After-School Initiative's Toolkit for Evaluating

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16) ¿Cuántos años tienes? 19) ¿Cuál es la mejor descripción de tu 6 años o menos grupo étnico? 7 años Caucásico/a / Blanco/a 8 años Africano americano/a / Negro/a 9 años Asiático/a / de las Islas del Pacífico 10 años Latino/a /Hispano/a 1 años Indio americano/a 12 años De dos razas / De más de dos razas 13 años Otra ______________ 14 años 15 años o más [Must be customized for each ASI grantee.] 20) Marque cada una de la actividad en la 17) ¿En qué grado estás? _________ cual participó durante [este programa]. __________________________ 18) ¿Eres muchacha o muchacho? __________________________ Muchacha __________________________ Muchacho __________________________ __________________________ ¡Gracias por tus respuestas! Toolkit for Evaluating Positive Youth Development 110
REFERENCES 1 The International Council of Self-Esteem. Available at: http://www.self-esteem-international.org. Accessed April 1, 2004. 2 Strein W. Assessment of Self-Concept. ERIC Digest [serial online]. 1995;071. Available at: http://www.ericfacility.net/ericdigests/ed389962.html. Accessed April 1, 2004. 3 Tucker-Ladd C. Psychological Self-Help. Mental Health Net [serial online]. Available at: http://www.mentalhelp.net/psyhelp/. Accessed April 1, 2004. 4 Quinn J. Where Need Meets Opportunity: Youth Development Programs for Early Teens. The Future of Children: When School is Out. Fall 1999;9:96-116 5 Leffert N, Saito RN, Blyth DA, Kroenke CH. Making the case: Measuring the impact of youth development programs. Minneapolis, MN: Search Institute; 1996. 6 Judd B. Elements of Successful Youth Programs. Alaska Division of Public Health; 2000. 7 Eisen M, Pallitto C, Bradner C, Bolshun N. Teen Risk-Taking: Promising Prevention Programs and Approaches. Washington, D.C.: Urban Institute; 2000. 8 Leffert N, Benson PL, Scales, PC, Sharma AR, Drale DR, Blyth DA. Developmental assets: Measurement and prediction of risk behaviors among adolescents (Draft). Minneapolis, MN: Search Institute; 1998. 9 Pittman KJ, Cahill M. A new vision: Promoting youth development. Paper commissioned by the Center for Youth Development and Policy Research, Academy for Educational Development. Washington, D.C.; 1991. 10 Search Institute 40 Developmental Assets. Available at: http://www.search-institute.org/assets/. Accessed April 1, 2004. 11 Litwin, MS. How to measure survey reliability and validity. Thousand Oaks, CA: Sage Publications, Inc; 1995. 12 Robinson JP, Shaver PR, Wrightsman LS. Measures of personality and social psychological attitudes. San Diego, CA: Academic Press, Inc; 1991. Toolkit for Evaluating Positive Youth Development 111
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THE AFTER-SCHOOL INITIATIVE’S Too
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Table of Contents INTRODUCTION ....
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Introduction The After-School Initi
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Mitigation of burden on participant
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Using This Toolkit As part of their
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Guarantee anonymity or confidential
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• Who is responsible for gatherin
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The following is a checklist of tas
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The Survey Administration The surve
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Problem situations during survey ad
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Outcome Domain Outcome Indicators A
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Academic Success Many after-school
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Arts and Recreation Many youth prog
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Cultural Competency As communities
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Life Skills Life skills are profici
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Positive Life Choices Although the
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Section 2: Program Quality Toolkit
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ASI requirement: All program qualit
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Section 3: Youth Background and Pro
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Section 4: Alternative to Post-only
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Review of positive youth developmen
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Reliability of Toolkit Domains Doma
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Appendix III. The Use of Incentives
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[ASI program staff may delete some
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Child Assent to Participate in the
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[ASI program staff may delete some
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Asentimiento de jovenes para partic
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Outcome Domain Community Involvemen
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Outcome Domain English Post-only Qu
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Outcome Domain Sense of Self Englis
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7) Who will assist the survey admin
Page 63 and 64: Toolkit Outcome Domains Toolkit Out
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Page 67 and 68: Toolkit Domains Toolkit Outcome Ind
Page 69 and 70: TABLE 3 - Toolkit Outcome Domains L
Page 71 and 72: Toolkit Domains Toolkit Outcome Ind
Page 73 and 74: Outcome Domain Advanced Question a
Page 75 and 76: Outcome Domain Advanced Question I
Page 77 and 78: Background Information Advanced Que
Page 79 and 80: CSAP Tracking Form Student ID Readi
Page 81 and 82: Attendance Tracking Form Student ID
Page 83 and 84: Appendix IX. Complete Post-only Too
Page 85 and 86: [Academic Success - For ASI grantee
Page 87 and 88: [Life Skills - For ASI grantees cho
Page 89 and 90: 17) What grade are you in? ________
Page 93 and 94: [Life Skills - For ASI grantees cho
Page 95 and 96: 17) ¿En qué grado estás? _______
Page 97 and 98: Flowchart for Selecting Post-only o
Page 99 and 100: Outcome Domain Post-Only Question P
Page 101 and 102: Outcome Domain Post-Only Question P
Page 103 and 104: Appendix XI. Complete Pre-Post Tool
Page 107 and 108: [Positive Core Values - All questio
Page 109 and 110: [NAME OF ASI PROGRAM/AGENCY] ENCUES
Page 111 and 112: [Cultural Competency - For ASI gran
Page 113: [Questions a and b are required if
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