Groups Seven's Presentattion at HOPE Training 2009 (Redondo Beach, California).

1. ASSESSMENT INDICATORS
 Self-Reporting Questionnaires/Surveys
• (Initial) In order for students to reveal whether or
not they have an academic need. Since some
students may not know they have an “academic
need”, students might be asked if they feel they
need particular resources at the college/
university in order for them to be successful.
• (Exit) To indicate whether the program was
instrumental in helping students obtain their
goals/degrees, and if so, in what way was the
program instrumental. This can be asked to
seniors as well as alumni

2. ONLINE SURVEY
• Utilizing the web and technology in the form
of online surveys assists in several ways:
• Accuracy: Surveys can be scripted in a way
that they are compatible with other programs
that collect and analyze data.
• Accuracy: The survey can be created in a
way that automatically revert students back
when an error is made
• Increased responses: Having the
questionnaires more accessible will yield a
large return on responses

3. SIGN-IN SHEETS
& COMPARATIVE ASSESSMENT
• Sign in sheets can be used to monitor
students. i.e. To see if they are going to
workshops or mandatory tutoring
• Data from two points should be compared to
see if there was an increase in such things as
GPA or graduation rates among program
participants. First, gather data from the
years when the involvement/engagement
rules were not in place. Second, gather data
since the implementation of the rules.

4. Time Frame
TO ACCOMPLISH THIS OBJECTIVE, OUR PROGRAMS MUST:
ESTABLISH A BASELINE OF STUDENT INVOLVEMENT.
THE INFORMATION WILL BE GATHERED AND ANALYZED BY
THE END OF SUMMER 2009.

5. THE END