ࡱ>     rstup a wbjbjrr L\L\Ao TTTTTD$ߖ ^~@wdTTT"""TT"""*T ^Rn0ߖۛ ۛۛT2< "s!ߖۛ > :  21st CENTURY COMMUNITY LEARNING CENTER LOCAL EVALUATION REPORT 2015-16 YMCA OF GREATER SEATTLE AUBURN SCHOOL DISTRICT COHORT 11 WASHINGTON ELEMENTARY CASCADE MIDDLE SCHOOL August 2016 Bruce Cunningham, Ph.D., Director Evaluation and Research Stephanie Van Alstyne, M.A.T., Evaluation Manager Puget Sound Educational Service District  HYPERLINK "mailto:bcunningham@psesd.org" bcunningham@psesd.org 425-917-7834 21st CCLC Local Evaluation 2015-16 Grantee: YMCA of Greater Seattle and the Auburn School District, Cohort 11 Schools: Washington Elementary and Cascade Middle School I. Background and ContextCommunity Description. Washington Elementary and Cascade Middle School constitute a feeder patterns of schools. As students progress from elementary to middle school and high school, increasing numbers of students fail to meet standards in reading and math. At Auburn Senior High School, 67% of students meet standard on the SBA in ELA and 21% meet standard on the SBA in math. This project seeks to disrupt this pattern by providing expanded learning opportunities for students identified as not meeting standards or typical academic growth. The project is in its second year of operation. The Auburn community has several assets to support this goal and these include a community that celebrates diversity, values resilience and promotes family involvement. Additionally, there is a desire among families for academic success and a willingness in the school to partner with other organizations. Mission/Vision. The goal for the Washington Elementary and Cascade Middle School 21st Century CLC Program is to close this achievement gap and prepare students for high school and postsecondary opportunities. Consequently, the program will engage students and their families in academic, enrichment and social activities; increase academic skills as well as positive academic behavior such as homework completion and class participation; provide support to plan appropriate high school courses of study and successfully transition to high school; and help students set goals for success beyond high school. Student Demographics for 2015-16 (OSPI Report Card October 2015) Washington (N=489)Cascade (N=751)Auburn School District (N=15,825)Hispanic/Latino (of any race)33.5%23.6%27.5%American Indian Alaskan Native0.4%0.5%1.3%Asian3.5%7.3%7.9%Black/African American9.2%10.4%6.9%Native Hawaiian/Other Pacific Islander7.2%4.9%3.4%White30.3%45.8%43.4%Two or more Races16.0%7.5%9.5%Free or Reduced-Price Meals 76.5%61.3%53.0%Special Education13.8%12.7%12.4%Transitional Bilingual27.5%13.0%16.4% Smarter Balanced Assessments (OSPI Report Card 2015-16) 4th Grade SBAC 2015-167th Grade SBAC 2015-16Washington Auburn School DistrictCascade Auburn School DistrictELA43.2%61.9%38.7%53.8%Math52.0%63.2%29.1%42.2% Compared to the Auburn School District, the two schools have a higher percentage of African American students and students who qualify for free and reduced meals. A lower percentage of students at both schools met standard on the SBAC tests than the average for Auburn School District. Goals and Objectives. 1) Improve Academic Achievement 1.1) 70% of regular attendees will show improvement in reading as demonstrated by MAP reading assessment, or MSP/Smarter Balance Test 1.2) 70% of regular attendees will show improvement in math skills as demonstrated by MAP math assessment, or MSP/Smarter Balance Test 1.3) 85% of students who successfully complete summer learning program will demonstrate no summer learning decline in math or reading 2) Increase Positive Student Behavior 2.1) 80% of regular attendees will show improvement in homework completion and class participation 2.2) 50% of regular attendees will demonstrate increases in skills and dispositions that support youth success in schools 3) Increase Family Involvement 3.1) 60% of regular attendees will be represented by family members at family engagement events led by school or CLC 3.2) 80% of families who participate in CLC family engagement activities will report that they learned new skills during activities 3.3) 15 CLC families will participate in quarterly CLC advisory meeting II. Project Description Partnerships. Overall the Auburn School District was the major partner who provided space for indoor and outdoor program activities, access to student records, free or reduced transportation costs to the program, food, and access to technology for staff and students. Other partnerships included: Washington Elementary School Auburn Food Bank - snacks King County Library System - Kids Reach Program Pure Mentoring and Coaching Basketball coaching and mentoring WSU 4-H Engineering and STEM projects King County Internship Program - enrichment program facilitation M-Power music coaching YES guided pathways program teaching students about