of
disciplinary actions recorded to the extent data were available.
All forms have been completed (Records 3A, 3B, and 3C).
For students served last year, the computer printout form provided by RMC
Research for the second year follow-up is completed.
Middle and High School Success Indicators (Record 4)
Completed for all newly intensively served (3 or more contacts) middle and high
school students.
All sections are complete.
Number of days enrolled, number of days absent, days tardy, and number of
disciplinary actions recorded to the extent data were available.
For students served last year, the separate computer printout form for the second
year follow-up is completed.
Educational and employment status section is complete (high school students
only).
Readiness to Learn Evaluation (2003–2004) 21 Form Instructions
Group Services Log Instructions
Purpose
Use the Group Services Log to document services provided to groups rather than
individual children or families. Examples of group services include:
Community resource or health fairs.
Presentations about the program to parent or community groups.
Parent training workshops.
School assemblies.
After-school or summer activities for children.
Do not use the Group Services Log to record:
Staff development activities, staff meetings or agency meetings, unless they are
coordination meetings with other agencies.
Services to children or their parents recorded on Child and Family Records 1A–
1C.
When to Submit
Submit the Group Services Log to RMC Research by June 30, 2004. Include all group
services activities for the current school year between July 1, 2003, and June 30, 2004.
Readiness to Learn Evaluation (2003–2004) 23 Client Satisfaction Interview Instructions
What to Record
Date or Time Period: Date or time period when the event or service occurred.
Purpose of Service: Choose one of the following codes to indicate the primary
purpose of the service:
1 Outreach/Inform about RTL
2 Inform about community resources
3 Provide for basic family needs
4 Improve physical or mental health
5 Reduce substance abuse or violence
6 Increase family involvement in school
7 Improve parenting skills
8 Improve academic skills (homework club, tutoring)
9 Provide social/recreational activity for students (after school or summer)
10 Coordination meeting with other agencies
Description of Service: Briefly describe the service provided.
Type of Participants: Identify the participants using one of the following codes. If
an event was open to families as a whole, enter code 3, not codes 1 and 2.
1 Students
2 Parents
3 Families
4 Community
5 School personnel
Number of Participants: Enter the approximate number of participants involved.
Readiness to Learn Evaluation (2003–2004) 24 Client Satisfaction Interview Instructions
Client Satisfaction Interview Instructions
Purpose
Use the Client Satisfaction interview to document client feedback about RTL. Administer
the interview to a sample of clients in the spring of 2004.
Sample Selection
Using the Participant Master List, identify those families that received any services
during the current year. You will need to interview every fifth family. Select the 5th,
10th, 15th, 20th, (and so on) families for client satisfaction interviews.
Conducting the Interviews
The interviews should be completed by someone other than the person who worked
with the family, if possible. This allows family members to be candid about the assistance
they received. Each interview should take 5 to 10 minutes and may be conducted by
phone or in person. Be sure to complete all fields on the top of the form.
Tips to help the interviewer conduct the interview are provided in the Appendix with the
Client Satisfaction Form.
When to Submit
Submit the Client Satisfaction interviews to RMC Research by June 30, 2004.
Readiness to Learn Evaluation (2003–2004) 25 Client Satisfaction Interview Instructions
Interviewer Tips for Client Satisfaction Interview
Sample Selection
Use the Participant Master List to identify those families that received any services
during the current year. You will need to interview every fifth family to obtain a 20
percent sample of your program. Select the 5th, 10th, 15th, 20th families (and so on) for
client satisfaction interviews. If one of the selected families does not participate in the
interview, select the next family from the Participant Master List. The validity of the
survey depends on reaching all or at least the majority of the families in the sample.
Calling Log
Interviewers should maintain a Calling Log as they conduct the survey (an example is
attached). Knowing how many people in the sample were not reached and why is
important. Entries in the log should include the family code, the date and time of each
call, the name of the interviewer, and information about the call, including whether the
family representative was reached, messages left, whether the interview occurred, and
explanations if it did not.
Accommodations for Other Languages
Every effort should be taken to collect information from all non-English speakers
included in the sample. To accomplish this you may need to translate the survey and use
interviewers who are fluent in the languages that may be encountered during the
interviews. The Spanish version of the Client Satisfaction form is included in the
Appendix.
Common Problems Reaching Participants Via Telephone
When the family representative cannot be reached immediately. When the
interviewer reaches voice mail, an answering machine, or a person other than whom he
or she needs to speak to:
The interviewer should leave a message that includes the interviewer’s name, the
program he or she is calling from, that he or she is calling in reference to the RTL
program that the family participated in, and that the interviewer will call back at
another time.
The interviewer should wait for no more than 2 days between callbacks.
Readiness to Learn Evaluation (2003–2004) 26 Client Satisfaction Interview Instructions
If the interviewer reaches someone other than the family representative he or she
is trying to reach, the interviewer should ask when would be a good time to reach
the family representative.
If multiple messages (more than 3 or 4) have been left and the family
representative has not been contacted, the family should be officially listed as a
nonrespondent on the Calling Log and the interviewer should try to reach the
next family on the Participant Master List.
When the interviewer reaches a number that rings with no answer:
The interviewer should note the day and time of the call on the Calling Log.
The interviewer should attempt to call the family at a different time with no more
than 2 days between callbacks.
If multiple contacts (more than 3 or 4) have been attempted and there still is no
answer, the family should be officially listed as a nonrespondent on the Calling
Log and the interviewer should try to reach the next family on the Participant
Master List.
When the interviewer reaches a nonworking number:
The interviewer should note this information on the Calling Log and try to reach
the next family on the Participant Master List.
The interviewer should record all of this information on the Calling Log.
Dealing with refusals. The goal of these interviews is to obtain information from all of
the families in the sample. Some family representatives may, however, be reluctant to
participate in the survey. The interviewer should try to convert refusals whenever
possible, but never insist that a family representative complete the interview.
The best way to handle a refusal is for the interviewer to present himself or herself as
confident and proud of the survey effort. The interviewer should indicate that this survey
is an important way of providing information to the Office of Superintendent of Public
Instruction and the RTL program, and that decisions about the program will be based on
this information.
Readiness to Learn Evaluation (2003–2004) 27 Client Satisfaction Interview Instructions
When a family representative is first reached, he or she may not be prepared to speak
with the interviewer and think that he or she does not have time to participate in the
interview.
The interviewer should point out that the survey will only take 5 to 10 minutes
and that responses to the survey would be very helpful, e.g., “I understand that
your time is important. We really appreciate your input on this issue. It is
important to get the perspective of families who have participated in the
program.”
If the family representative is still reluctant, the interviewer should ask about the
timing and offer to call again at a later date, e.g., “I’m sorry I reached you at a bad
time. When might be a more convenient time to reach you?” The interviewer
should record this information on the Calling Log to ensure that the follow-up
call is made.
A family representative may be reluctant to participate because he or she is confused or
wary of how the information collected in the interview will be used.
The interviewer should explain the purpose of the study, emphasizing that the
information has important implications for the RTL program.
The interviewer should assure the family representative that he or she was
selected randomly from the pool of families receiving services in the area and
that his or her name will not be identified with his or her answers.
If none of these strategies are successful, the interviewer should NOT try to persuade the
family representative further. The interviewer should thank the family representative and
express appreciation for the family representative’s time. The interviewer should then
record a complete description on the Calling Log and should attempt to reach the next
family on the Participant Master List.
Readiness to Learn Evaluation (2003–2004) 28 Client Satisfaction Interview Instructions
Appendix
Forms for Duplication