The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials.
CAP evaluation materials
- CAP mentor evaluation
- CAP student evaluation forms
- Parent evaluation
- Teacher evaluation of student
- Teacher evaluation of the project
- Workshop evaluation form
CAP process guide materials
- Mentee nomination criteria
- Mentee nomination form
- Mentor contract
- Mentor interview
- Mentor reference check
- Mentor release form
- Parent information
- Recruitment materials
- Screening materials
Materials for supervision of mentors
- Goal sheets
- Match list
- Quarterly reports
New mentor school packets
Program Web site, http://www.allthrive.org/programs/child-advancement-project-cap/
Thrive. (2012). CAP program policy manual. Bozeman, MT: Author.
Thrive. (n.d.). Nuts and bolts: CAP and Bozeman School District policies [PowerPoint slides]. Bozeman, MT: Author.
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria:
- Availability of implementation materials
- Availability of training and support resources
- Availability of quality assurance procedures
For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
Training and Support
The program policy manual and process guide materials clearly describe program policies, timelines, recruitment, and screening of mentors. They also provide clear guidelines on how volunteer mentors should interact with student mentees. The program Web site provides many resources that parents of students in the program can use with their families at home. The program design includes a program coordinator, who supports the mentoring process. Mentors are required to attend two trainings facilitated by the local program coordinator. Pre- and postimplementation assessments for teachers, mentors, students, and parents are available. Evaluation forms are included for teachers' use in assessing the program and for mentors' use in assessing the training. The developer provides support for interpreting and using data from the program evaluation forms.
Written preimplementation guidance for new sites, including staffing requirements, is limited. The training materials do not describe how program coordinators are trained in the model. Although technical assistance is available, the content of this support is unclear. Several forms are provided for use in evaluating mentors; however, there is little guidance on the use of these forms, and discussion is limited on how the collected data can be used for program improvement. It is not clear how the program coordinators are monitored to ensure program fidelity.