emotional health Cascade Middle School Auburn Food Bank - snacks Sub-Zero Ice Cream provided a liquid nitrogen presentation King County Library System provided a Book Club Operations. Washington Elementary School offered a summer session from June 29th to August 7th, Monday through Friday from 8:30 AM to 3:00 PM. The program recruited about 40 incoming 2nd - 5th grade students who participated in the afterschool program or were identified by a classroom teacher. The morning session and part of the afternoon session was facilitated by certificated teachers and focused on reading, health and science, and math skills. The last hour of the afternoon session provided enrichment activities including arts and crafts, group games, outdoor activities and field trips to such places as the Pacific Science Center, Woodland Park Zoo, Tacoma Childrens Museum, Auburn Library, and the YMCA. Special features of the summer program included a Summer Reading Challenge in which students kept a log of their reading activities and qualified for prizes from the local library. Cascade Middle School offered a summer session from June 29th to August 7th, Monday through Friday from 9:00 AM to 3:00 PM. The program recruited incoming 6th grade students from feeder elementary schools and incoming 7th and 8th grades students who were current after-school participants. An average of 45 students attended each day. The morning session and part of the afternoon session was facilitated by certificated teachers and provided project based learning opportunities focused on literacy, science and math. The last hour of the afternoon session provided enrichment activities including arts and crafts, outdoor activities, drama club, movie club, swimming and journalism. Field trips included such places as the Pacific Science Center, Woodland Park Zoo, Mt. Rainier, and Snoqualmie Falls. Lunch was provided each day for all participants. During the school year, Washington offered programming 5 days a week for 2.5 hours a day with 2nd-3rd graders attending on Monday, Wednesday, and Friday, and 4th-5th graders attending on Tuesday, Thursday, and Friday. Cascade offered programming five days a week for 2.5 hours a day and 6th-8th graders could attend each day. Staffing. Each site uses a combination of staff that included a site coordinator, school day teachers, other school staff, sub-contracted staff, college students and parents. Activities. Each school offered a variety of activities that included academic support in ELA and mathematics. Friday activities focused on enrichment as an incentive for regular attendance. These included activities in STEM, literacy, science, arts and crafts, cooking, physical activities, and social-emotional learning and these appear at the end of this report. III. Data Collection Methodology The project and evaluation collected data from a variety of sources and these included: Attendance/Retention of students. Coordinators recorded daily attendance using an Excel spreadsheet. This spreadsheet automatically calculated additional useful information such as the total days of attendance for each student, whether each student was a regular attendee or not, total daily attendance and average daily attendance. This information supported coordinators in monitoring attendance rates and supporting students to become regular attendees. Student information. During the school year, coordinators accessed student records for required reporting information and entered this data into an Excel spreadsheet. Student achievement. Coordinators gathered MAP scores in fall and spring for reading and math. Survey data Teachers completed the 21st CCLC Teacher Survey (that had been required in previous years) at the end of the school year for regular attendees to gather information on student behavior. Program Quality Assessment. The coordinators at each site completed one YPQA Form A and one Form B assessment. Evaluators visited and also completed two YPQA Form A assessments. These observations included both enrichment and academic activities and were generally led by non-certificated staff who were college students. The evaluator entered all scores into the YPQA online scores reporting system and supported the coordinator in developing improvement goals. Annual Performance Report data. For each of the reporting periods in summer, fall and spring, site coordinators gathered data to report on partnerships, program operations, activities, staffing, and parent activities. IV. Program Implementation Findings Attendance/retention of students. Overall, the project gathered information on 205 different students who attended the after school programs. In the 2015-16 year, the programs served more students (205) than in the 2014-15 year (133). Also, 2015-16 year there were more regular attendees (135) than in the 2014-15 year (67). This suggests that the after-school