Imperial Valley Regional Occupational Program (IVROP) ReadyforLIFE Healthy Marriage and Responsible Fatherhood Program Evaluation
Phase: NA
Conditions: Youth
Sponsor: Midwest Evaluation & Research

 
 
IVROP ReadyforLIFE Program Evaluation 
Study Protocol 
ClinicalTrials.gov ID: NCT05244447 
 
 
August 29, 2024 
 

 
 

 
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Descriptive Evaluation Analysis Plan: “The Evaluation of 
ReadyforLIFE in Imperial Valley, California” 
A. HMRE grant recipient 
HMRE grant recipient: Imperial Valley Regional Occupation Program, El Centro, CA 
Project lead: Chantelle Gerardo 
Email address: cgerardo@ivrop.org 
B. Evaluator 
Evaluator’s organization: Midwest Evaluation and Research, Emporia, KS 
Evaluator lead: McKenna LeClear 
Email address: mckenna.leclear@midwestevaluation.com 
 
 
 
 

 
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Descriptive Evaluation Analysis Plan 
The Evaluation of ReadyforLIFE in Imperial Valley, CA 
A. Description of the intended intervention(s)  
The ReadyforLIFE program aims to support the development of healthy, respectful, nonviolent 
relationships among youth in the Imperial Valley region of California. The primary curriculum includes 
courses that provide all youth participants with a general overview of healthy partner and family 
relationships, healthy attitudes and habits about mental health, and money management. Primary 
workshops are offered predominantly as in-person, in-school sessions that occur during students’ regular 
school hours, though in-person, after school and virtual, evening formats have also been offered to meet 
the needs of different students. Additionally, participants receive individualized Life Coaching sessions 
where they can explore career opportunities, get connected to other resources in the community, discuss 
future interests, and work with their Life Coach to develop an action plan for achieving future goals. A 
subset of program participants, selected based on their core programming participation and interest on a 
first-come first-served basis, subject to funding availability, are eligible to receive additional optional 
program services, described as 2.0 and PLUS services in the outline below. A summary of program 
services, including dosage and focal population, can be found in Table 1. 
• 
Goal 1 - Deliver core curriculum as primary services to all IVROP ReadyforLIFE participants: 
Participants receive core curriculum to develop healthy attitudes (relationship and financial) and 
skills to engage in healthy partner and family relationship behaviors, but only after receiving an 
orientation about the IVROP ReadyforLIFE Program and giving program staff informed consent to 
participate in study activities. Then, primary ReadyforLIFE curriculum is delivered. Primary 
curriculum, delivered by an IVROP facilitator, includes 12 hours of Relationship Smarts, 3 hours of 
Mind Matters, and 1 hour of Money Habitudes, for a total of 16 primary workshop hours, typically 
delivered sequentially over 4-5 weeks. For in-person, in-school workshops, the number of sessions 
and length of the workshop series varies depending on classroom schedules. In-school workshops 
are provided to students whose teachers have agreed to use classroom time to provide the 
ReadyforLIFE program to their students. ReadyforLIFE is typically offered as a replacement for 
instructional time in classes that focus on student health and life skills, such as Freshman Seminar, 
Success 101, or Intro to Health. For in-person and virtual workshops held after school, the delivery 
schedule is typically as follows: 
o 
Relationship Smarts (12 hours total) – three 2-hour sessions per week for two weeks 
o 
Mind Matters (3 hours total) – two 1.5-hour sessions held within one week, after the 
conclusion of Relationship Smarts 
o 
Money Habitudes (1 hour total) – one 1-hour session held either in the same week as 
Mind Matters or the following week, along with the exit session and makeup workshops 
as needed 
Virtual and in-person afterschool workshops are typically attended by students who do not have 
teachers who are offering the program as part of the regular school day. Virtual, evening cohorts 
are typically made up of students who have extracurricular afterschool activities that prevent them 
from attending in-person, afterschool workshops. 
 
• 
Goal 2 - Deliver support services to all IVROP ReadyforLIFE participants:  

 
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Program participants  also receive support services in the form of individualized life coaching 
sessions by IVROP facilitators who have been trained in Life Coaching techniques. Life Coaches 
will offer sessions to build skills to promote independence, decision making, problem solving, and 
goal setting. Each program participant will be offered at least 3 sessions, to be held virtually or in 
person. In-person, in-school cohorts are offered Life Coaching services in person, often in a small 
group setting, and students are able to request 1-on-1 coaching sessions if they prefer. Life 
Coaching sessions can also be completed on the phone or via Zoom, depending on the needs 
and preferences of the student. 
 
