After-School Initiative's Toolkit for Evaluating

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Toolkit for Evaluating Positive Youth Development 20 Report of academic-related behaviors There is more to academic success than grades, test scores and attendance. Many after-school programs aim to improve attitudes about school and behaviors related to learning. This question set contains questions on the topics of school attachment (e.g., bonding to school, classmates and teachers), school engagement (e.g., trying “harder,” spending more time on homework, attending class more often) and the promotion of a general interest in learning (e.g., reading for pleasure). ASI requirement: If the academic success domain is selected, all questions in bold (a-f) are required. Note: Questions in bold on page 19 also are required. Attitudes and Behaviors Related to Academic Success Coming to [this program] has helped me to… YES KIND OF NOT REALLY a. Participate more in class activities ............................................................. ...................... ............................. b. Become more interested in going to school ............................................ ...................... ............................. c. Care more about my school .......................................................................... ...................... ............................. d. Get along better with my classmates ......................................................... ...................... ............................. e. Get along better with my teachers .............................................................. ...................... ............................. f. Spend more time reading for fun (not for school).................................. ...................... .............................
Arts and Recreation Many youth programs focus on building skills through activities in arts, music, drama, dance or recreation. This question set contains questions that measure both time spent in the arts and recreation as well as increased performance. Appreciation for the arts is also covered in the question set. Helpful hint: Limit arts and recreation questions to those that pertain specifically to the program. For example, do not include questions about “dance” if the program does not purposely involve youth in dance. ASI requirement: If the arts and recreation domain is selected, a program may choose to use questions a through c, d through f and/or g through i. Arts and Recreation Because I came to [this program]… YES KIND OF NOT REALLY a. I spend more time doing arts and crafts ......................................................... ...................... ............................. b. I enjoy arts and crafts more ............................................................................. ...................... ............................. c. I am better in arts and crafts............................................................................. ...................... ............................. d. I spend more time in music, dance and/or theater ....................................... ...................... ............................. e. I enjoy music, dance and/or theater more...................................................... ...................... ............................. f. I am better at music, dance and/or theater .................................................... ...................... ............................. g. I spend more time doing sports, exercise and/or recreation activities............................................................................................. ...................... ............................. h. I enjoy sports, exercise and/or recreation activities more............................ ...................... ............................. i. I am better at sports and/or recreation activities........................................... ...................... ............................. Toolkit for Evaluating Positive Youth Development 21
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 and 18: The Survey Administration The surve
Page 19 and 20: Problem situations during survey ad
Page 21 and 22: Outcome Domain Outcome Indicators A
Page 23: Academic Success Many after-school
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
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 91 and 92:
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 105 and 106:
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 and 114:
[Questions a and b are required if
Page 115 and 116:
REFERENCES 1 The International Coun
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After-School Initiative's Toolkit for Evaluating

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