programs are becoming more well-known in their second year of operation. The 21st CCLC program recognizes groups of students based on the number of days they attended. The table below shows these groupings: Students attending less than 10 days likely receive few benefits from the program Students attending 10-29 days may receive some benefits Students who attend 30 or more days are likely to receive some benefits and are referred to as regular attendees or RATS Regular attendees who attend 60 or more days are believed to receive the most benefit SchoolTotal attendees<10 days10-29 days30-59 days60-89 days90+ daysCascade 109228302722Washington9663430242Total205862605124 To better understand the attendance groupings for students who attended 10 days or more, the following table contains several metrics: Total attendees this indicates the number of students who attended 10 days or more and who likely received some benefit from attending. This number could correspond to a target set by the program for the number of students served. RATS this indicates the number of students who attended 30 days or more. This number could correspond to a target set by the program for the number of regular attendees. % of attendees who were RATS this indicates the percent of students who were RATS out of all students who attended 10 days or more. This percent should be high to indicate that most or all of the students who attended were regular attendees who benefited from the program. % of all RATS who attended 60+ days - this number indicates the percent of RATS who attended 60 days or more. OSPI has set the goal for Cohort 11 programs to have 60% of RATS attend 60 days or more to maximize the benefits of the program and this goal can serve as a guide for previous cohorts. In the 2015-16 year, a higher percentage of students were regular attendees (69%) than in the 2014-15 year (58%). Additionally, in 2015-16, a far higher percent of regular attendees attended 60 days or more (56%) than in 2014 -15 (9%). SchoolTotal attendees >=10 daysRATS% of all attendees >10 who were RATSActual % of all RATS who attended 60+Cascade 1077974%62%Washington905662%46%Total19713569%56%OSPI Targets75%60% The project proposed several attendance goals that are listed below and in the 2015-16 year made considerable progress toward meeting these goals, but fell somewhat short. SchoolTarget number of students attendingActual number of students attendingTarget number of RATSActual number of RATSTarget number of all RATS who attended 60+Actual number all RATS who attended 60+Cascade 300109100796049Washington909680566026Total39020518013512075 YPQA ratings. Evaluators observed two activities at each school using the YPQA. The average ratings for each dimension of the YPQA for the two schools appear with the average ratings for other 21st CCLC programs in the State of Washington appear in the appendices. The overall pattern of scores for the two schools resembled the overall pattern for other schools in the state of Washington, but were slightly lower, particularly on the dimensions of Interaction and Engagement. Each site also received their own results promptly after the observations. Staff wrote improvement goals in response to information in the Leading Indicator Reports and these included: SchoolStaff will:WashingtonStaff will gain knowledge in the following program areas of Engagement, and Interaction by being self-assessed and being able to self-assess fellow staff members by February 1st, resulting in overall improved program quality that will be demonstrated by improved assessment scores in those areas. By June 2016, both Cascade and Washington would have met students enrollment/ attendance quota that is described in the 21st century learning grant.CascadeBy June 2016, Cascade Middle School and Washington Elementary will have met program attendance goals. Student leadership create a student advisory board and a student feedback survey V. Program Impact Findings1) Improve Academic Achievement 1.1) 70% of regular attendees will show improvement in reading as demonstrated by MAP reading assessment, or MSP/Smarter Balanced Test 1.2) 70% of regular attendees will show improvement in math skills as demonstrated by MAP math assessment, or MSP/Smarter 1.3) 85% of students who successfully complete summer learning program will demonstrate no summer learning decline in math or reading Staff at Washington Elementary and Cascade Middle School collected MAP scores in fall and spring for reading and math. Students were judged to have improved if they met or exceed the mean fall to spring growth benchmark according to the NWEA 2015 MAP Norms for Student and School Achievement Status and Growth norming study. When looking at increases in scores, in most grade levels enough students increased their scores in math and reading so that 70% of students made some improvement. Math