Youth PQA Washington 21 st Century Community Learning Centers

Transcription

1 Youth PQA Washington 21 st Century Community Learning Centers Form B Organization Items Organization name: Site/ Program name: Date scored: Staff present at interview:

2 Published by David P. Weikart Center for Youth Program Quality A division of the Forum for Youth Investment 124 Pearl Street, Suite 601 Ypsilanti, MI Copyright 2013 the Forum for Youth Investment. Except as permitted under the Copyright Act of 1976, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage-and-retrieval system, without prior permission in writing from the publisher. Based on content originally developed by High/Scope Educational Research Foundation ISBN X Printed in the United States of America

3 TABLE OF CONTENTS Introduction i Conducting an Assessment ii Conducting an External Assessment v FRONT MATTER Program Information 1 V. Youth Centered Policies and Practices A. Programs tap youth interests and build multiple skills. 2 B. Youth have an influence on the setting and activities in the organization. 4 C. Youth have an influence on the structure and policy of the organization. 5 VI. Supportive Learning Environment D. Organization supports academic enrichment. 7 E. Organization promotes supportive social norms. 8 F. Organization promotes high expectations for young people. 9 G. Organization supports staff-youth relationship building. 10 VII. Leadership and Management H. Staff availability and longevity with the organization support youth-staff relationships. 11 I. Staff qualifications support a positive youth development focus. 12 J. Organization promotes staff development. 14 K. Organization is committed to ongoing program improvement. 16 L. Organization solicits feedback. 17 VIII. Family and Community M. Barriers to participation are addressed. 18 N. The program builds linkages with families. 19 O. The program builds linkages with the community. 20

4 INTRODUCTION PURPOSE The Youth Program Quality Assessment (Youth PQA) is a validated instrument designed to evaluate the quality of youth programs and identify staff training needs. It consists of a set of score-able standards for best practices in afterschool programs, community organizations, schools, summer programs and other places where youth have fun, work and learn with adults. The Youth PQA is designed to empower people and organizations to envision optimal-quality programming for youth by providing a shared language for practice and decision-making and by producing scores that can be used for comparison and assessment of progress over time. The Youth PQA measures the quality of youths experiences and promotes the creation of environments that tap the most important resource available to any youth-serving organization: a young person s motivation to engage critically with the world. DEFINITIONS Organization refers to the agency that operates services for young people. An organization may be a community-based nonprofit agency, a church or temple, a private center, a neighborhood association or a school. Site refers to the physical location of the activities being observed. For example, Middleton School or Bay Area Country Club. Program offerings refer to structured activities that are led by regular staff with the same youth over time. This includes the range of scheduled services available to youht at an organization, such as classes, workshops, meetings, special events, homework help or discussion groups. Session is one scheduled period of a program offering. For example, a session might be when the photography club meets from 3 to 5 p.m. on Wednesday. Staff refers to the person or persons facilitating a session. Staff may include paid workers, volunteers or peer leaders. Activities are the planned interactions led by staff within a program offering. For example, the activities in an art club might include making a collage, learning different painting techniques and making sculptures with found objects. Program hours are the normal hours that the full range of program offerings are in session. BENEFITS The Youth PQA offers several important attributes: Experience-tested approach The standards for best practices that make up the Youth PQA are grounded in extensive experience working with young people. Together, the scales in the instrument represent a child development approach that works. Research-based rubrics The Youth PQA contains proven measurement rubrics that allow observers to differentiate programs in important and meaningful ways. Opportunities to observe practice Staff using the Youth PQA must spend time watching what happens in their program. Flexibility The Youth PQA is designed to meet a range of accountability and improvement needs, from self assessment to research and evaluation. TERMINOLOGY Form refers to the entire group of scales used for assessment. For example: Form A Program Offerings and Form B Organization Practices & Policies. Domain refers to the group of scales falling under one of the sections I VII. For example, in Form A Program Offerings, a domain is I. Safe Environment, which contains scales that pertain to that domain. Domain score is the average of scale scores for each domain I VII. For example, the domain I. Safe Environment contains five scale scores to be averaged for a domain score. Scale score refers to the average of the scores (one per item) that make up a scale. For example, the Healthy Environment scale has four items that can be scored as 1, 3 or 5 and then averaged for a scale score. Item or item row refers to a single row on the Youth PQA for which there are descriptors for scores 1, 3 and 5. Level 5 is best practice The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation i