• 
Goal 3 - Deliver ReadyforLIFE 2.0 Services (Primary + 2.0 services) to a select number of 
IVROP ReadyforLIFE primary curriculum completers: Program participants, once they 
complete all primary services (i.e., 16 core curriculum hours), are eligible to receive ReadyforLIFE 
2.0 services. Each grant year, 100 students will be offered 2.0 services on a first-come, first-served 
basis. ReadyforLIFE 2.0 services include the following program activities, with a delivery schedule 
that varies based on setting: 
o 
Career Readiness course (6 hours total) 
▪ 
In-person, in-school: 1 hour per day for 6 school days 
▪ 
Virtual or in-person after school: 2 hours per day for 3 days within 1 week 
o 
Work-based learning activities with a partner agency (10 hours total) to be 
completed within 2 weeks outside of school 
▪ 
One  activity, up to 8 hours (employer-based mentoring OR job shadowing) 
• 
Employer-based mentoring (either individual or with a small group of 
participating students) includes discussions about how students can stay 
on the path toward a particular field (i.e., tips and insights), while job 
shadowing allows students the opportunity to observe a day in the life of 
an employee in a particular field 
▪ 
One 2-hour activity (employer presentation OR industry tour) 
o 
At least one additional workshop (time varies based on selection – students choose 
based on their individual interests) 
▪ 
Option 1: Developmental Assets course using the Developmental Assets 
Framework curriculum developed by the Search Institute (4 hours total) 
• 
In-person, in-school: 1 hour per day for 4 school days 
• 
Virtual or in-person after school: 2 hours per day for 2 days OR 
▪ 
Option 2: First5 Parenting workshop using resources developed by First5 
California (8 hours total) 
• 
In-person, in-school: 1 hour per day for 8 school days 
• 
Virtual or in-person after school: 2 hours per day for 4 days 
▪ 
Participants who are interested in continuing through to ReadyforLIFE PLUS 
services (Goal 4) must complete both the Developmental Assets and First Five 
Parenting workshops, as well as the Career Readiness course and work-based 
learning activities. 
 
• 
Goal 4 – Delivery ReadyforLIFE PLUS Services (Primary, 2.0, and PLUS services) to a select 
number of ReadyforLIFE Primary and 2.0 curriculum completers: Program participants, once 
they complete all Primary and 2.0 services (i.e., 16 hours of core curriculum and 28 hours of 2.0 
programming), are eligible to receive ReadyforLIFE PLUS services. Each grant year, 35 students 
who meet these criteria will be offered ReadyforLIFE PLUS services on a first-come, first-served 