MAP Scores for regular attendees GradeNumber of regular attendees with fall and spring scoresNumber improving% improvingTarget % improving3141286%70%4151173%70%55480%70%6302997%70%7201260%70%818844%70%All Grades1027675%70% Reading Map scores for regular attendees GradeNumber of regular attendees with fall and spring scoresNumber improving% improvingTarget % improving3151387%70%4161594%70%555100%70%6302377%70%718855%70%8201180%70%All Grades1047572%70% However, in looking at the mean fall to spring growth norms, that indicate the amount of improvement needed to show a year of growth in academic achievement, fewer than 70% of students met this target. Math (38/102 or 37% met expected mean yearly growth) SchoolMetNotTotalCascade313768Washington72734Total3864102 Reading (57/104 or 55% met expected mean yearly growth) SchoolMetNotTotalCascade284068Washington29736Total5747104 The goal for the summer program was that 85% of students who successfully complete summer learning program will demonstrate no summer learning decline in math or reading. To measures this, each school gave students a pre and posttest and these results appear below. Overall, students met the goal on three of the five assessments. Cascade Middle School - science Students took a pre and posttest consisting of the same 14 general science and chemistry questions at the beginning and end of the summer session. Of the 24 students who had both a pre and posttest, 23 (or 96%) had no decline. Additionally: 20 students gained, 3 students remained the same, 1 student declined The average pre score for students was 7.6 items (or 55%) The average post score for students was 10.6 items (or 76%) The average gain for students was 2.9 items Cascade Middle School reading Students took a pre and posttest curriculum-based measure called the MAZE that assesses general outcomes such as reading comprehension. Of the 37 students with both a pre and posttest, 33 (or 89%) had no decline. Additionally: 28 students (or 76% gained in scores), 5 students scored the same, 4 students declined On the pretest, 7 students (or 19%) met the benchmark On the posttest, 16 students (or 43%) met the benchmark Cascade Middle School math Students took a pre and posttest in mathematics based on math placement tests from the Saxon math curriculum. One version was designed for 6th graders and another for 7th and 8th graders. Math activities during the summer integrated mathematical concepts into hand-on project such as making paper airplanes and rockets, constructing birdhouses, and computer programming activities. Of the 25 students with both a pre and posttest, 19 (or 76%) showed no decline. 18 (or 72%) gained in scores, 1 remained the same, and 6 declined. The average pre score for students was 10.5 items The average post score for students was 11.7 items The average gain for students was 1.2 items Washington Elementary math Students took a pre and posttest in mathematics that resulted in both a score and a level. Of the 28 students with both a pre and posttest, 24 (or 86%) had no decline. Additionally: 12 students (or 43%) improved in their scores 6 students moved to a higher level 18 students remained at the same level 4 students moved to a lower level Washington Elementary reading Students took a pre and posttest in oral reading fluency. Of the 27 students with both a pre and posttest, 18 (or 67%) had no decline. Additionally: 18 students (or 67%) improved in their scores 9 students (or 33% decreased in their scores The average gain was 16 points The average pre percentage was 93.7% The average post percentage was 94.3% 2) Increase Positive Student Behavior 2.1) 80% of regular attendees will show improvement in homework completion and class participation 2.2) 50% of regular attendees will demonstrate increases in skills and dispositions that support youth success in schools Project staff collected teacher surveys, with questions about a range of classroom behaviors, at the end of the school year for regular attendees. Teachers rated whether a student needed to improve in each of six areas, and if they did need to improve, whether the teacher thought the student improved, did not know, or did not improve. Cascade Middle School collected 63 surveys from the students ELA or math teachers. Washington Elementary collected 32 surveys from each students main classroom teacher. Overall, about a quarter to a third of students improved on the various student behaviors and this falls short of the targets in this goal. However, most teachers at Washington and almost half the teachers at Cascade felt the after-school program was beneficial. WashingtonCascadeTo what extent has your student changed their behavior in terms of:N of students who needed to improve% who improvedN of students who needed to improve% who improved1. Turning in his/her homework on time2741%4833%2. Completing homework to your