15 Nov Afterschool Program Evaluation. Select a local afterschool program: https://greenacresfl.gov/yp/page/cares and evaluate program based on the principles and practices presented in attached
you will complete an Afterschool Program Evaluation. Select a local afterschool program: https://greenacresfl.gov/yp/page/cares and evaluate program based on the principles and practices presented in attached. The paper must address the following topics:
- Name of Afterschool Program
- Issues/Problems of Afterschool Program
- State Goal of Program Evaluation
- Type of Evaluation (Formative, Summative, Qualitative, and/or Quantitative)
- Evaluation Design (What will your evaluation method look like? Describe) (i.e. survey, focus groups, questionnaires, interviews, or actual observations)
- Results
- Proposed Solution(s)
Chapter 5: Community- based AFTERSCHOOL PROGRAMS
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Chapter focus
Chapter discusses programs that were created for the primary use in afterschool settings that have a community focus
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What is a community?
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Community
is a small or large social unit (a group of living things) that has something in common, such as norms, religion, values, or identity.
Program Overview: Provides a combination of educational, cultural, and recreational activities
Target Population: Inner-city youth and family
Program Goal: to reduce crime & violence among youth and their families by providing afterschool programs
Important Program Details
School-based program that’s located on school grounds that serve school-age children who attend and who do not attend school
Created by New York City Department of Youth & Community Development
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New York city beacons
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Program Overview: Afterschool, education, and enrichment program that provides
Target Population: Academically challenged and financially disadvantaged, and must be located in high crime neighborhood in the LA Unified School District
Program Goal: to create a safe environment for students with enhanced educational, enrichment, and recreational activities, and to teach socioemotional skills
Important Program Details
Students are 20% less likely to drop out of high school
Students show increased self-esteem and self-efficacy
Every school day, from the time the school bell rings until 6pm, each LA’s BEST student receives a nutritious meal, help with their homework and the opportunity to participate in a wide array of enrichment activities
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LA’S bEST
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Program Overview: is a Baltimore community based afterschool program seeks to improve the quality of life in low SES communities
Target Population: Inner City Youth & Families
Program Goal: is to improve the quality of life in Baltimore City by directly serving public school students and their families academically, culturally, and behaviourally in school based, extended-day centers
Important Program Details
Video Link: https://vimeo.com/44742798
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Child’s First Authority (CFA)
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Program Overview: created specifically to provide young children from single-parent families with adult mentors
Program Goal: is to provide young children with role models in their everyday lives who will provide them with positive experiences, teach them to make healthy decisions, and help them strive for the best in life
Important Program Details
Adults who sign up to be Big Brothers Big Sisters are screened and, if selected, asked to spend at least 4 to 6 hours every month with their little brothers or sisters
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Big Brothers Big Sisters of America
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Boy Scouts of America & Girl Scouts of the usa
Program Overview: Program seeks to enrich the lives of young makes and teach them how to become model citizens by providing them with educational, mentoring, social, cultural, and recreational opportunities on a regular basis
Target Population: Youth ages 7 and older
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Program Goal: is to provide girls with enrichment: educational, recreational, and cultural opportunities that will help them develop into positive and productive citizens
Target Population: Youth ages 5 and up
Boy Scouts of America
Girl scouts of the usa
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Community based afterschool programs
Program Overview: teaches youth about the dangers & the safe(ties) of camping outdoors
Target Population: Inner City Youth & Families
Program Goal: is to maximize students potential and function effectively as caring, self-directed individuals responsible to themselves and others
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Camp fire boys & girls
Program Overview: created to introduce youth to nature study as a basis for better agricultural education
Target Population: Youth ages 5-18
Important Program Details
America’s largest youth development organization—empowering nearly six million young people across the U.S. with the skills to lead for a lifetime.
YouTube Clip: https://www.youtube.com/watch?v=_4W2imVISbE&feature=player_embedded_uturn
4-h ( Head, heart, hands, & health)
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Boys & Girls club of America & Police Athletic league (PAL)
Program Overview: Program developed to provide youth with safe havens during non-school hours
Target Population: Youth ages 6 and older
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Program Goal: is an afterschool service providing program that strives to improve relations between inner-city youth and police as well as decrease violence/delinquency
Target Population: Youth ages 5 and up
Boys & Girls club of America
Police athletic league
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PROGRAM Effectiveness
Are previously mentioned Community-Based Afterschool Programs effective?
