Measurement of Results

The following examples show language tied to Institute of HeartMath products that can be used in a grant application.

Measurable Benchmarks

1. Measurable Benchmark:                      % of students show greater passing rates in graduate exit exams compared to a control group of non-HeartMath participating students who share similar profiles and population demographics.
2. Measurable Benchmark:                      % increase in students’ gains on state proficiency test scores compared to a control group of non-HeartMath participating students who share similar profiles and population demographics.
3. Measurable Benchmark:                      % decrease in students’ rate of office referrals, incidents of discipline, violence, and/or absences.
4. Measurable Benchmark:                      % of students staying in school.

Methods of Assessment

As a non-profit research organization, the Institute of HeartMath employs a variety of measures to assess student performance and behavior. The unique circumstances of each school environment determine what measures are appropriate. Methods of assessment to consider.

• Utilize "in house" measures to evaluate the effectiveness of a HeartMath program intervention, including student behavior, student performance on classroom tests and assignments, and levels of reading, spelling, vocabulary, and math proficiency.
• Compare standardized reading and math test scores of students who have received the HeartMath program intervention with the scores of a "control group" of students who have received the same academic training but have not received the intervention.
• Teachers can utilize qualitative assessments to determine program effectiveness. Qualitative assessments sometimes rely on teacher observations, noting changes in student behavior and performance. Other school personnel, who are familiar with specific students, can also be asked to comment on observations of performance and behavior. In addition, student work can be collected for use in a portfolio showing various completed assignments throughout the school year and an indication of work and motivation. Some teachers use a self-made survey or checklist to analyze student performance and behavior over the duration of a school year.
• Regular parent/teacher conferences can also be helpful in assessing changes in student performance and behavior. Shared comments help pinpoint areas of growth and areas needing further attention.
• Hundreds of norm-referenced assessments on student behavior and performance are available as tools of assessment. With parent permission beforehand, these measures can help determine a classroom and an individual student’s progress towards whatever goals the teacher defines as critical to success. When appropriate, pre- and post-tests are ideal to compare progress from the beginning to the end of the school year.