satisfaction2832%4933%3. Participating in class2836%4844%4. Behaving well in class2532%3426%5. Getting along well with other students2232%3826%6. Overall academic performance3135%4929% Yes - Washington (n=32)Yes - Cascade (n=63)Overall, do you feel our after-school program was beneficial for this student?81%49% 3) Increase Family Involvement 3.1) 60% of regular attendees will be represented by family members at family engagement events lead by school or CLC 3.2) 80% of families who participate in CLC family engagement activities will report that they learned new skills during activities 3.3) 15 CLC families will participate in quarterly CLC advisory meeting Each school offered a variety of activities for parents and families that included cultural activities, parenting information, college information and celebrations. WashingtonCascadePATM and CLC B-Ball Tournament Black/African American Family Night Social Media Workshop Conversation: Latin@ Families Parenting: Discipline Green River Continuing Adult Education Conference Green River Adult College TourEnd of Summer Celebration Dia de los Muertos Latin@ Family Workshop I Latin@ Family Workshop II African American Family Night Basketball Tournament Raising Difficult Teenagers Positive Discipline Camp Night Green River Informational Day Lets Celebrate Cascade collected 42 evaluations from six different events. The evaluation forms included seven items and a rating scale of, Yes, I agree, Maybe, I am not sure, and No, I do not agree, as well as a space to write open-ended comments about the activity. It is unclear from the fairly modest attendance that 60% of regular attendees were represented by family members at these events. However more than 80% of families indicated the events were beneficial and that they learned new skills. Parent Event Evaluation Questions% of participants who selected, Yes, I agreeThe presenter was knowledgeable and interesting.100%I learned new information that will be helpful to my child or family.98%I learned about a new helpful resource that I can use such book, website or organization.98%I plan to use at last one of the ideas that I learned from this family night.100%I feel more prepared to help my child be successful in school.88%I feel more prepared to help my child move to middle or high school.83%I would like this topic to be given again next year.100% The program did not organize a CLC Advisory group this year. Part of the reason is that coordinators already receive feedback from families. Another part of the reason are issues in organizing an advisory group, for example, would the two sites be combined or separate, or would there be different groups for Spanish and English-speaking parents, VI. Discussion In its second year of operations, the programs at Washington Elementary and Cascade Middle Schools grew in a number of ways and met most of the program goals outlined in the grant proposal. Specifically: Each school provided a Summer Session of activities The overall number of students increased as did the number of regular attendees The programs offered a greater variety of activities for students Each school offered more activities for parents and families The program collected data about summer learning gains through pre and post-tests related to the academic activities offered to students The majority of teachers at Washington and almost half the teachers at Cascade felt the after-school program was beneficial. Program highlights at Washington Elementary School included: Increased parent engagement due to staff communicating proactively with parents face-to-face rather than waiting until there was an issue and communicating over the phone Increased acceptance by and communication with teachers now that the program has been in the school for two years More engaging activities for students that included life skills of cooking activities that created edible items such as smoothies and cookies Program highlights at Cascade Middle School included: Increased family engagement at parent classes and events - particularly parenting classes in partnership with Guided Pathways that attracted parent attendance and interest, and an end of the year event drawing more than 200 families. Success involving several students with special needs in activities that provided successful socialization experiences and brought positive feedback from teachers and parents about the amount of growth that these students experienced The programs also faced several challenges and these included: Washington Elementary employed a new coordinator this year While the program served more students, attendance fell short of attendance targets Scores on the SA/YPQA were lower than other programs in the State of Washington in the dimensions of Interaction and Engagement According to teacher surveys, only about a quarter to a third of students improved on the various