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PROTOCOLS FOR FOSTER GRANDPARENT PROGRAM CASE STUDIES

Developed by ICF International

For submission to OMB

Information to obtain prior to the site visit through application materials and direct communication 

with the site:

 Total number of volunteers at the local program

 What proportion/number of volunteers are from Foster Grandparents Program?

 Which other groups of volunteers are involved in the program (RSVP, AmeriCorps, other)?

 Content of training/copies of training materials

 Program staff (site/school based and central office) and roles 

 Frequency of volunteer interaction with each student

 Number of students each Foster Grandparent works with

 Number of students in the program

 Number of schools/centers the program works with

 Number of schools/centers that have Foster Grandparents (and locations of each)

 Percentage of students at the school/center who participate in the program

 Logic model and/or theory of change
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This protocol is intended for use with (program name) program administrators and staff. These 

individuals serve in various roles and responsibilities related to the program (e.g. site coordinator, 

volunteer coordinator). As a result the protocol should be adjusted as appropriate as certain questions 

may not be relevant to all staff.

Questions for Reading Partners/Jumpstart Program Administrators/Staff

Volunteer Recruitment and Selection

Let’s start off by discussing the ways in which you recruit and select volunteers for your program. 

 How do you identify volunteers? 

o Do you actively recruit among certain organizations? 

o What criteria does (program name) seek in volunteers (e.g., background in early 

childhood, interest in literacy, etc.)?

o Can anyone who volunteers participate, or do you turn some people away? If so, why?

o Do you formally screen in any way?

 Do you identify or recruit FGs differently than other volunteers?

 What barriers if any, have you encountered in identifying/recruiting FGPs?

 Please describe the process/steps that individuals must complete in order to become a 

volunteer.

 What level of commitment does (program name) require/request from volunteers?

o Is there a minimum number of hours volunteers have to work each week?

o Must volunteers make a commitment to the program for a specific length of time?

o Does this vary for FGPs compared to other volunteers?

Volunteer Training

Now let’s talk about how you train volunteers. 

 Please describe how (program name) trains its volunteers?

o Who conducts the training?

o When trainings are offered? 

o Are all volunteers trained at once, or on a rolling basis?

o How long is the training? Is it all at once, or split across time?

o Do you do training updates?

 Are FGs trained in the same way/ at the same time as other volunteers?

 In what ways if any, do you collect feedback from volunteers about the training?

o What do FGs say about the training?

 What barriers, if any, have you encountered in training FGs?

Student Recruitment and Support

Now I would like to hear about the services and support (program name) provides to students.

 How are students identified to participate in (program name)? 

o What criteria are used to select students for the program?
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 Are there cohorts of students, or do they join the program on a rolling basis?

 Are students assessed before they begin the program? 

o Is this the same assessment used to identify students for participation in the program?

o Who does these assessments?

o At what other points in time, if any, are students assessed?

o Are the FG made aware of students’ progress on these assessments?

 To what extent are student’s school/district/state given assessments considered in identifying 

and selecting students for the program?

 When does a student “graduate” from the (program name)? 

o If a student attains their language development/literacy goals established program in 

the middle of the year, does that student continue in the (program name) through the 

end of the school year?

 Do you specifically match students and FGs or is it a random assignment?

Program Structure, Curriculum and Materials

I am now going to shift the conversation a bit to turn your attention to the program structure, 

curriculum and materials.

 Please describe the nature and frequency of interactions between volunteers s and the 

following individuals:

o (Program name) staff (i.e. program manager, volunteer coordinator, etc.)

o Site/school coordinator

o Site/school staff (i.e. school principal, teachers, etc.)

o How similar or different are the interactions of FG with these individuals?

 Do FGs work in the same setting simultaneously with other volunteers (e.g., in a reading center, 

or library)?

 Do volunteers work with the same child in each session? [Verify the typical number of sessions 

per week, and whether it is different for FG.]

o Is this the same for FGs as for other volunteers? 

o On average, how many children are assigned to each volunteer? Is this different for 

FGs?

 Do the materials you use come from national models, or were they developed at the 

local/regional level?

o For locally developed materials: How did you select and/or develop materials?

o If national, do you modify them at all for different children or special circumstances?

 Do FGs use the materials in the same way as other volunteers? 

o How do you monitor how FGs work with students? Is this the same for all volunteers?

 Outside of their role as tutors, do volunteers serve in any other roles as part of the (program 

name)? If so, please describe.

o Do FGs also serve in those other roles?