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Chapter Take Home Message
The community based programs have good intentions & serve a variety of students
All programs mentioned have aftercare focus & have widely been replicated
Community’s play a major role towards the effectiveness of community-based afterschool programs
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Questions
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Chapter 8 Conclusions and Implications
What Works
Chapter Focus
Many successful AS programs were created due to an actual need among students in the community
Successful AS programs focused on creating possible solutions
Basic components of the AS programs were created in response to experiences within the communities; adaptions or modifications were developed to best serve each community specifically
Key Steps of Successful Programs
Step 1: State Specific Goal
Step 2: Professional Development & Training
Step 3: Evaluation
Barriers to Participate
Transportation
Cost (Student & Employee)
Siblings( Older vs Younger)
How to address all ages effectively?
Group Activity# 1
Based upon your designated barrier, provide feasible solutions (2-4) to resolve student AS limitation(s) and explain why?
Can only one AS Method Work Best?
What Works Best
There is no straightforward answer of what works best in afterschool programs
The answer depends on why the program was initially created, (2) the extent to which the problem design addresses the needs of the participants, and (3) the extent to which the program shows positive outcomes when evaluated for evidence of effectiveness
What Works Best
If a program was created because of concerns about increasing amounts of crime and violence, then the program that works is one proven to alleviate this problem
If a program was created to enhance academic gains, then the program that works is one proven to be effective for this purpose.
Chapter Take Home Message
Purpose of the Text: to use AS hours to address the needs of children, schools, communities, and families. In addition, to promote the importance of and take advantage of the positive outcomes that programs could show if implemented and evaluated properly.
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Chapter 6: How to Create an Afterschool Program
From Conception to Implementation
Chapter Focus
Addresses creating an afterschool program from conception to implementation and provides an overview of essential topics to consider when creating a program
Definition of Key Terms
Statistics- A branch of mathematics dealing with the collection, analysis, interpretation, and presentation of masses of numerical data
Population- A population data set contains all members of a specified group (the entire list of possible data values). [Utilizes the count n in formulas.] Example: The population may be "ALL people living in the US.“
Sample Size- A sample data set contains a part, or a subset, of a population. The size of a sample is always less than the size of the population from which it is taken. Example: The sample may be "SOME people living in the US."
Demographic- relating to human populations and the information collected about them, such as their size, growth, ages, and education
Definition of Key Terms
Likert Scale- A Likert scale is a psychometric scale commonly involved in research that employs questionnaires. It is the most widely used approach to scaling responses in survey research, such that the term is often used interchangeably with rating scale, although there are other types of rating scales
Definition of Key Terms
Generalizable-Generalizability is applied by researchers in an academic setting. It can be defined as the extension of research findings and conclusions from a study conducted on a sample population to the population at large
Stakeholders- A stakeholder is either an individual, group or organization who is impacted by the outcome of a project
Step 1: Assessing the Situation
Creating and Conducting a Needs Assessment
What is a Needs Assessment ?
A needs assessment is a general evaluation tool that could take the form of individual interviews, surveys, focus groups, town and community meetings, parental organizational meetings, etc.
The needs assessment is the first data tool to be used in the creation of afterschool programs
Needs assessment is a tool that helps identify the voids in services in the community but also the ways in which these voids could possibly be filled by creating a custom-made, afterschool program that will fulfill the needs of all parties involved
The ultimate goal of this assessment is to establish whether or not there is a need to create or establish an afterschool program
When community stakeholders needs are represented in decision making, the sense of ownership sustains the future of the program
Needs Assessment Examples
https://www.surveymonkey.com/r/W9G62Z7
Quantitative vs Qualitative
Quantitative
Conduct summative evaluations
Uses statistical analysis to interpret findings
Quantifies data and generalize results from a sample to the population of interest
To measure the incidence of various views and opinions in a chosen sample
Qualitative
Conduct formative evaluations
Cannot be measured numerically
Describes a category
To gain an understanding of underlying reasons and motivations
To provide insights into the setting of a problem, generating ideas and/or hypotheses for later quantitative research
To uncover prevalent trends in thought and opinion
Quantitative vs Qualitative
Group Activity 1
Although the Internet brings people together via chatrooms, e-mail, etc., it ultimately isolates people from one another because they talk less face-to-face and over the phone.