5 CONDUCTING AN ASSESSMENT This customized version of the Youth PQA Form B (sections V VIII of the Youth PQA) focuses on program quality at the organizational level and assesses the quality of organizational supports for the youth program offerings assessed in Form A. For interviewers using the independent assessment method, evidence is gathered through a survey and guided interview with a person responsible for administering the youth program. For interviewers using the program self-assessment method, the evidence is assembled and reviewed by an in-house team of administrators and staff. A review of documents may be necessary. 1. Pre-interview. Begin the assessment by making contact with the relevant program administrator(s). In your conversation, establish the purpose for using the Washington 21stCCLC PQA, the materials needed, and a time for the organizational interview to take place. If desired, you can make arrangements to send the abbreviated list of interview questions in advance of the interview date, so that the administrator can review them and prepare for the interview. 2. Conduct the organizational interview. The organizational interview can be conducted in person or by telephone. The interview questions correspond to the indicator rows within a particular scale (rubric). Ask the questions and record the answers in the space provided. The interview questions are designed to elicit information that will allow the interviewer to score each of the indicator rows in the rubric on the facing page. The questions are formulated in relatively neutral language to avoid leading the interviewee toward expected responses. The indicators provide examples of the type of information the interview questions are designed to elicit. The interview can usually be completed in an hour to an hour and a half. 3. Score the indicator rows. After recording answers to the interview questions, read the corresponding row of indicators. Based on the evidence you have recorded, score the indicator row. Circle the number (1, 3, or 5) of the indicator that best matches your notes. Write the score in the box at the end of the indicator row. When using the program self assessment method, a staff team (including the administrator) can simply use Form B and the corresponding interview questions to gather evidence and score the indicator rows. For the self assessment method, scores for each indicator row should be selected through a discussion of the evidence and a consensus decision by the review team. 4. Determine the score for each scale. The scale score is an average of scores (one per indicator row) that fall under each scale. To calculate the scale score, simply add the individual scores (1, 3, or 5) for the indicator rows to get the sum and divide by the total number of indicator rows that were scored. Round scale scores to two decimal places. If an indicator row is not applicable or cannot be observed or determined by follow-up or interview questions, calculate the scale score based on the number of indicators scored for that scale. If some indicators are left un-scored, you can still attain reliable and valid composite scores. However, to maintain the validity of Form B results, every effort should be made to collect data for every indicator row. 5. Determine the score for each domain. The domain scores are averages of each of the corresponding scale scores. Transfer scale scores from the scale pages to the summary sheet at the end of this form. Use the summary sheet to total the scale scores within each section. Calculate average scores for each section by dividing the total score by the number of scales scored in that section. Round average scores to two decimal places. Note: If none of the indicators can be scored for a scale, enter NS on the summary sheet for that scale and remember to divide by the number of scales actually scored for that section. Scores can also be entered into the online scores reporter at Login information is provided at the start of the program year. Technical assistance is available from Weikart Center staff The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation ii

6 PROGRAM INFORMATION Organization name: Site/Program name: Date of group interview: Start Time: End Time: Name of Interviewer: for Interviewer: Staff Present: Staff Present: Staff Present: Staff Present: Staff Present: Staff Present: Grade level(s) of youth served (Circle all that apply): Number of youth served: K Number of Staff: Number of direct-delivery staff: Type of program/activities offered (Check all that apply): Mentoring Tutoring Homework Help Drop-in Faith-based Camp Visual Art Dance Drama Math Life skills development Outreach Prevention Sports Science Leadership development Service learning Other Type of organization (Please check not more than two): A nationally affiliated nonprofit (e.g., YMCA, Boys & Girls Club, Camp Fire USA, Scouts, Future Farmers of America) Local nonprofit (e.g., local community-based or faith-based organization) Local school organization (e.g., public, charter, private school) Unit of city or county government (e.g., Department of Recreation, Health Bureau) State government Local for-profit organization (e.g., bowling alley) 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 1

7 V. YOUTH CENTERED POLICIES AND PRACTICES A Programs tap youth interests and build multiple skills. A1 1 Young people have no opportunities to influence the format or content of the program offerings or staff dismiss input from youth who initiate it. 3 Young people have informal opportunities to influence the format or content of program offerings based on their interests, preferences and/or satisfaction. 5 Young people have structured opportunities to influence the format or content of program offerings based on their interests, preferences, and/or satisfaction. How do you determine the format and content of your program offerings? Are youth consulted? If so, how? A2 1 Program offerings do not focus on skillbuilding but rather on entertainment or custodial care 3 Program offerings, on average, have a major and specific programmatic focus (as opposed to a minor or incidental focus) on skill-building in 1 or 2 of the program areas listed. 5 Program offerings, on average, have major and specific programmatic focus (as opposed to a minor or incidental focus) on skill-building in 3 or more of the program areas listed. Please check one box per line: Academic Cultural Service learning Life skills Career experience Recreation Major Focus Minor Focus No Focus 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 2