 
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basis. ReadyforLIFE PLUS services are offered in partnership with employers in the Imperial Valley. 
Employer partners are identified based on the interests of participating students; IVROP has 
employer partnerships in agriculture, retail, and health care, among other sectors, and students 
are able to choose which sectors interest them. ReadyforLIFE PLUS services include the following 
activities: 
o 
Work-based learning activities with a partner agency (20 hours total, inclusive of 10 
hours completed as part of 2.0) to be completed within 4 weeks outside of school 
▪ 
Participants will complete all of the work-based learning activities from 2.0 
(employer-based mentoring, job shadowing, employer presentation, and industry 
tour) with a partner agency 
o 
Paid work experience with partner employers (up to 160 hours) 
▪ 
During school year – maximum of 20 hours per week 
▪ 
During summer – 40 hours per week for 4 weeks 
Table 1. Description of intended intervention components, content, dosage and implementation 
schedule, delivery, and focal populations 
Components 
Content 
Dosage and 
schedule 
Delivery 
Focal population 
Relationship skills 
workshops 
Relationships Smarts 
Plus curriculum: skill-
building for youth to 
have healthy 
relationships with 
committed partners 
A total of 12 hours, 
with two-hour 
sessions occurring 
three times per week 
for two weeks (can 
vary by classroom 
schedule for in-
person, in-school 
services) 
Group classes 
provided either 1) in-
person, in-school, 2) 
in-person, after 
school at IVROP 
facilities, or 3) 
virtually after school; 
two trained facilitators 
lead every session 
At-risk youth (defined 
as attending a  high-
need high school  or 
meeting other risk 
criteria such as 
membership in a low-
income or single 
parent household) 
ages 14-18 and 
enrolled in 9-12th 
grades 
Mental health 
workshops 
Mind Matters 
curriculum: skill-
building that helps 
youth resolve ACEs 
to manage emotions 
and improve their 
state of mind 
A total of three hours, 
with two 1.5-hour 
sessions held within 
one week 
Group classes 
provided either 1) in-
person, in-school, 2) 
in-person, after 
school at IVROP 
facilities, or 3) 
virtually after school; 
two trained facilitators 
lead every session 
At-risk youth (defined 
as attending a  high-
need high school  or 
meeting other risk 
criteria such as 
membership in a low-
income or single 
parent household) 
ages 14-18 and 
enrolled in 9-12th 
grades 
Economic stability 
workshops 
Money Habitudes 
curriculum: skill-
building that uses 
personality types to 
develop better money 
attitudes and habits 
A total of one hour, 
with one 1-hour 
session held in the 
same week as Mind 
Matters or the 
following week 
Group classes 
provided either 1) in-
person, in-school, 2) 
in-person, after 
school at IVROP 
facilities, or 3) 
virtually after school; 
two trained facilitators 
lead every session 
At-risk youth (defined 
as attending a  high-
need high school  or 
meeting other risk 
criteria such as 
membership in a low-
income or single 
parent household) 
ages 14-18 and 

 
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Components 
Content 
Dosage and 
schedule 
Delivery 
Focal population 
enrolled in 9-12th 
grades 
Life coaching 
sessions 
Individualized 
sessions to promote 
independence, 
decision making, 
problem solving, and 
goal setting 
At least three 1-hour 
sessions 
Individual sessions 
provided by IVROP-
trained Life Coaches 
either virtually or in 
person 
At-risk youth (defined 
as attending a  high-
need high school  or 
meeting other risk 
criteria such as 
membership in a low-
income or single 
parent household) 
ages 14-18 and 
enrolled in 9-12th 
grades 
ReadyforLIFE 2.0 
(optional, secondary 
for up to 100 students 
per grant year) 
Career readiness 
course; work-based 
learning activities; 
parenting or 
developmental assets 
course provided by 
IVROP facilitators 
A total of 20-28 hours 
(depending on 
selections; course 
schedule can vary by 
classroom schedule 
for in-person, in-
school services) 
Group classes 
provided either 1) in-
person, in-school, 2) 
in-person, after 
school at IVROP 
facilities, or 3) 
virtually after school; 
group work-based 
learning activities with 
partner employers or 
IVROP’s Strong 
Workforce agency  
At-risk youth (defined 
as attending a  high-
need high school  or 
meeting other risk 
criteria such as 
membership in a low-
income or single 
parent household) 
ages 14-18 and 
enrolled in 9-12th 
grades who complete 
all ReadyforLIFE 
primary services 
ReadyforLIFE Plus 
(optional, secondary 
for up to 35 students 
per grant year) 
Work-based learning 
activities; paid work 
experience 
Up to 180 hours total, 
with a maximum of 20 
hours per week of 
paid work experience 
during the school 
year and a maximum 
of 40 hours per week 
of paid work 
experience during the 
summer 
Individual/group 
work-based learning 
activities and 
individual paid work 
with partner 
employers 
At-risk youth (defined 
as attending a  high-
need high school  or 
meeting other risk 
criteria such as 
membership in a low-
income or single 
parent household) 
ages 14-18 and 
enrolled in 9-12th 
grades who complete 
all ReadyforLIFE 
primary and 2.0 
services 
Table 2. Staff education and training (initial and ongoing)  
Component 
Education and initial training 
Ongoing training 
Relationship skills 
workshops 
Facilitators: 1 male and 4 females 
All facilitators hold a bachelor’s degree and 
received 5 days (17.5 hours) of initial training. 
Receive yearly refresher trainings during 
seasonal breaks to include, school’s 
thanksgiving and summer breaks, and attend 
semiannual content webinars that cover 
curriculum enhancements offered by the 
Dibble Institute .  

