Youth Program Quality Assessment

etc 5.2-Evaluate different approaches to supporting positive behaviour providing an alternative tactical ignoring of negative behaviour distraction and diversion positive reinforcement time out modelling rewards and incentives boundary setting reflection - the child giving responsibility warning systems - such as cards or traffic lights 6.1-Explain how to support children and young people experiencing different types of transitions. When child go through transitions they need people they have built up positive relationships with to help support them through the changes in their lives. We use circle time to explain to the children what is going to happen and they can talk about their feelings children will make a better transition if they know what is going on. We take are cues from the children on how much information is given and how much an explanation is required. We allow time for the information to be processed some children might have delayed reaction and might want to talk later at a quieter time. We are always to be truthful in all our answers so we keep their trust. We listen and acknowledge how the children are feeling and we reassure the children that what they are feeling is normal and other children have been

Through the Youth Prorgam Quality tool, data management, campus staff coordination, site visits, and technical assistance, CASE is proactive managing the 21st CCLC grant. Prior to implementing programming, all site coordinators will attend a two-week orientation. The objective of the orientation

Alexandra was seen for evaluation at Department of Juvenile Justice located in Lauderdale Lakes, Florida. She presented as a Hispanic-American female who was of average height and weight and appeared her stated age of 15. The youth was dressed appropriately for the weather conditions and evidenced of adequate grooming and hygiene. The youth was accompanied to the appointment by her Case Manager albeit she was assessed outside of her presence. Importantly, no gross abnormalities were noted in ambulation, posture, or coordination, nor did Alexandra exhibit difficulties with fine or gross motor skills. The youth appeared to be alert and attentive during the evaluation, and was not easily distracted. The youth’s expressive speech was normal

 How to provide FOCUSED activities that are appropriate KNOWLEDGE, ADVICE and SUPPORT that will help to improve youth development.

The Arizona Youth Assessment System incorporates six distinct risk assessment tools: Diversion, Detention, Pre-Disposition, Disposition, Residential, and Re-Entry (Ducey, Douglas A., Arizona Youth Assessment System). Once the data is collected from these risk assessment tools and is entered, the results will identify the juvenile offender’s areas of highest risk. After precise overview of the results, I would then decide the sentencing recommendations based on the offender’s risk level as well as the immediate crime that was committed by them. If the juvenile’s results show he or she is at low risk of reoffending then I would recommend a minor punishment such as probation, community service, or a small fine. However, if the offender is at high

Funding is one of the most fundamental aspects with regards to providing social services in any setting. Children’s Arts & Science Workshops, Inc. (CASW) is a non-profit organization that runs programming both on the Upper West Side of Manhattan and the Soundview area in the Bronx. As a result of my field placement with Ittleson Center pending, I will be evaluating CASW. The program specifically, I will explore in this paper is Opportunity Youth Program (OYP) this is a Department of Youth and Community Development (DYCD) initiative Pilot Program that is entering in its third year in NYC. CASW as an agency lacks one specific measurement tool with regards to evaluating effectiveness of all of their programs. However, both DYCD auditors and CASW OYP staff assess the level of participant success using a combination of Standardized Self-Report Scales and Pre and Post Test Evaluation. Though, I comprehend the purpose of evaluating a program for the sake of funding, I also consider evaluation of services/programs to be useful to provide comparative data on program performances and to provide higher quality service for the participants/communities it services.

• On completion of the program sessions identify the strengths of this program and look for Positive feedbacks about the supportive programs from parents and the young people involved,

One of the most rewarding and rich experiences I have had over my high school years, has been my time at The Collective, the Philbrook Museum's teen specific program. A large aspect of this program focuses on teen leadership within the museum, and the pinnacle of the program is a "First Friday" event hosted by the Collective teens. The entirety of this event is dreamed and lovingly created by the teens; and, while this gives us the opportunity to create virtually anything we want, it also means that a group of young creative people have to work together.

NDY will utilize existing system of quality control to ensure that required services are being provided as per the Contract requirements; that these services are of professional quality; that outcomes are being met; and that clients are satisfied with the services received. NDY has a long history of providing services to at-risk /high-risk youth and low-income families with grant funds, including foundation, federal, state and county funding sources and the agency has a system in place to guarantee service compliance and goal attainment. Utilizing sound evaluation research methods, NDY routinely conducts both process and outcome evaluations of all programs. In addition to complying with all Contract-related reporting requirements, NDY will implement an internal monitoring process. Our process evaluation methods include periodic detailed case audits, random service provision observations, weekly case presentations, and continual monitoring of client goals and objectives by staff and supervisors.

First, all 21 practitioners identified goals and activities for their programs. Common goals included providing a safe environment and developing academic and social-emotional skills. These goals are in line with features of youth programs that can promote positive youth development (Eccles & Gootman, 2002). However, these were program level goals. Some work has shown practitioners do not have specific goals for their

Program Description and Mission As the new Director of Assessment I have been given the job of developing a program assessment plan for the Bachelor of Science in accounting program. The first step is to take a look at the mission statement of the university. The mission statement is as follows: “X State University is dedicated to educational excellence. Within a supportive learning environment, faculty and staff are committed to preparing students to be productive citizens by helping them develop academic and professional proficiencies; to think critically; to communicate effectively; and to seek and evaluate information.” After reviewing the mission statement, it appears the university’s main goal is for students to achieve educational excellence. The university states that students will obtain educational excellence by becoming critical thinkers, effective communicators, proficiency in an academic and professional setting, and be able to seek and evaluate information. Overall, the mission of the university is straight and to the point. The university wants their students to be successful academically, but also sees the importance of success after college. As the mission mentions, the university wants their students, in general, to become productive citizens.

This year I provided my service to an after school program at P.S 75 in the Upper East Side. There they asked for volunteers to help the teachers with handling the young and energetic kids. We only needed ten hours which was not too long and surprisingly went quicker than i hoped, because I got to like those Second grade kids. The program had a good amount of volunteers when I asked if I could help out, but somehow they allowed me to come and help. There were a lot of kids per class and it was just crazy how little teachers they would have if we didn't volunteer. We mainly had to help the kids with their homework, but if they had already done that then we just made sure they didn't hurt themselves. It was a nice experience but nothing life

A positive youth development program is designed to help young adults overcome their challenges and live up to their full potential. Youth development is emphasized through different activities which helps the youth emotionally, physically, and socially. Youth development programs are basically used to help them regain confidence, and how to bounce back to a normal life. My program name is Helping Hands, which will be based on abused youth in African American public schools. The motto for my program is “Not all hands are helpful, but our hands are guaranteed life changers.” When organizing a program knowing the population, how it works, and its essentials are mandatory for a successful youth development program.

Methods Newcomer, et al. (2015) suggest manny useful evaluation methods in their Handbook of Practical Program Evaluation. One of which is using the internet. It is stated that the internet has a few ways of being a resourceful tool for this process. First by having ease of access to literature reviews, second by conducting and administering surveys, and lastly by posting an sharing results. The internet has been instrumental in this paper. US News, compiles empirical evidence, provided from the universities and looks at elements such as acceptance rates, retention and graduation rates, to rank the colleges and shares their results (Morse, Brooks, & Mason, 2016). Their goal, much like mine, is to aid individuals with data snapshots, to

Education is the process by which we learn of the past and present in order to shape the future and contributes to the over-all development of each individual (Weinstein & Fantini, 1973). As such, the educational process and programs are instrumental for changing the world. Parkay & Hass (2000),