8 V. YOUTH CENTERED POLICIES AND PRACTICES A3 1 A Programs tap youth interests and build multiple skills. (continued) Across all program offerings, the organization has a major and specific programmatic focus (as opposed to a minor or incidental focus) on at least 2 of the developmental domains listed. 3 Across all program offerings, the organization has a major and specific programmatic focus (as opposed to a minor or incidental focus) on 3 5 of the developmental domains listed. 5 Across all program offerings, the organization has a major and specific programmatic focus (as opposed to a minor or incidental focus) on 6 7 of the developmental domains listed. Please check one box per line: Cognitive Physical Social Emotional Spiritual Civic Vocational Major Focus Minor Focus No Focus 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 3

9 V. YOUTH CENTERED POLICIES AND PRACTICES B Youth have an influence on the setting and activities in the organization. B1 1 No youth are involved in decision-making about the design and use of the physical environment. Who determines the set up for the physical environment? 3 Youth are consulted about the design and use of the physical environment. 5 Youth and adults share the responsibility for decisions about the design and use of the physical environment (e.g., they make plans for furniture arrangement; determine design and displays relevant to youth activities). B2 1 Youth are not asked for input when determining program schedules. 3 Youth are asked for input about potential program offerings, but they have no other involvement in determining program schedules. 5 Youth and adults share the responsibility in determining program schedules and program offerings. Who determines the schedule and program offerings? B3 1 There are few or no youth involved in facilitating or leading sessions or activities for peers or younger youth. 3 Youth assist adults in facilitating or leading sessions or activities for peers or younger youth. 5 Youth take charge of (with appropriate support from adults) and facilitate or lead (not just assist) sessions or activities for peers or younger youth. Who leads program offerings for peers or younger youth? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 4

10 V. YOUTH CENTERED POLICIES AND PRACTICES C Youth have an influence on the structure and policy of the organization. C1 1 There is little or no youth input considered in program quality review and plans for improvement. 3 Youth input is considered, but youth do not participate in program quality review and plans for improvement. 5 Youth participate in program quality review and plans for improvement. Who reviews program quality and plans for improvement? C2 1 There is little or no youth input considered in staffing decisions or interview processes. 3 Youth are consulted about staffing decisions or potential staff members but are not further involved in the interview or decision process. 5 Youth and staff share responsibilities for hiring, training, and evaluating staff (e.g., they help set qualifications, are present for interviews, and are involved in making decisions about candidates for staff positions). Who hires, trains and evaluates staff? C3 1 Input from participants is rarely or never considered in planning youth recruitment. 3 Input from participants is considered in planning youth recruitment, but participants are not involved in actual recruitment. 5 Youth and staff share responsibilities for planning recruitment and actually recruiting other youth to join the organization or program offerings. Who recruits other young people to join the organization? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 5

11 V. YOUTH CENTERED POLICIES AND PRACTICES C Youth have an influence on the structure and policy of the organization. (continued) C4 1 Input from participants is rarely or never considered in community outreach efforts. 3 Input from participants is considered in community outreach efforts. 5 Youth and staff share responsibilities for community outreach efforts (i.e., interaction with families, schools, other youth-serving organizations, and the community). Who does community outreach? C5 1 Youth have no role in program governing bodies. 3 Staff on program governing bodies seek youth input, or youth have a token presence on the committee or other body. 5 Youth and staff share responsibilities on program governing bodies (e.g., boards, advisory panels, standing committees, task forces). Who participates in program governance? Do youth participate? In what way? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 6

12 VI. SUPPORTIVE LEARNING ENVIRONMENT D Organization supports academic enrichment. D1 1 Staff rarely or never report objectives or learning goals. Are staff required to report learning goals for some of the activities? 3 Objectives or learning goals are sometimes reported OR There is a general focus on learning, but explicit objectives or goals are not reported. 5 Planned activities have explicit objectives and/or learning goals. D2 1 Activities do not connect with school curriculum or learning standards. 3 Activities loosely connect to school curriculum or learning standards but there is no explicit identification of this. 5 Activities explicitly connect to school curriculum or learning standards (e.g., activity plans list school connection). Do activities connect to school curriculum or learning standards? Is there a homework time? D3 1 No communication with schools occurs. 3 Communication with schools is limited to coordination of transportation, schedules, or other logistics. Is there communication between the program and the teachers? How often? What is the nature of your communication? 5 Communication with schools occurs to better coordinate supports and opportunities for youth. D4 1 Program staff do not build connections to the schools. Does your program collaborate with school? In what way and how often? 3 Program staff may build connections to the schools but do not actively pursue such connections. 5 Where possible, program staff actively builds connections to the schools (e.g. talk to teachers, sit in on school improvement teams, etc.) The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 7

