After-School Initiative's Toolkit for Evaluating

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Toolkit for Evaluating Positive Youth Development 14 Survey administration procedures 1. Prepare all materials prior to the scheduled survey. 2. Leave enough time to set up and arrange the room appropriately prior to the participants’ arrival. 3. Introduce yourself to the participants as they arrive and give a brief description of your purpose for being there and administering the survey. Use the sample script below as a guide to introduce yourself and the evaluation to participants, but make sure the language is your own. Also make sure you convey all the major ideas reflected in the script, but use your own style of communication to ensure that you are able to establish rapport with the participants from the beginning. 4. Hand out surveys to participants. 5. Request that they attempt to answer every question in order that their opinions and experiences can be fully included in the evaluation. 6. Let participants know you are here to help them if they have any questions. They should raise a hand to indicate they need you. 7. While participants are completing the survey, quietly walk around the room (do not hover), answer questions and make sure things are running smoothly. 8. When youth finish the survey, thank them for their time and provide incentives, if appropriate. SAMPLE SCRIPT Hi, I’m (insert your name here). I am here to ask you to participate in our after-school program evaluation. The survey I am about to pass out is being used to get your ideas about our after-school program. It is not a test and there are no right or wrong answers — we want to know what your experiences and opinions are. Take your time and be sure to answer each question based on what you really think. If you cannot read or don’t understand a question, please raise your hand or come find me and I can help you. The survey should take you only 8 to 10 minutes. (May differ depending on survey length.) Make sure you do NOT put your name on the survey so that we can keep your answers private. Okay, let’s begin.
Problem situations during survey administration 1. If a participant appears to be going too slowly or too quickly, discretely check on them. If they need additional assistance, you may want to offer to read them the questions in another room. 2. If a participant does not understand a question or a response: a. Read the question or response aloud to them b. Emphasize key words that may help convey meaning c. Ask if there are any words that the participant does not understand d. Try to paraphrase the word or phrase. Give word or phrase options until the participant understands the question; however, keep as close to the original question as possible without leading participants to any particular response. e. If a participant is concerned about who will see answers remind them that only members of the program team and NRC evaluators will see their individual surveys. No one will ever see his or her name attached to the survey and no information will be presented about individual respondents; only group averages will be used in reports. After the Survey Administration Once ASI program staff develops and administers the surveys, staff should submit data to NRC for analysis. After data are analyzed, evaluation liaisons will meet with program staff to review data and discuss ways of using results for program improvement. Specific instructions for submitting completed surveys to NRC are: 1. Make copies of the surveys before sending them to NRC in case they get lost in the mail. 2. Include the survey administration tracking form (to be completed with an NRC evaluation liaison). 3. Mail the packet of completed surveys to: Laurie Urban National Research Center, Inc. 3005 30th Street Boulder, CO 80301 4. Send an e-mail to your NRC liaison saying that a batch of surveys has been mailed so that NRC can be on the lookout for them. 5. Once data analysis is complete, evaluation liaisons will schedule a time with ASI program staff to review the data. Toolkit for Evaluating Positive Youth Development 15
Page 1 and 2: THE AFTER-SCHOOL INITIATIVE’S Too
Page 3 and 4: Table of Contents INTRODUCTION ....
Page 5 and 6: Introduction The After-School Initi
Page 7 and 8: Mitigation of burden on participant
Page 9 and 10: Using This Toolkit As part of their
Page 11 and 12: Guarantee anonymity or confidential
Page 13 and 14: • Who is responsible for gatherin
Page 15 and 16: The following is a checklist of tas
Page 17: The Survey Administration The surve
Page 21 and 22: Outcome Domain Outcome Indicators A
Page 23 and 24: Academic Success Many after-school
Page 25 and 26: Arts and Recreation Many youth prog
Page 27 and 28: Cultural Competency As communities
Page 29 and 30: Life Skills Life skills are profici
Page 31 and 32: Positive Life Choices Although the
Page 33 and 34: Section 2: Program Quality Toolkit
Page 35 and 36: ASI requirement: All program qualit
Page 37 and 38: Section 3: Youth Background and Pro
Page 39 and 40: Section 4: Alternative to Post-only
Page 41 and 42: Review of positive youth developmen
Page 43 and 44: Reliability of Toolkit Domains Doma
Page 45 and 46: Appendix III. The Use of Incentives
Page 47 and 48: [ASI program staff may delete some
Page 49 and 50: Child Assent to Participate in the
Page 51 and 52: [ASI program staff may delete some
Page 53 and 54: Asentimiento de jovenes para partic
Page 55 and 56: Outcome Domain Community Involvemen
Page 57 and 58: Outcome Domain English Post-only Qu
Page 59 and 60: Outcome Domain Sense of Self Englis
Page 61 and 62: 7) Who will assist the survey admin
Page 63 and 64: Toolkit Outcome Domains Toolkit Out
Page 65 and 66: Toolkit Outcome Domains Toolkit Out
Page 67 and 68: Toolkit Domains Toolkit Outcome Ind
Page 69 and 70:
TABLE 3 - Toolkit Outcome Domains L
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Toolkit Domains Toolkit Outcome Ind
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Outcome Domain Advanced Question a
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Outcome Domain Advanced Question I
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Background Information Advanced Que
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CSAP Tracking Form Student ID Readi
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Attendance Tracking Form Student ID
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Appendix IX. Complete Post-only Too
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[Academic Success - For ASI grantee
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[Life Skills - For ASI grantees cho
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17) What grade are you in? ________
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Page 93 and 94:
[Life Skills - For ASI grantees cho
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17) ¿En qué grado estás? _______
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Flowchart for Selecting Post-only o
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Outcome Domain Post-Only Question P
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Outcome Domain Post-Only Question P
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Appendix XI. Complete Pre-Post Tool
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Page 107 and 108:
[Positive Core Values - All questio
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[NAME OF ASI PROGRAM/AGENCY] ENCUES
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[Cultural Competency - For ASI gran
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[Questions a and b are required if
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REFERENCES 1 The International Coun
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