 
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Component 
Education and initial training 
Ongoing training 
Mental health 
workshops 
Facilitators: 1 male and 4 females 
All facilitators hold a bachelor’s degree and 
received 5 days (17.5 hours) of initial training. 
Receive yearly refresher trainings during 
seasonal breaks to include, school’s 
thanksgiving and summer breaks, and attend 
semiannual content webinars. 
Economic stability 
workshops 
Facilitators: 1 male and 4 females 
All facilitators hold a bachelor’s degree and 
received 2 days (5 hours) of initial training. 
Receive yearly refresher trainings during 
seasonal breaks to include, school’s 
thanksgiving and summer breaks, and attend 
semiannual content webinars. 
Life coaching 
sessions 
Facilitators: 1 male and 4 females 
All facilitators hold a bachelor’s degree and 
received 30 contact hours of Life Coach 
training for certification, in addition to 
completing 20 practicum hours. 
Receive yearly refresher trainings during 
seasonal breaks to include, school’s 
thanksgiving and summer breaks, and attend 
semiannual content webinars. 
Career readiness 
workshops 
Facilitators: 1 male and 4 females 
All facilitators hold a bachelor’s degree and 
received 3 days (6 hours) of initial training. 
Receive yearly refresher trainings during 
seasonal breaks to include, school’s 
thanksgiving and summer breaks, and attend 
semiannual content webinars. 
Developmental 
Assets workshops 
(for 2.0 participants 
only) 
Facilitators: 1 male and 4 females 
All facilitators hold a bachelor’s degree and 
received an initial curriculum training 
Receive yearly refresher trainings from 
Search Institute during seasonal breaks to 
include schools’ Thanksgiving and summer 
breaks 
First5 Parenting 
workshops (for 2.0 
participants only) 
Facilitators: 1 male and 4 females 
All facilitators hold a bachelor’s degree and 
received an initial training with First5 
California 
IVROP staff who received the initial training 
from First5 conduct train-the-trainer 
refreshers among staff 
B. Outcomes study 
This section describes the research questions, evaluation enrollment process, data collection procedures, 
outcome measures, and analytic approach for the outcomes study. 
1. Research questions 
RQ1: What is the level of healthy relationship attitude scores immediately following ReadyforLIFE primary 
services, as compared to baseline scores? 
RQ2: What is the level of healthy relationship behavior scores one year after enrollment into ReadyforLIFE 
primary services, as compared to baseline scores? 
RQ3: What is the level of healthy financial attitude scores immediately following ReadyforLIFE primary 
services, as compared to baseline scores? 
RQ4: What is the level of healthy financial behavior scores one year after enrollment into ReadyforLIFE 
primary services, as compared to baseline scores? 
2. Outcomes evaluation enrollment 
The original study and data collection plan were initially approved by Solutions IRB on 3/30/2021 and 
have been annually reviewed and approved three times on 3/15/2022, 3/4/2023, and 3/11/2024. 

 
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Additionally, revisions to the study and/or data collection plan were submitted to the IRB as amendments 
and were approved on 4/6/2022 and 2/22/2023. 
All program participants whose parents have given consent are eligible to participate in the evaluation 
study. Participants for the ReadyforLIFE program, and thus the study, are recruited primarily from 
partnerships with schools and particular teachers in the Imperial Valley region who have agreed to offer 
ReadyforLIFE programming as part of their classroom instructional time. IVROP staff give presentations to 
school administrators and directly to students to foster interest in the program. Monthly presentations 
directly to students in classrooms generate an interest list that IVROP uses to fill after school and summer 
workshops. Program service locations participating in the local evaluation since the start of the program 
have included: 
• 
Brawley Union High School 
• 
Central Union High School 
• 
Calipatria High School 
• 
Southwest High School 
• 
Holbrook High School 
• 
Desert Valley High School 
• 
Renaissance High School 
• 
Phoenix Rising High School 
• 
After-school services provided at IVROP facilities 
• 
Virtual services provided via Zoom 
The projected enrollment into the study is 1680 participants, and the desired sample size, with a target 
follow-up survey response rate of 70%, is 1176 participants. 
To be eligible for the program, and thus the study, participants must meet the following criteria: 1) at-risk 
youth (e.g., former foster care system involved, runaways, homeless, low income, migrant, at risk for 
dropping out of school, expecting or parenting teens, or attending a Title 1 or alternative high school), 2) 
ages 14-18, 3) parents have given consent for youth to participate, and 4) youth have given assent to 
participate in the study. All students offered services in a classroom setting meet the first criterion, as 
services are offered in Title 1 or alternative high schools. Enrolling students are also asked to identify if 
they meet other risk criteria (e.g., low-income household, single parent household, etc.). Eligibility for 
virtual and after school workshops is determined by the IVROP program manager using responses on the 
enrollment packet paperwork. 
Parental consent for enrollment into the evaluation is collected as part of the program enrollment 
process. A consent form explaining study activities and potential risks and benefits is provided to parents 
as part of the enrollment packet with information on who to contact with questions. Parents who wish to 