student behaviors and this falls short of the targets for this goal VII. Recommendations As the project moves forward into the next year, staff may consider the following recommendations that are carried forward from the previous year: Examine the attendance goals set by the grant proposal to see if these are realistic and achievable. With two years of experience it may be possible to judge how much capacity and resources the program has to serve what number of students. And also continue to work the improvement goal of meeting the attendance targets. Continue to implement YPQI by learning about the YPQA tool, training staff, implementing the improvement goals, and engaging in the YPQA self-assessment process in the coming year. Appendices Program Activities YPQA Results Student Demographics Program Activities WashingtonCascadeCareer activities Nurse, Scientist, Artist days, STEM college day Cooking pizza, pancakes Fall Arts and Crafts Tie-dye hats and shirts, Design a T-shirt, making oceans, painting, Making ornaments Fall Science Lip balm, volcanoes, Math bingo, Slime, Blubber, Frozen bubble, Making crystals, Music coaching Physical Activities Tanks and Commander Spring Art African American Art, Hand dish, pyramids, Balsa wood Spring Science Butterfly exploration, Making lotion, Making candles, Making a city, Making deodorant, Fat layer activity, Making playdo, making radios, Dinosaur bones, Balloon pop, DNA extraction, Fingerprints, Gardening Summer Arts and Crafts activities - Popsickle stick flags, Popsickle stick houses, Coloring/free drawing, Sketching/painting, Picture frames, Clay structures, Leaf imprints with clay, Treasure Box Summer Cooking - Chocolate covered Pretzels, Ice Cream Summer Science Slime, Flubber, Minecraft building, Gardening Team sports BasketballArts Sewing, Arts and crafts, Creative journaling, Paper crafts, Anime/Magna, Arts and Crafts Book Club Book Club Brave Girls Club Card Games, Board Games Cooking, Home Club Girls Club Literacy DuoLingo, ELA study, ELL Support Literacy Cabin Math Cabin Muckleshoot Teen Center Music Drumline, Jazz band, Orchestra study, Ukelele Outdoor Adventures Peer Mentors Physical Activities Health and wellness, Swimming, Basketball, Footworks, Yoga, soccer, flag football Recreation Science Cabin Show time art and music Small Biz Spartans of Auburn journalism STEM engineering, Lego and robotics, computers, Minecraft Edu, Satellite program Study Hub Swimming YES social emotional learning Young Mens Group Youth and Government  EMBED Excel.Chart.8 \s   EMBED Excel.Chart.8 \s   EMBED Excel.Chart.8 \s   EMBED Excel.Chart.8 \s  The following tables show numbers of students by grade level, gender, and race/ethnicity for the 2015-16 year. 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Currency [0]/Explanatory TextG5Explanatory Text % 0Good;Good  a%1 Heading 1G Heading 1 I}%O2 Heading 2G Heading 2 I}%?3 Heading 3G Heading 3 I}%234 Heading 49 Heading 4 I}% 5InputuInput ̙ ??v% 6 Linked CellK Linked Cell }% 7NeutralANeutral  e%3Normal % 8Noteb Note   9OutputwOutput  ???%????????? ???:$Percent ;Title1Title I}% <TotalMTotal %OO= Warning Text? Warning Text %XTableStyleMedium9PivotStyleLight16`mChart1SAPQA Washington Elem6YPQA Cascade MSWForm BP$     3 A@@   I. SAFE ENVIRONMENT$1. Emotional climate positive 0 2. Mutual respect and inclusion  no bias +1. Free of health and safety hazards "2. Space clear and sanitary +3. Ventilation and lighting adequate !4. Temperature comfortable .1. Written emergency procedures in view /2. Fire extinguisher charged and visible 21. Sufficient space adequate for activities '2. Suitable space for activities +3. Furniture appropriate, sufficient "1. Drinking water available #2. Food and drinks available !2. Food and drinks healthy 32. Staff use warm tone of voice and language 52. Staff smile, friendly gestures, eye contact 51. Start and end within 10 minutes of schedule /2. Materials and supplies ready to begin 53. Enough materials and supplies for all youth *4. Staff explain activities clearly 35. Appropriate amount of time for activities .1. Youth engage with materials or ideas 42. Staff seek youth input on causes/solutions 13. Staff ask youth to examine consequences /4. Staff follow-up with youth afterwards 21. Structured opps to get to know each other +1. Youth show inclusive relationships -3. Youth identify with program offering ,4. Structured opps to acknowledge work 81. Multiple opps to practice group-process skills 12. Opportunities to mentor, teach or coach '3. Opportunities to lead a group '1. Staff share control with youth =2. Staff provide an explanation, guidelines, directions %1. Multiple opps to make plans ,2. 