13 VI. SUPPORTIVE LEARNING ENVIRONMENT E Organization promotes supportive social norms. E1 1 Expectations for personal behavior and social interaction are not clearly identified. 3 Expectations for personal behavior and social interaction are not documented or are documented but not acknowledged by some youth. 5 Expectations for personal behavior and social interaction are documented (e.g., there are posted ground rules or membership guidelines), and all youth acknowledge them. Are there any sort of written behavioral or social expectations for youth such as a code of conduct? E2 1 Organization discourages staff from having youth share personal concerns. 3 Organization does not discourage staff from having youth share personal concerns but no mechanisms exist for dealing with issues that come up. 5 Organization supports staff in encouraging youth to share personal concerns and has mechanisms in place for dealing with issues that come up, both internally and through referrals. How do you tell staff to handle situations when youth share their personal concerns such as problems at school or at home? Do you tell staff to keep away from those concerns or do you have someone on staff that can help others to address issues as needed? Can you give examples of referrals that have been made to other community organizations? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 8

14 VI. SUPPORTIVE LEARNING ENVIRONMENT F Organization promotes high expectations for young people. F1 1 Organization does not articulate high expectations for young people. 3 Organization articulates high expectations for young people but has not identified steps toward meeting them. 5 Organization articulates high expectations for young people, and steps for meeting those expectations have been identified in all program offerings. Do you expect your youth to excel in their age group as compared to a larger (e.g., citywide, statewide, or nationwide) peer group? Y N If so, how? How do you support young people in taking steps to meet these high expectations? F2 1 Organization does not provide opportunities to acknowledge the achievements, contributions, and responsibilities of young people. 3 Organization provides informal opportunities to acknowledge the achievements, contributions, and responsibilities of young people (e.g., impromptu sharing, recognition, displays of work). 5 Organization provides structured opportunities to acknowledge the achievements, contributions, and responsibilities of young people (e.g., group presentations, reflections, exhibitions, performances, celebrations). How do you recognize the achievements of youth in the program offerings? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 9

15 VI. SUPPORTIVE LEARNING ENVIRONMENT G Organization supports staff-youth relationship building. G1 1 One-on-one staff-youth relationships are rare and not encouraged by management. 3 Management does not specifically encourage or support one-on-one staff-youth relationships; however, some of these occur informally. 5 Management specifically encourages and supports staff to develop one-on-one, professional relationships with youth (e.g., management encourages staff to get to know individual youth, find out about youths lives, ask about school and future plans). Are program staff members encouraged to develop one-on-one professional relationships with youth? How is this done? G2 1 There are no formal mechanisms in place to support staff relationships with individual youth. 3 There are formal mechanisms in place to support staff relationships with individual youth, and some but not all youth receive this individual attention. 5 There are formal (systematic, planned, deliberate, intentional) mechanisms in place with the intention that every individual youth participant has a relationship with at least one adult staff (e.g. specific youth are discussed at staff meetings, youth files are kept, youth have one-on-one meetings with staff). How does the organization support staff to build relationships with individual youth? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 10

16 VII. LEADERSHIP AND MANAGEMENT H Staff availability and longevity with the organization support youth-staff relationships. Note: (a) See definition for staff and program cycle at the beginning of this form. (b) The phrase staff are present, allows for 10 minutes leeway at the beginning of the session and does not include times when youth arrive early or remain in the program space after the end of the scheduled program offering. H1 GRADES K-3 ONLY 1 Ratio of child to staff for a typical program offering is greater than 20 to 1. 3 Ratio of child to staff for a typical program offering is between 10 to 1 and 20 to 1. 5 Ratio of child to staff for a typical program offering is less than 10 to 1. What are your staff-to-youth ratios? What is the age range of the children in your program? H2 GRADES 4 AND UP 1 Ratio of youth to staff for a typical program offering is greater than 25 to 1. 3 Ratio of youth to staff for a typical program offering is between 15 to 1 and 25 to 1. 5 Ratio of youth to staff for a typical program offering is less than 15 to 1. What are your staff-to-youth ratios? What is the age range of the youth in your program? H3 1 At times, some staff responsible for youth are neither present nor close by (i.e., available in at least 5 minutes) during scheduled sessions. 3 All staff are at least close by (i.e., available within 5 minutes) during scheduled sessions when they are not actually present in the program space. 5 All staff are present in the program space at all scheduled times. Are all staff present in the program space during sessions? Are there times when staff must leave the program space during sessions? H4 1 No staff were with the program for the entire program cycle. 3 Less than one third of staff were with the program for the entire program cycle. How many of your current staff have been with the program for the entire program cycle? 5 More than one third of staff were with the program for the entire program cycle The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 11