 
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deny consent for their youth to be part of the study will sign and return the form to program staff. Youth 
assent for enrollment into the evaluation happens during program orientation, prior to the start of the 
first primary workshop. The study activities and potential risks and benefits are explained to the youth, 
who have an opportunity to opt out of the local evaluation. Consent records are kept on MER’s secure 
Dropbox server. 
Enrollment into the study began on June 15, 2021 and is expected to continue until March 31, 2024, after 
which point study enrollment will end to allow for collection of the one-year follow-up survey before final 
analyses and report writing begin in 2025. 
3. Data sources and data collection 
The main data source for this study is surveys of intervention participants. Participants are surveyed at 
three different time points throughout the study. Two surveys (one nFORM and one local evaluation 
[OLLE] survey) are collected from participants at each of the first two waves of data collection. Wave 1 
(nFORM entrance survey and OLLE pre-survey) of data collection happens during the program orientation 
session before the first primary workshop session, with make-ups administered as needed until three 
primary workshops have been received. Wave 2 (nFORM exit survey and OLLE post-survey) of data 
collection happens at or immediately after the final workshop session, with make-ups administered as 
needed for up to two weeks after primary workshops end. Wave 3 of data collection (the OLLE follow-up 
survey) happens one year after program enrollment. 
Waves 1 and 2 of surveys are administered online using students’ school computers, program tablets, or 
students’ personal devices in the case of virtual cohorts. Paper surveys can be offered if necessary due to 
technological difficulties or facility restrictions. The link to complete the follow-up survey at Wave 3 is sent 
to participants via email, text message, and postcard/letter using a QR code. Participants can also 
complete the survey over the phone with evaluation team staff if they prefer. 
Wave 1 of data collection began in June 2021 and will conclude at the end of March 2024. Wave 2 of data 
collection began in July 2021 and is expected to conclude in April 2024. Wave 3 of data collection began 
in June 2022 and is expected to conclude in March-April 2025. 
The analyses for this study will use data from different survey waves, depending on the outcome. Short-
term attitudinal changes will be assessed by comparing outcomes between Waves 1 and 2 (program entry 
to exit), and longer-term behavioral changes will be assessed by comparing outcomes between Waves 1 
and 3 (program entry to follow-up). 
A copy of the local evaluation survey codebook will be sent as a separate appendix to this plan. 
Table 3. Sources of data to address the research questions  
Data source 
Timing of data collection 
Mode of data collection 
Start and end date of data 
collection 
Intervention 
participants 
(nFORM entrance 
survey and OLLE 
pre-survey) 
At the orientation session before 
the first primary workshop 
In-person online survey or 
remote online survey 
June 2021-March 2024 