2 or more planning strategies used 01. At least one open-ended content choice .1. Youth reflect on what they are doing )2. Youth reflect in 2 or more ways 9B. Youth have an influence on the setting and activities-D. Organization supports academic enrichment/E. Organization promotes positive social norms;F. Organization promotes high exectations for young people;G. Organization supports staff-youth relationship building\H. Staff availability and longevity with the organization support youth-staff relationships<K. Organization is committed to ongoing program improvement+M. Barriers to participation are addressed2O. The program builds linkages with the communityHC. Youth have influence on the structure and policy of the organization-N. The program builds linkages with familiesCA. Program offerings tap youth interests and build multiple skillsII. SUPPORTIVE ENVIRONMENTIII. INTERACTIONIV. ENGAGEMENT)V. YOUTH CENTERED POLICIES AND PRACTICES$VI. SUPPORTIVE LEARNING ENVIRONMENTVI. LEADERSHIP AND MANAGEMENTVIII. FAMILY AND COMMUNITYYQPA Form B InterviewsD O1 Program communicates with other orgs to coordinate supportsD O2 Admin and staff seek out other youth orgs for collaborationL O3 Program provides 3+ opps for youth to do community service learningF N4 Program policies make program accessible and welcoming to allI N3 Organization helps families connect with child's school learningE N2 Communications focus on youth strengths rather than problems; N1 Organization communicates regularly with families. M3 Organization identifies cost barriersK M2 Organization identifies potential distance/transportation barriersC M1 Organization identifies availability of all eligible youthF L2 Staff gather feedback from families and adapts to suggestionsA L1 There is a formal system for getting feedback from youth9 K2 Organization regurlarly assesses program quality7 K1 Organization regularly assesses youth outcomes9 J7 Staff receive continuous feedback on performance2 J5 Staff meet regularly during program cycleP J6 More than 2 PD sessions in past 2 years about working with diverse popsJ J4 All staff meet as a group to plan prior to start of program cycleS J3 More than 1/2 of staff participate in at least one PD outside organizationD J2 More than 1/2 of staff participate in relevant PD each year6 J1 New staff have 8 or more hours of orientationB I5 More than 3/4 of staff have 2 or more years of experience< I4 More than 3/4 of staff have relevant ed or training= I3 Director has 5 or more years relevant job experienceE I2 Director had a graduate degree relevant to youth developmentE I1 Administrators have experience relevant to youth development@ H4 More than 1/3 of staff present for entire program cycle) H3 Staff present at scheduled times1 H2 Ratio for youth typically less than 15:14 H1 Ratio for children typically less than 10:1D G2 Mechanisms ensure every youth has a relationship with staff6 G1 Management supports staff-youth relationshipsE F2 Organization provides opps to acknowledge youth achievements= F1 Organization articulates high expectations for youthB E2 There are mechanisms in place for youth to share concerns4 E1 There are posted rules and youth know them0 D4 Staff build connections to the schools; D3 Communication with schools supports opps for youth0 D2 Activities connect to school curriculum3 D1 Planned activities have explicit objectingC C5 Youth and staff share responsibilities on governing bodiesF C4 Youth and staff share responsibilities for community outreachV C2 Youth and staff share responsibilities for hiring, training, evaluating staff* B3 Youth facilitate or lead sessions? A3 Program offerings have focus on developmental domains J A2 Program offerings have major and specific focus on skill building. A1 Structured opportunities to influence"L. Organization solicits feedback+J. Organization promotes staff development< B1 Youth and adults share responsibility about design< B2 Youth and adults share responsibility for schedules, C1 Youth participate in program reviewT C3 Youth and staff share responsibilities for planning, recruiting other youthCI. Staff qualifications support a positive youth development focusO K3 Organizations employs strategies for program improvement based on data7 L3 Admin solicits feedback from past participantsDI. Staff qualifications support a positive youth development focusVII. LEADERSHIP AND MANAGEMENTWA State11-1212-13 Pioneer 11-12 Pioneer 12-13Emotional safetyHealthy EnvironmentEmergency PreparednessAccommodating Environment Nourishment71. Staff greet youth on arrival/at session start Warm Welcome Session FlowActivite Engagement13. Balance of concrete and abstract learningSkill-Building/1. Staff tell learning focus of activity ,2. Youth encouraged to try new skills '3. Staff model skills for all youth+5. Staff provide supports/encouragement/4. Staff break skills into steps, sequences Encouragement51. Staff use specific, non-evaluative language (2. Staff use open-ended questions ,3. Staff actively involved with youth )1. Staff approach conflicts calmly Reframing Conflict Belonging