Page 7 of 8
Subjective Well-Being (SWB)
In OST organizations that focus on student’s socio-emotional skills and wellbeing, pandemic conditions created new urgency to staff’s desire to know how students and caregivers were doing. While many OST organizations know how to ask families about basic needs created by the pandemic – health care, housing, food, transportation – sometimes staff are less comfortable … Continue reading Subjective Well-Being (SWB)
August 1, 2021
Teacher Practices Instrument (TPI)
QTurn’s Quality-Outcomes Design and Measure (Q-ODM) toolbox includes a comprehensive suite ofevidence-informed measures designed to assess the quality and impact of out-of-school time (OST) programs. This manual provides information about an observational rating instrument designed to assess teachers’ and OST staff’s instructional practice quality at the point of service. We also provide some technical information … Continue reading Teacher Practices Instrument (TPI)
March 1, 2022
The Multilevel Person in Context ~ neuroperson (MPCn) Model
Reviewing theory and research on socio-emotional learning (SEL) highlights the importance of a wide range of psychological and behavioral skills, ranging from very specific psychological processes that occur on the order of milliseconds (e.g., updating working memory) to broad patterns of behavior that occur over minutes, days, and months (e.g., teamwork and relationship skills). Attempts … Continue reading The Multilevel Person in Context ~ neuroperson (MPCn) Model
October 26, 2019
The State of Children in Afterschool
Like all managers I interviewed last fall, Keoshia, site manager for YouthQuest at Durant-Tuuri-Mott Elementary School, agreed that over 50% of this year’s students were behind academically. For that reason, the team at DTM Elementary afterschool is focused on math and literacy. However, for Keoshia and her team at DTM, the children’s socio-emotional skills are … Continue reading The State of Children in Afterschool
March 27, 2023
The STEM supplement to the Youth Program Quality Assessment
Introduction curricula from the fields of environmental science, technology, engineering, and mathematics (“STEM”) at 10 sites(one partner delivered the same curriculum at two sites). The offerings were organized at 10 school-based Afterzone sites and each offering included field work in the local Providence region. Across the 10 sites, STEM curricula were delivered to a total … Continue reading The STEM supplement to the Youth Program Quality Assessment
January 1, 2012
Tools
Overview “Measure Once, Cut Twice” The old adage, “measure twice, cut once,” works well in the world of carpentry where wood, once divided, is difficult to repair. In the world of research, on the other hand, where measurement is central to impact evaluation and continuous quality improvement, the ideal is to measure once and use … Continue reading Tools
May 21, 2024
Understanding the “How” of Quality Improvement: Lessons from the Rhode Island Program Quality Intervention
Introduction Over the past 10 years, afterschool and youth development programming has moved from providing childcare for working parents to being an integral component of the learning day, supporting the academic, social, and emotional development of young people (C. S. Mott Foundation, 2007; Durlak & Weissberg, 2007). An important part of that transition has been … Continue reading Understanding the “How” of Quality Improvement: Lessons from the Rhode Island Program Quality Intervention
January 1, 2012
What Exactly is Compassionate Evaluation?
Compassion has a lot of definitions, but most have to do with recognition of suffering, action to alleviate suffering, and tolerance of discomfort during the action.[i] By April of 2020, we knew that our afterschool partners in Genesee County (including the city of Flint) Michigan, and many of the children and families that they served, were … Continue reading What Exactly is Compassionate Evaluation?
August 23, 2021
Why are Q-ODM’s Pattern-Centered Methods (PCM) More Realistic and Useful for Evaluators?
Pattern-centered theory and methods (PCM) can be used to tell simple and accurate stories about how real persons grow in real school and afterschool classrooms. Stories about the quality and outcomes (i.e., causes and effects) that are modeled using PCM are particularly useful because they can address questions related to “how” programs and classrooms work and “how much” children grow skills.
January 11, 2022
Youth Program Quality Self-Assessment Pilot Study
Summary Overall 24 sites within 17 grantees participated in the self-assessment pilot study by assembling staff teams to collect data and score the Youth Program Quality Assessment (PQA). At each site an average of 5 staff spent an average of 13 staff hours to complete the self-assessment process. Whether using an absolute standard or group … Continue reading Youth Program Quality Self-Assessment Pilot Study
Tags: agile analytics, PQA, Self-Assessment
February 7, 2024