2013-14 San Jose Jazz Evaluation Report Prepared by CCPA (page 1)

PROGRESSIONS

2013-14 EVALUATION REPORT

2013-14 Progressions Evaluation Report prepared for San Jose Jazz and the City of San Jose

Mayor’s Gang Prevention Task Force by CCPA (Community Crime Prevention Associates)

Agency Description From the launch of Summer Jazz Camp nearly twenty years ago, education has been the heart and

soul of San Jose Jazz. Our highly-regarded programs include Progressions, a research-based youth

development program that uses music to connect with low-income, at-risk students. High School All

Stars is a regional, audition-based big band for talented young players. The large ensemble and small

combo play high-profile gigs all over the region, including this year’s Summer and Winter Fests.

Summer Jazz Camp connects talented middle and high school students with the Bay Area’s best

music teachers for a life changing, two-week learning lab. The Next Gen Stage at Summer Fest

provides students with opportunities to perform alongside internationally acclaimed artists.

Project Description Progressions is an El Sistema-inspired, K-12, research-based, youth development program that uses

music to connect with low-income, at-risk students, challenges them with a rigorous music

education program, helps them build a Prosocial community, and stays with them until they

graduate from high school. The program is focused on helping to keep participants in school, out of

gangs, and on the road to becoming better students and contributing citizens. The program begins

by seeing 2nd and 3rd graders 40 minutes per day, two days per week. Then in 4th grade, the

program sees participants twice a week after school for an hour and 3 hours 1-2 Saturdays month,

the equivalent of adding an entire school day to a young person’s life.

Progressions is taught by professional musicians/educators/mentors who teach students to read

music, master instruments, sing and collaborate in ensembles, bands, and choirs which help them:

develop as individuals, learn to set and achieve goals, and understand what it takes to succeed. The

bar is set high and students are expected to achieve.

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Success Stories Cousin of Progressions Student Victim of Gang-Related Shooting

A Santee student came into class one day in a non-functioning state. She refused to participate. Her

energy drained the group and made it difficult for others to focus. When the teacher stopped the

lesson to conduct a class check-in in an attempt to identify the sources of the problem, the student

shared that her 17-year-old cousin had been shot seven times over the weekend. He was expected

to survive but was still in the hospital. She was not allowed to see him because she was not old

enough. According to the student, he had been shot because he was mistaken for a gang member.

She was worried about getting stuck in the cross hairs of retaliation because the cousin was planning

to move in with the family after he was released from the hospital.

After she shared this, the class rallied around their classmate and the teacher asked for a brainstorm

of what could be done to support her cousin. One student piped up: “She can play something for

him that we’ve learned in music class!” When asked what she thought about that, her face lit up.

She stayed after class to practice her favorite song with the teacher.

During the next class, the student reported that she had played her song for her cousin when he

came home from the hospital. Later in the month, she shared that she had regularly begun to sing

for him at night to help him relax before going to sleep.

Progressions Student Overcomes Adversity and Demonstrates Class Leadership

One current Progressions student at Santee participated in the program as a lower elementary

student in a previous year. He was often reticent to participate and seemed to be holding a lot of

anger inside. After spring break, he had a huge bandage on his neck. When asked if he wanted to

talk about it, he said no. He only shared that he had gotten in trouble for not completing his

homework on day one of spring break and had to stay inside his apartment the entire time as

punishment. He later confided to Progressions staff that his father had passed away the previous

year and that he lived alone with his mom, who was often away at work.

This year he was in an instrument class with a struggling student. The struggling student is in a

Special Day Class and has been at risk of being bullied. In class, he struggled to keep up, especially

when new notes were introduced. Instead of alienating the student, however, the other members of

the class rallied around him to provide additional support. A number of the students demonstrated

outstanding leadership skills and helped to create an inclusive class environment. The student

referenced in the previous paragraph stands out as the most positive leader. Today, the formerly

reticent, angry boy participates in Progressions as the perfect model student: he is supportive of his

classmates, he attends class regularly, he arrives prepared, he practices regularly, and he is always

ready to learn new concepts.

Modeling Supportive Behavior and a Willingness to be Vulnerable in the Face of Grief

A Progressions teacher unexpectedly lost his father during the spring semester. Devastated by his

father’s untimely death, he struggled to stay present for his students. His initial coping strategy was

to remain stoic during class and not let his guard down. When the children began to act out one day,

he realized this strategy was impossible. Although he had difficulties getting the words out, he

shared that his father had died of a heart attack and that the previous week had been one of the

most difficult of his entire life. He asked the students to demonstrate compassion during this

2013-14 San Jose Jazz Evaluation Report Prepared by CCPA (page 3)

difficult time. The students were immediately silent and encircled him with an aura of support the

rest of the class and in the following weeks.

After class first one, then another student approached the teacher, each to share his own story. One

student had watched his older sister suffer when she learned that a good friend had been

murdered. Another student shared that his dad had died a few years back. By modeling a willingness

to be vulnerable, the teacher opened the door to a powerful connection with his students.

Client Quotes “I really want him to stay involved. He has anger management issues and participation in your

program has helped control that.” – Progressions parent

“I want to play more music and solo. When we listen and work together, that can happen,” said one

participant. “We finally understand what Progressions is for us. I am proud to be part of this

program.”

“My students were really excited about the program and have shown an increase in interest about

music. The program also seemed to help with their responsibility of getting their work done and

being able to participate (they had to remember to go).” – Santee teacher

Initial Outcomes The following responses for each survey question represent the percentage of child/youth customers that

indicated they changed “for the better” because of BEST-funded services they received. These survey

results are utilized to form three service productivity scores reported in the Performance Logic Model.