Program Impacts/Outcomes

Now let’s talk about the impact and outcomes of the program.

Volunteer Retention
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 Approximately what percent of volunteers serve for an entire academic year? 

o What percentage of FGs?

 What is the average tenure of a volunteer? 

o What is the average tenure of FGs?

 What are the main reasons a volunteer leaves the program? 

o Do FGs leave for different reasons than other volunteers?

o Do you ever have to ask a volunteer to leave the program?

o Have you ever had to ask a FG to leave the program? Please explain.

Students

 What student outcomes are measured and reported related to language development/literacy?

o Do you collect these data or do you obtain them from the school/center? 

 How often do you measure students’ language development/literacy skills? 

o Who is responsible for doing this?

 Are there other outcomes you are monitoring with the students (e.g., attendance, behavior, 

engagement, social emotional development, etc.)?

 Have you noticed any patterns between volunteers and student outcomes?

o What if any, are specific to FGs? 

Volunteers

 What volunteer outcomes are measured and reported?

o How do you collect these data? 

o Do you assess volunteers’ attitudes or outcomes, e.g., satisfaction, well-being, etc.?

o How do you use these data? 

 Based on the data you collect, what benefits if any has been shown for FG in your program?

 In your perspective, are there any other benefits to FG from participating in the (program)?

 Do you collect satisfaction data or other feedback on the program from the school/center, 

parents, or others? If so, please describe.
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Questions for Reading Partners/Jumpstart Program Foster Grandparents

Background and Expectations

First I would like to hear a bit about your background as a Foster Grandparent in the (program name).

 How long have you been a FG?

o Do you volunteer with other programs besides RP?

 How did you hear about FGP?

 What motivated you to volunteer as a FG?

 Did you have any experience working with children in a professional or volunteer capacity prior 

to volunteering with (program name)?

 When you signed up to be a FG, what type of interactions did you think you would have with 

children?

o To what extent has the program lived up to these expectations?

Application and Training

Let’s now talk about your application process and the training you receive as part of the (program 

name). 

 What process/steps did you go through to become a FG (i.e. completing online/paper 

application form, in person/ phone interview, background check, etc.)?

o Did you have to take any additional steps in your FG application process in order to 

become a volunteer with (program name)?

o What challenges, if any, did you experience in the application process?

 Please describe the training you received from the (program name) prior to working with the 

students?

o Was this training adequate to prepare you for your responsibilities?

 What training have you received since you started working with the children?

 Was there anything about the training you found hard to understand or difficult to accomplish?

 Is there anything that you’ve encountered during your time with (the program) that was not 

included in the training you have had so far?

 Is there anything you would like more training on?

Program Structure, Curriculum and Materials

Now I’d like to hear about your experience working with the (program name).

 How would you describe your role in the (program name)?

 How many children do you work with during the week?

o What grades are the children you work with in?

o Do you work with the same child each day? How much time each day do you usually 

work with the same child?

 How many hours per day do you work during the week?

o Does the (program name) ask you to make a minimum time commitment per week?

 What kinds of information/data you get about the children before you start working with them?

o Throughout the course of time that you work with them?
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o How helpful is this information? How do you use it?

o What other additional information would you like to have about the children and why? 

 Is the curriculum clear and easy to understand?

o How closely do you follow the curriculum?

o What challenges if any, have you had in using the curriculum or the program materials

with the children?

 Please describe the nature and frequency of interactions you have with the following 

individuals:

o (Program name) staff (i.e. program manager, volunteer coordinator, etc.)

o Site/school coordinator

o Site/school staff (i.e. school principal, teachers, etc.)

 Who do you go to for support or help if you are having difficulty fulfilling your FG responsibilities 

(e.g., difficulties making progress with a student, dealing with bad behavior or lack of student

engagement, you are no longer able to meet with the child at the scheduled time, you do not 

feel welcome in the school/center, etc.)?

 Is there anything you would change about how the program is structured or its curriculum or 

materials?

Program Impacts/Outcomes

 What progress if any, have you observed in the children you work with related to their language 

development/literacy?

 Have you noticed any other changes in the children (e.g. improvement in behavior, engagement, 

etc.)? Please describe.

 Overall, how satisfied are you with your experience as a volunteer with (program name)?

 How do you think you have benefited, if at all, from working as a FG with (program name)?

 Do you intend to continue volunteering with (program name)? Please explain why or why not.