An Evaluation of the VIP Program (2007-2008 - BC Society of ...

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Data Gathering Tool Qualitative/Quantitative Data Outcome or Process Data Students (Presentations) Qualitative Outcome and Process Students (Groups) Qualitative and Quantitative Outcome School Staff (Presentation Qualitative and Quantitative Outcome and Process Feedback) Educators (Program Qualitative and Quantitative Process Feedback) Agency Feedback Qualitative and Quantitative Process School representative interviews Qualitative Process The following section provides a detailed look at the findings from this evaluation. An Evaluation of the VIP Project 26
Findings Introduction In order to address the process and outcome of the VIP program, questions in each area of the evaluation (capacity building, educator awareness and school climate change and services for students) will be considered in turn. Findings from the data collected will be presented with discussion of these findings presented at the end of each of the three sections. Capacity Building VIP is a community-based program that is facilitated by the existing CWWA programs throughout the province. This integration of the program in a complementary way into an existing infrastructure increases the likelihood that sustainability, and ideally expansion, of the program can be achieved. A challenge however, is that as with all non-profit programs, sustainability is an ongoing issue due to the reliance on outside funders for a service that is offered free to those in need. Has the VIP program increased the capacity of community-based CWWA programs and schools to work together to address needs (including Aboriginal, immigrant and refugee students) Through the BC/Yukon Society of Transition Houses, the VIP binder and videos were distributed to all CWWA programs throughout the province. In addition, all programs received a copy of “Keeping VIP Alive in Your Community.” These resources were highlighted in the BCYSTH Communique newsletter. Further to the above resources, all CWWA programs received two copies of “Supporting Students Exposed to Domestic Violence.” By having two copies, CWWA programs could share one of the copies with schools. Specific to this evaluation, two training sessions of four days each were offered to the 20 CWWA programs in early 2007. In addition, the eight original pilot sites were extended the offer to attend this training in the event that retraining was needed or new staff was in need of training. Each of the 28 programs was encouraged to invite an educator from the school district to be involved with VIP. One training was held in Southern B.C. (Vancouver) and another in Northern B.C. (Prince George). In total, there were 9 VIP trainees and 2 school district personnel in the training held Northern B.C. and 19 VIP trainees in the training held in Southern B.C. An Evaluation of the VIP Project 27
Page 1 and 2: An Evaluation of the “Violence is
Page 3 and 4: Table of Contents Executive Summary
Page 5 and 6: Executive Summary The “Violence I
Page 7 and 8: needs of some of the children. A hi
Page 9 and 10: What are the “Children Who Witnes
Page 11 and 12: children and youth as possible in o
Page 13 and 14: For the purposes of this evaluation
Page 15 and 16: 4. Create a system that can be used
Page 17 and 18: Evaluation Questions The questions
Page 19 and 20: In order for the new evaluator to e
Page 21 and 22: Who Were the Children and Youth Who
Page 23 and 24: Sources of Data 1 = Agency intervie
Page 25: program, impact that the VIP progra
Page 29 and 30: Other 2007-2008 Funding Non-profit
Page 31 and 32: Capacity Building: Key Findings Par
Page 33 and 34: The different behaviors that are co
Page 35 and 36: Services for Students Direct servic
Page 37 and 38: Each statement was rated on a 5 poi
Page 39 and 40: Very Important People: Elementary s
Page 41 and 42: What was the most useful part of th
Page 43 and 44: What was the one thing that you lea
Page 45 and 46: What can be added to the presentati
Page 47 and 48: Services for Students: Key Findings
Page 49 and 50: Second, uncertain funding does not
Page 51 and 52: The group surveys need some discuss
Page 53 and 54: The Future Needs of VIP Each agency
Page 55 and 56: Lessons Learned Through the course
Page 57 and 58: In a year end interview with agenci
Page 59 and 60: Conclusions The VIP program has tou
Page 61 and 62: References Bar-On, R., Maree, K., M
Page 63 and 64: Appendices A. VIP Logic Model (June
Page 65 and 66: Program activities and outputs Type
Page 67 and 68: Appendix C: VIP School Staff Presen
Page 69 and 70: 4. Able to resolve conflicts withou
Page 71 and 72: 4. Able to resolve conflicts withou
Page 73 and 74: 5. I am able to ask for help when n
Page 75 and 76: 5. I am able to ask for help when n
Page 77 and 78:
Appendix F: VIP Educator Program Fe
Page 79 and 80:
Please circle the answer that best
Page 81 and 82:
Appendix H: VIP Impact on Agency Co
Page 83 and 84:
Appendix J: School Representative I
Page 85 and 86:
Partner School #3: Name of School:
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