San Jose Jazz Progressions-Santee (Youth Survey)

1. 80% Because of this program, my success at school (job/training) is better:

2. 86% Because of this program, my understanding of who I am & what I can do is better:

3. 80% Because of this program, my ability to communicate is better:

4. 80% Because of this program, my ability to learn new things is better:

5. 67% Because of this program, my ability to connect with adults is better:

6. 67% Because of this program, my ability to work with others is better:

7. 79% Because of this program, my ability to stay safe is better:

8. 67% Because of this program, I can identify my anger and express it in a non-violent way better:

9. 87% Because of this program, I feel prepared to succeed in the community where I live better:

10. 100% Because of this program, I participated in positive activities, such as recreation, sports,

arts, and community service more:

11. 87% Because of this program, I respect others who are different from me more:

12. 93% Because of this program, I feel good about myself more:

13. 87% Because of this program, I want to complete my schoolwork more:

14. 93% Because of this program, my ability to play an instrument increased:

15. 87% Because of this program, my ability to enjoy and have confidence performing in public

increased:

16. 93% Because of this program, my interest in things about music increased:

17. 67% Because of this program, my ability to express my emotions increased:

18. 80% Because of this program, my ability to problem solve increased:

19. 87% Because of this program, my confidence expressing my opinions and ideas increased:

2013-14 San Jose Jazz Evaluation Report Prepared by CCPA (page 4)

San Jose Jazz Progressions-Meadows/Success (Youth Survey)

1. 64% Because of this program, my success at school (job/training) is better:

2. 82% Because of this program, my understanding of who I am & what I can do is better:

3. 58% Because of this program, my ability to communicate is better:

4. 84% Because of this program, my ability to learn new things is better:

5. 61% Because of this program, my ability to connect with adults is better:

6. 74% Because of this program, my ability to work with others is better:

7. 50% Because of this program, my ability to stay safe is better:

8. 45% Because of this program, I can identify my anger and express it in a non-violent way better:

9. 71% Because of this program, I feel prepared to succeed in the community where I live better:

10. 72% Because of this program, I participated in positive activities, such as recreation, sports, arts,

and community service more:

11. 64% Because of this program, I respect others who are different from me more:

12. 85% Because of this program, I feel good about myself more:

13. 67% Because of this program, I want to complete my schoolwork more:

14. 97% Because of this program, my ability to play an instrument increased:

15. 77% Because of this program, my ability to enjoy and have confidence performing in public

increased:

16. 87% Because of this program, my interest in things about music increased:

17. 49% Because of this program, my ability to express my emotions increased:

18. 51% Because of this program, my ability to problem solve increased:

19. 67% Because of this program, my confidence expressing my opinions and ideas increased:

2013-14 San Jose Jazz Evaluation Report Prepared by CCPA (page 5)

Year-End Dashboard – Effort and Effect

2013-14 San Jose Jazz Evaluation Report Prepared by CCPA (page 6)

Inputs San Jose Jazz spent 100% of allocated and matching funds for the year. One-hundred percent (100%) of

funds targeted Personal Transformation, Intervention, Cognitive Behavior Change and Life Skills

Education services.

Customers During Cycle 23, SJZ served 66 unduplicated customers. Of the customers served, 33% were male and

67% were female with 100% of youth ranging in age between 6 to 14 years old. SJZ customers’

developmental asset level was medium indicating an at-risk level for delinquent and criminogenic

behaviors. Staff assessments of youth participants indicated that 15% were high risk, gang-impacted

and gang intentional youth.

Activities

SJZ delivered 3,382 hours of direct service to youth, and their parents. The funded provider delivered

206% of the planned services for the year.

Outputs – A Measure of Efficiency The cost per hour of services delivered for the year demonstrated an efficient cost at $13.47 an hour for

total funds. Efficiency cannot stand-alone without determining effectiveness. Effectiveness is

determined by customer satisfaction and service productivity of services and care provided.

Customer Satisfaction – A Measure of Effectiveness SJZ earned a good satisfaction score of 86% as reported by child and youth customers. This score

indicates that children and youth customers rated the programs between excellent and good; felt that

they had benefitted from the program; thought the people who ran the programs were helpful and

would recommend the program to a friend. More often than not, satisfied customers experience and

receive intended changes and benefit from programs’ services. Parent customers indicated a satisfaction

score of 94%.

Service Productivity/Initial Outcomes – A Measurement of Change for the Better and

Benefits Because of the Funded Efforts SJZ exceeded the target goal of 70% for asset development, social/respect and agency-specific service productivity – an indication that BEST-funded program services are effectively changing “for the better,” new knowledge, skills, behaviors and attitudes of program participants. Connecting funding strategies, activities, and efforts to the measured effects is an evidence-based principle for evaluating effectiveness of funded services and care. BEST uses an evaluation system that successfully accomplishes this by asking children, youth, and parent customers to indicate if they improved on targeted changes.

Service Quality, Reliability, Service Performance Index The service quality score was very good with a score measuring of 3.6 indicating that services were

equally effective and consistent for customers. SJJS demonstrated good reliability of survey questions.

The winter and spring survey sample size was excellent; a total of 274 surveys were analyzed. The

Service Performance Index (SPI) was 668 – exceeding the performance goal for SPI of greater than 600.

San Jose Jazz Met All the Performance Goals