17 VII. LEADERSHIP AND MANAGEMENT I Staff qualifications support a positive youth development focus. I1 1 Administrator(s) who supervise the youth program director have no experience, coursework, or training relevant to youth development. 3 Administrator(s) who supervise the youth program director have one of the following: experience, coursework, or training relevant to youth development. 5 Administrator(s) who supervise the youth program director have experience and either coursework or training relevant to youth development. What experience and education does the administrator who supervises your youth program director have? I2 1 The youth program director has neither a bachelor s degree nor coursework relevant to youth development. 3 The youth program director has one of the following: a bachelor s degree in any field, coursework relevant to youth development, or training relevant to youth development. 5 The youth program director has a graduate degree in education, psychology, or social work and either coursework or training relevant to youth development. Does the youth program director have a degree? If so, what kind of degree and in what field? I3 1 The youth program director has less than one year of relevant job experience. 3 The youth program director has 2 4 years of relevant job experience. 5 The youth program director has 5 or more years of relevant job experience. How many years of relevant experience does the youth program director have? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 12

18 VII. LEADERSHIP AND MANAGEMENT I Staff qualifications support a positive youth development focus. (continued) I4 1 Less than one fourth of the staff (including the youth program director) have relevant education or training. 3 From one fourth to three fourths of the staff (not including the youth program director) have relevant education or training. 5 More than three fourths of the staff (not including the youth program director) have relevant education or training. How many staff have youth development education or training? I5 1 Less than one fourth of the staff (not including the youth program director) have 2 or more years of experience. 3 From one fourth to three fourths of the staff (not including the youth program director) have 2 or more years of experience. 5 More than three fourths of the staff (not including the youth program director) have 2 or more years of experience. How many of the staff have 2 or more years of previous experience working with youth? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 13

19 VII. LEADERSHIP AND MANAGEMENT J Organization promotes staff development. J1 1 New staff do not participate in pre-service orientation activities. 3 New staff participate in less than 8 hours of pre-service orientation activities, or preservice orientation activities do not include elements of youth development. 5 New staff participate in 8 or more hours of pre-service orientation activities, and preservice orientation activities include elements of youth development. What sort of orientation do you provide or require for new employees? J2 1 None of the staff participate in relevant professional development activities within the organization. 3 Some, but less than half of, staff participate in at least one relevant professional development activity per year within the organization. Beyond new employee orientation, do you offer in-house professional development opportunities for staff? 5 More than half of staff participate in at least one relevant professional development activity (e.g., child/youth development, behavior management, CPR, abuse and neglect prevention) per year within the organization. J3 1 None of the staff participate in relevant professional development activities outside of the organization. 3 Some, but less than half of, staff participate in at least one relevant professional development activity per year outside of the organization. 5 More than half of staff participate in at least one relevant professional development activity per year outside of the organization. Beyond new employee orientation, do you offer off-site professional development opportunities for staff? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 14

20 VII. LEADERSHIP AND MANAGEMENT J Organization promotes staff development. (continued) J4 1 Staff from different program offerings do not meet as a group to plan or coordinate prior to the start of a program cycle. 3 Some, but not all, staff from different program offerings meet as a group to plan or coordinate prior to the start of a program cycle. What sort of group-planning process does staff take part in before or at the start of a program cycle? 5 All staff from different program offerings meet as a group to plan or coordinate prior to the start of a program cycle. J5 1 Staff from different program offerings do not meet during the program cycle. 3 Staff from different program offerings meet, but not regularly, during the program cycle. 5 Staff from different program offerings meet regularly during the program cycle. How often do staff members from different program offerings meet as a group during the program cycle? J6 1 There have been only 1 or 2 times in the past two years when staff training or mentoring focused on working with diverse populations. 3 There have been only 1 or 2 times in the past two years when staff training or mentoring focused on working with diverse populations. Do you offer any training or mentoring focused on working with diverse populations? What kind and how often? 5 There have been more than 2 times in the past two years when staff training or mentoring focused on working with diverse populations. (e.g., youth with disabilities or special needs, different genders, races, cultures, and religions). J7 1 Staff do not receive ongoing supervision or feedback and/or performance reviews are not conducted. 3 Staff receive some supervision or feedback including a performance review, but it is informal, inconsistent, or less than once a year. 5. Staff receive continuous supervision and explicit feedback, including written and shared performance reviews on a regular basis, not less than once a year. How do staff receive feedback on their performance? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 15