Step 2: Formation of Committees
Committee Formation
Committees will examine results & establish specific goals for the program
Priorities should reflect the needs of the students, parents, community, school, and other stakeholders
When community stakeholders needs are represented in decision making, the sense of ownership sustains the future of the program
The creation of multiple committees whose main responsibility is making sure that goals are well executed; increases effectiveness of AS program
Committees will clarify goals, make them concrete, and execute them
Examples of Committees: Evaluation & Goal Committees
Subcommittees should be formed to take the task of small goals within each committee
Step 3: Creating Components of AS Program
Creating the Components
Time after school is crucial and a significant time during the day to implement enhance and enrich curriculum presented during the regular school day
Effective school day and aftercare programs are capable of addressing three developmental needs of the whole child: academic, recreational, and cultural
Essential Components
Academic Component ( Text Suggestions)
A carefully planned & executed academic component of an AS program is one way to ensure success, but is not a guaranteed if quality material & well-trained staff are not used
The AS program must decide whether the goal of its academic program is to improve the school-day performance of students with activities tied to school curriculum through enrichment activities OR both
Recreational Component
Offer exposure to multiple organized sports
Students develop social skills & values ( i.e. teamwork, coping strategies, problem solving, good sportsmanship)
What are some examples of recreational activities/ interests?
Essential Components
Cultural Component
Offers students the opportunity to develop important skills that are not usually taught in classrooms ( i.e. etiquette, interviewing skills, knitting, swing, skating, board games)
Afterschool programs that currently implement cultural components in activities offered:
Boy Scouts
Girl Scouts
Big Brothers Big Sisters
Training Service Providers
Vygotsky & Piaget Empirical Research- Significance of meaningful interactions with cognitively stimulating experiences
According to cognitive researchers ( Vygotsky & Piaget), what is the importance of a qualified educator/tutor? Increases students overall curiosity to learn at impressionable ages
What trainings should be implemented for all staff?
Suggested Trainings & Procedures
Teaching staff how to work with children
How to negotiate and adapt to the needs of the children
How to implement the program’s academic, cultural, and recreational components
Training and Procedural manuals issued to all staff (clearly outline rules & regulations)
Per text, staff who do not attend all trainings should not be permitted to work with students
Annual audits should be conducted to ensure staff are complying with policies and procedures of program
Include Families & Children in the Planning
Have an Advisory Board
Impact of Effective Afterschool Program
https://www.thirteen.org/edonline/concept2class/afterschool/video/afterschool03.mov
Group Activity 2
What are three policies/rules all Afterschool Programs should have regarding recruitment and attendance?
Chapter Take Home Message
Afterschool Programs are highly diverse in purpose, funding, and quality.
Most of them face a common set of implementation issues (i.e. Who will attend, what to do if student attendance is irregular, how to recruit staff?)
Regardless of aftercare program overall community need or projected goals, if staff members are not properly trained to implement the program well, it is doomed to fail (pg.64)
Questions
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Chapter 7: Evaluation
What is an evaluation?
An evaluation is a form of information exchange and communication among program implementers, program evaluators, funders, policymakers, and the public.
Chapter focus
Program evaluation yields results that are useful for all parties
Results from evaluations help to monitor what takes place on daily basis as well as the success of the program
Evaluations provide information about what could or should be changed, how it should be changed and why it should be changed
Information is essential for all community stakeholders including policymakers and researchers
Reasons for evaluation of afterschool programs
Accountability
When programs receive funding, they are expected to have an unbiased evaluator conduct research
Program administrators, evaluators, and funders are responsible to each other and the public to explain the various dollars spent in terms of program creation and implementation
Evaluation is one-way programs are able to fulfill this responsibility.
Sharing Results
Inform other programs about their results so that errors will not be duplicated
Programs should not compete against one another
They should communicate with one another to show what works and what does not work
The more they are able to share positive results, the more likely AS will be able to obtain more funding and become more effective
Reasons for evaluation of afterschool programs
Educational Reform
Recently school districts, foundations, and local government agencies have begun to explore the concept of AS as a part of the entire school reform movement
New school reform movement constantly investigates additional ways to improve educational opportunities and achievement levels of school-age students
The more effective evaluations completed regarding school-based extended AS programs ultimately increases funding to improve academic achievement among students by providing them with academic tutoring and homework help sessions during non-school hours
Key Components for Effective Evaluation
Designated Key Person to Collect Data (correctly)
Clear & Consistent Communication among evaluators, program implementers, and stakeholders
Working with Evaluators
a.) Inclusion
b.) Communication
c.) Potential Problem Areas (discuss before evaluation)
d.) Documentation
Four specific factors mentioned above are likely to influence the relationships between the evaluator and stakeholders
Types of Evaluation
Formative & Summative
Qualitative & Quantitative
Ongoing & Final Evaluation
Evaluations
Formative
Descriptive
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