 
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Data source 
Timing of data collection 
Mode of data collection 
Start and end date of data 
collection 
Intervention 
participants 
(nFORM exit and 
OLLE post-survey) 
At or immediately after the final 
primary workshop session with 
make-ups offered as needed 
In-person online survey or 
remote online survey 
August 2021-May 2024 
Intervention 
participants (OLLE 
follow-up survey) 
One year after program 
enrollment 
Remote online survey sent 
via text, email, or QR code; 
phone survey 
June 2022-March 2025 
4. Outcome measures 
The attitudinal research questions for this study will be answered by comparing post-survey responses 
collected at the end of primary workshop services to baseline survey responses collected before primary 
workshops begin. The behavioral research questions for this study will be answered by comparing follow-
up survey responses collected one year after program enrollment to baseline survey responses collected 
before primary workshops begin. The one-year follow-up survey will be administered to all program 
participants who consent to be in the study and complete at least one baseline survey (nFORM or OLLE), 
regardless of program completion status or workshop delivery format. Because the post-surveys (nFORM 
exit and OLLE post-survey) are collected during or shortly after the final primary workshop, it is likely that 
only those complete the program will complete the post-surveys; however, all study participants who have 
consented and completed at least one baseline survey are eligible to take the post-surveys. 
For each outcome construct (healthy relationship attitudes, healthy relationship behaviors, healthy 
financial attitudes, and healthy financial behaviors), we have identified the relevant survey measures that 
are theoretically aligned with that construct. When analysis begins, we will generate a correlation matrix 
between items in a given construct to ensure that theoretically related items are also empirically related in 
our data set. Survey items will be reverse-coded as needed before checking for correlation strength. Items 
that are not strongly correlated with other items in a construct will be removed as necessary. Factor 
analysis will be used to ensure that all construct items hang together, using an alpha of 0.7 or higher as 
the acceptable threshold. If a constructed scale does not achieve an alpha of 0.7 or higher, even after 
removing items that are not well correlated, the outcome measure will be dropped from the analysis. 
We will then create a composite measure for each construct by taking an average of the scores on each 
non-missing item in the construct. For these composite measures, we intend to use 20% as a threshold for 
allowable missing items; this plan is contingent on the final distribution of missing data in our data set. 
Participants who are missing more than 20% of items for a given construct will be assigned a missing 
value for that composite outcome measure. We will not be imputing truly missing values for outcomes. To 
create the construct score for each participant, the average of the relevant survey items will be divided by 
the number of non-missing values in the construct. 

 
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Table 4. Outcomes used to answer the research questions 
Research 
question  
Outcome name 
Description of the outcome measure 
Source of the 
measure 
Timing of measure 
RQ1 
Healthy 
relationship 
attitudes 
The outcome measure is a scale (value 
range 1-4) calculated as the average of 
nine survey items related to healthy 
relationship beliefs 
nFORM entrance 
survey (A1.a-i); 
nFORM exit survey 
Wave 1 (before 
primary workshops 
begin) and Wave 2 
(at the final primary 
workshop) 
RQ1 
Healthy 
relationship 
attitudes 
The outcome measure is a scale (value 
range 1-5) calculated as the average of 
three survey items related to 
expectations that youth have for their 
future relationship circumstances 
nFORM entrance 
survey (A2.a-c); 
nFORM exit survey 
Wave 1 (before 
primary workshops 
begin) and Wave 2 
(at the final primary 
workshop) 
RQ2 
Healthy 
relationship 
behaviors 
The outcome measure is a scale (value 
range 1-4) calculated as the average of 
five survey items related to reported self-
assessed skill with communication and 
conflict resolution 
nFORM entrance 
survey (C1b.a-e); 
OLLE follow-up 
survey 
Wave 1 (before 
primary workshops 
begin) and Wave 3 
(one year after 
program enrollment) 
RQ2 
Healthy 
relationship 
behaviors 
The outcome measure is a scale (value 
range 1-5) calculated as the average of 
six survey items related to the frequency 
of engaging in unhealthy conflict 
resolution behaviors 
nFORM entrance 
survey (C3.a-f); 
OLLE follow-up 
survey 
Wave 1 (before 
primary workshops 
begin) and Wave 3 
(one year after 
program enrollment) 
RQ3 
Healthy financial 
attitudes 
The outcome measure is a scale (value 
range 1-5) calculated as the average of 
seven survey items related to level of 
agreement with key financial attitudes 
OLLE pre-survey 
(Q14.a-g); OLLE 
post-survey 
Wave 1 (before 
primary workshops 
begin) and Wave 2 
(at the final primary 
workshop) 
RQ4 
Healthy financial 
behaviors 
The outcome measure is a scale (value 
range 1-5) calculated as the average of 
four survey items related to level of 
agreement with good money 
management habits 
OLLE pre-survey 
(Q21.a-d); OLLE 
follow-up survey 
Wave 1 (before 
primary workshops 
begin) and Wave 3 
(one year after 
program enrollment)