21 VII. LEADERSHIP AND MANAGEMENT K Organization is committed to ongoing program improvement. K1 1 Organization does not assess youth outcomes. 3 Organization has assessed youth outcomes but has no formal plan for regular assessment. 5 Organization regularly assesses youth outcomes. How do you measure youth outcomes? K2 1 Organization does not assess program quality. 3 Organization has assessed program quality but has no formal plan for regular assessment. 5 Organization regularly assesses program quality. What kinds of things do you do to look at program practices and quality? K3 1 Organization does not employ strategies for program improvement. 3 Organization employs strategies for program improvement, but they are not based on regular assessment of youth outcomes, staff performance, or program quality. 5 Organization employs strategies for program improvement that are based on regular assessment of youth outcomes, staff performance, and/or program quality. How do you work to improve your program? Is what you do based on youth outcomes, measurements, or processes? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 16

22 VII. LEADERSHIP AND MANAGEMENT L Organization solicits feedback. L1 1 Young people generally are not asked to give feedback on the program. Do you ask youth for feedback about the program? If so, how? 3 There is an informal system for getting feedback that may or may not happen in all program offerings (e.g., some staff ask youth for feedback, others don t). 5 There is a formal system for getting feedback from young people about the program (e.g., every program year, youth surveys are given in each offering that address satisfaction with program). L2 1 Program staff members do not gather parent feedback. 3 Program staff members gather parent feedback, but do not necessarily adapt programming based upon this feedback. 5 Program staff members gather feedback from parents/families and adapt programming based upon this feedback. How do you get feedback from parents? What do you do with this feedback? L3 1 The administration does not solicit feedback regarding satisfaction from past participants. 3 The administration solicits feedback regarding satisfaction from some past participants. 5 The administration formally solicits verbal or written feedback from all past participants regarding satisfaction with services. How does the administration communicate with past participants and for what purpose? Do you ask past participants for feedback about the program? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 17

23 VIII. FAMILY AND COMMUNITY M Barriers to participation are addressed. M1 1 Organization does not regularly identify or address the availability of current youth participants. 3 Organization regularly identifies the availability of current youth participants and uses this information to plan program schedule(s) that maximize participation. 5 Organization regularly identifies the availability of all eligible youth served and not served and uses this information to plan program schedule(s) that maximize participation. How do you determine the program schedule in relation to youth availability? M2 1 Organization does not regularly identify or address potential distance, transportation, and neighborhood safety barriers to youth participation. 3 Organization regularly identifies and addresses potential distance, transportation, and neighborhood safety barriers but only for youth that have attended a program offering. 5 Organization regularly identifies and addresses potential distance, transportation, and neighborhood safety barriers for all eligible youth both served and not served. Are there any barriers (i.e., transportation, distance, neighborhood safety issues) to young people attending the program? Y N If so, how are you currently able to address them? How were these barriers determined? M3 1 Organization does not regularly identify potential cost barriers to youth participation. 3 Organization regularly identifies and addresses potential cost barriers to youth but only for youth that have attended a program offering. 5 Organization regularly identifies and addresses potential cost barriers to youth both served and not served. Are there cost barriers to youth attending the program? If so, how are you currently able to address them? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 18

24 VIII. FAMILY AND COMMUNITY N The program builds linkages with families. N1 1 No communication occurs with most families of youth participants. 3 Communication with families of youth is informal or irregular. How do you communicate with the families of youth in your program? How often? 5 Organization has established mechanisms (e.g., newsletter, , conferences, group meetings, dinners, picnics) for regular communication with families of youth. N2 1 Communications with parents almost always focus exclusively on solving problems. What do staff typically talk about with families? 3 Communications with parents sometimes focus on youth strengths, setting goals, and/or building a team with parents, but often focus exclusively on dealing with problems. 5 Communications with parents usually focus on youth strengths, setting goals, and building a team with parents rather than on dealing with problems. N3 1 Organization does not help parents connect with their child s school learning. 3 Organization may sometimes help parents connect with their child s school learning, but this connection is informal or irregular. How does the organization help parents connect with their child s school learning? 5 Organization has established mechanisms (e.g., regular coordination with teachers) for helping parents connect with their child s school learning. N4 1 Program policies do not include goals related to making the program accessible and welcoming to all youth and their families. 3 Program policies include a goal or goals somewhat related to but not directly about making the program accessible and welcoming to all youth and their families. How does your organization try to make the program accessible to all youth and their families? 5 Program policies include a goal or goals directly about making the program accessible and welcoming to all youth and their families The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 19

25 VIII. FAMILY AND COMMUNITY O The program builds linkages with the community. O1 1 No communication occurs with other organizations involved with youth. 3 Communication with other organizations involved with youth is limited to coordination of transportation, schedules, or other logistics. 5 Communication with other organizations involved with youth occurs to better coordinate supports and opportunities for youth. Does your organization communicate with other community organizations (e.g. Libraries, parks, other youth serving organizations)? In what way? O2 1 No collaboration occurs with other organizations involved with youth. 3 Some collaboration occurs with other youthrelated organizations but administrators and staff do not actively seek it out. 5 Administrators and staff actively seek out other youth-related organizations with which to collaborate (e.g. for field trips, guest speakers, and other expanded learning opportunities). Does your organization partner or collaborate with other community organizations? In what way? O3 1 The program provides no opportunities throughout the year for youth to participate in community service, civic engagement, and/or service learning opportunities. 3 The program provides one or two opportunities throughout the year for youth to participate in community service, civic engagement, and/or service learning opportunities. 5 The program provides three or more opportunities throughout the year for youth to participate in community service, civic engagement, and/or service learning opportunities. Do youth in your program have opportunities to participate in community service projects, civic engagement activities or service learning? How often? 2013 The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 20

26 SUMMARY OF SCALES V. Youth Centered Policies and Practices A. Programs tap youth interests and build multiple skills. B. Youth have an influence on the setting and activities in the organization. C. Youth have an influence on the structure and policy of the organization. VI. Supportive Learning Environment D. Organization supports academic enrichment. E. Organization promotes supportive social norms. F. Organization promotes high expectations for young people. G. Organization supports staff-youth relationship building. VII. Leadership and Management H. Staff availability and longevity with the organization support youth-staff relationships. I. Staff qualifications support a positive youth development focus. J. Organization promotes staff development. K. Organization is committed to ongoing program improvement. L. Organization solicits feedback. VIII. Family and Community M. Barriers to participation are addressed. N. The program builds linkages with families. O. The program builds linkages with the community The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 21

27 END USER LICENSE AGREEMENT: Program Quality Assessment THIS IS AN AGREEMENT GOVERNING YOUR USE OF THE FORUM FOR YOUTH INVESTMENT S PROGRAM QUALITY ASSESSMENT (HEREAFTER, THE PQA ). THE FORUM FOR YOUTH INVESTMENT ( LICENSOR OR US ) AS OWNER OF THE PQA IS WILLING TO PROVIDE YOU (AT TIMES REFERRED TO HEREIN AS LICENSEE) WITH THE PQA IN ACCORDANCE WITH THE TERMS AND CONDITIONS CONTAINED IN THIS AGREEMENT. IF YOU DO NOT WISH TO ACCEPT THIS AGREEMENT, DO NOT DOWNLOAD OR USE THE PQA. USE OF THE PQA IS YOUR CONSENT TO BE BOUND BY AND YOUR ACCEPTANCE OF ALL THE TERMS AND CONDITIONS OF THIS AGREEMENT. PLEASE CAREFULLY READ THE TERMS AND CONDITIONS OF THIS AGREEMENT, AS THIS AGREEMENT IS ENFORCEABLE LIKE ANY WRITTEN NEGOTIATED AGREEMENT SIGNED BY YOU. IF YOU DO NOT AGREE TO ALL OF THE TERMS OF THIS AGREEMENT, DO NOT DOWNLOAD OR USE THE PQA. 1. DEFINITIONS. A. Client. An entity, organization, or person which uses the PQA. B. Confidential Information. Confidential information as used herein means all standards, techniques, forms, rubrics, procedures, information and instructions pertaining to the PQA and other matters subject to this Agreement which are disclosed by us to you. C. Copyright. All of the written, audio and visual materials provided with the PQA are the copyright material of, and are owned by US, including without limitation, the materials provided herein. You agree not to copy any of such materials in any way without the prior written permission of the Licensor. D. PQA. A family of observational assessment tools designed to assess the instructional quality of programs and to identify staff training needs. a. Camp Fire PQA. A validated observational assessment for programs that serve youth in grades b. School-Age PQA. A PQA designed for programs that serve children in grades K - 6. c. Health & Wellness PQA. A PQA designed for health and wellness-related programming. d. STEM PQA. A PQA designed Science, Technology, Engineering and Math (STEM)-related programs. e. ARTS PQA. A PQA designed for Arts enrichment-related programs. E. PQA Materials. Any and all materials provided as part of the PQA including all education and instruction books, charts, disks, forms, activity props, workbooks, and related materials. 2. LICENSEE RIGHTS. A. This license confers upon Licensee the right to use the PQAs at a single location for the benefit of your organization. Under no circumstances does Licensee have the right to contract with additional organizations for their use of the PQA or to license, sell, or authorize any third party use of the PQA without the express permission of Licensor. B. You may NOT sell the PQA. C. You may NOT make any derivative works or materials using any part of the PQA Materials D. Subject to the terms and conditions of this Agreement and the continuing performance by You of Your obligations hereunder, you shall have, during the term hereto, the right to use the PQAs. E. You are only allowed to use the PQA as described herein. No other entity, organization or individual may utilize your copy of the PQA without the express written consent of Licensor. You are permitted to print or copy the PQA for use within your organization provided the End User License Agreement is provided with such copy. 3. FEES. A. A single instance or download of the PQA for the right to use the PQA is free. Licensor reserves the right to charge a fee in the future. B. Licensor shall have no other obligation for any defective material. 4. RESPONSIBILITIES. A. You shall: a. Use the PQA and any PQA Materials for your organization s sole benefit. You shall assume all responsibility and risk for ensuring the effectiveness of the PQA. b. Not make, provide copies of, or grant access to the use of any PQA or PQA Materials outside of your organization. c. Not do any act which alters or impairs the copyrights or trademarks of the PQA or PQA Materials which are not specifically authorized by this Agreement. d. Use your best efforts to work with the PQA using proper techniques. B. Licensor may, but is not required to, make available a downloadable version of the PQA and any PQA Materials. C. Licensor may, but is not required to, provide additional guidance and tools. 5. PROPRIETARY RIGHTS AND NON-DISCLOSURE. You agree that the PQA and PQA Materials and the authorship, systems, ideas, methods of operation, documentation and other information contained in the PQA, are proprietary intellectual properties and/or the valuable trade secrets of the Licensor and are protected by civil and criminal law, and by the law of copyright, trade secret, trademark and patent of the United States, other countries and international treaties. The Licensor retains all right, title and interest in and to the PQA and PQA Materials, including all copyrights, patents, trade secret rights, trademarks and other intellectual property rights therein. Your possession, installation or use of the PQA and PQA Materials does not transfer to You any title to the intellectual property in the PQA and PQA Materials, and You will not acquire any rights to the PQA and PQA Materials except as expressly set forth in this Agreement. Except as stated herein, this Agreement does not grant You any intellectual property rights in the PQA and PQA Materials. You agree not to modify or alter the PQA and PQA Materials in any way. You may not remove or alter any copyright notices or other proprietary notices on any copies of the PQA and PQA Materials. 6. TERM AND TERMINATION. A. This Agreement and your use of the PQA are effective as of the date of download and shall continue for a period of one (1) year. Your continued use of the PQA shall automatically renew the term for a period of one (1) year from your last use. B. In the event that either Party breaches this Agreement, the other Party shall, in addition to any other remedy it may have, have the right to terminate this Agreement, upon ten (10) days written notice. 7. AGREEMENT NOT TO COMPETE. A. During the term of this Agreement, neither You nor Your organization, employees, partners, officers, or directors shall directly or indirectly enter into or in any manner participate in any business profession, proprietorship or any other endeavor which sells, markets or distributes any PQA or PQA Materials, or any techniques or programs which are the same as or similar to any PQA or PQA Materials. You further agree not to use, at any time, Licensor s trade secret or other Confidential Information. B. 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The failure of either Party to enforce, at any time or for any period of time, any provision of this Agreement shall not be a waiver of such provision or of the right of such Party thereafter to enforce such provision. D. Amendment. This Agreement may be amended only by written instrument signed by representatives of both Parties. E. Headings. The paragraph headings appearing in the Agreement are inserted only as a matter of convenience and reference and in no way define, limit, construct or describe the scope or extent of such paragraph or in any way affect such a paragraph. F. Cumulative Rights. The rights are cumulative and no exercise or enforcement by either Party of any right or remedy hereunder shall prelude the exercise or enforcement by the other of any other right or remedy hereunder which either Party is entitled by law or equity to enforce. Nothing herein contained shall be interpreted as to bar or waive the right to obtain any remedy available at law or in equity. YOU REPRESENT, COVENANT, AND AGREE THAT LICENSOR HAS MADE NO REPRESENTATIONS OR WARRANTIES CONCERNING YOUR SUCCESS AND LICNSOR DISCLAIMS ANY WARRANTY OR REPRESENTATION AS TO THE SUCCESS OF THE PQA UNDER THIS AGREEMENT. IN WITNESS WHEREOF, and by downloading and using the PQA and PQA Materials, you agree to abide by all statements made herein The Forum for Youth Investment All Rights Reserved Based on content originally developed by High/Scope Educational Research Foundation 22