Collaboration:1. Opps to work cooperatively as a team/small group +2. Opps to take interdependent roles *3. Opps to work toward shared goals LeadershipAdult PartnersPlanningChoice Reflection*3. Structured op< ps to give feedback /4. Structured opps to make presentations Youth-PQA Form A Observations-4. Physical environment can be modified 24. Tangible products or performances result 62. Structured opps for youth to talk about work .3. First aid kit assessable and visible *4. Other safety equipment available +5. Supervised entrances for security ,6. Supervised access to outdoor space 02. At least one open-ended process choice Datex2014-152015-16Cascade MS 2014-15Cascade MS 2015-16Spoken Word -CascadeBrave Girls Club"School-Age PQA Form A Observations2016-17"2. Space clean and sanitary Child-Centered SpaceManaging FeelingsSchool-Age LeadershipInteraction with AdultsSchool-Age PlanningSchool-Age Choice43. Furniture comfortable, sufficient quantity Responsibilty.4. Physical environment can be modified 05. Furniture appropriate to size of children-3. Connect activity with prior knowledge41. Well defined and accessible interest areas 02. Sufficent materials for several children.3. Children's work/projects are displayed'4. Children select items displayed*5. Available materials are open-ended*6. Accessible to children/low shelves;7. Children get 30 minutes in activity of their choice61. Staff acknowledge the feelings of all involved42. Staff ask children to explain the situtation33. Staff helps children respond appropriatetly(4. Staff ask for possible solutions*4. Structured small group activities 92. Opportunities to help another child/demonstrate *1. Staff lowers self to child's level-2. Staff work side by side with children53. Staff interact with every child at least once'4. Staff interect in positive ways#1. Opportunity to make plans *2. 2 or more planning strategies used/3. Share plans/represent in a tangible way&1. Opps to make authentic choices)2. Opps to make open-ended choices 11. Children reflect on what they are doing ,2. Children reflect in 2 or more ways 81. 3 or more times opps to accomplish routine tasks/2. 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Currency [0]/Explanatory TextG5Explanatory Text % 0Good;Good  a%1 Heading 1G Heading 1 I}%O2 Heading 2G Heading 2 I}%?3 Heading 3G Heading 3 I}%234 Heading 49 Heading 4 I}% 5InputuInput ̙ ??v% 6 Linked CellK Linked Cell }% 7NeutralANeutral  e%3Normal % 8Noteb Note   9OutputwOutput  ???%????????? ???:$Percent ;Title1Title I}% <TotalMTotal %OO= Warning Text? Warning Text %XTableStyleMedium9PivotStyleLight16`nChart1SAPQA Washington ElemhYPQA Cascade MSForm Ba|f^fH( @rj0%$   !"#$3 A@@   I. SAFE ENVIRONMENT$1. Emotional climate positive 0 2. Mutual respect and inclusion  no bias +1. Free of health and safety hazards "2. Space clear and sanitary +3. Ventilation and lighting adequate !4. Temperature comfortable .1. Written emergency procedures in view /2. Fire extinguisher charged and visible 21. Sufficient space adequate for activities '2. Suitable space for activities +3. Furniture appropriate, sufficient "1. Drinking water available #2. Food and drinks available !2. Food and drinks healthy 32. Staff use warm tone of voice and language 52. Staff smile, friendly gestures, eye contact 51. Start and end within 10 minutes of schedule /2. Materials and supplies ready to begin 53. Enough materials and supplies for all youth *4. Staff explain activities clearly 35. Appropriate amount of time for activities .1. Youth engage with materials or ideas 42. Staff seek youth input on causes/solutions 13. Staff ask youth to examine consequences /4. Staff follow-up with youth afterwards 21. Structured opps to get to know each other +1. Youth show inclusive relationships -3. Youth identify with program offering ,4. Structured opps to acknowledge work 81. Multiple opps to practice group-process skills 12. Opportunities to mentor, teach or coach '3. Opportunities to lead a group '1. Staff share control with youth =2. Staff provide an explanation, guidelines, directions %1. Multiple opps to make plans ,2. 2 or more planning strategies used 01. At least one open-ended content choice .1. Youth reflect on what they are doing )2. Youth reflect in 2 or more ways 9B. Youth have an influence on the setting and activities-D. Organization supports academic enrichment/E. Organization promotes positive social norms;F. Organization promotes high exectations for young people;G. Organization supports staff-youth relationship building\H. Staff availability and longevity with the organization support youth-staff relationships<K. Organization is committed to ongoing program improvement+M. Barriers to participation are addressed2O. The program builds linkages with the communityHC. Youth have influence on the structure and policy of the organization-N. The program builds linkages with familiesCA. Program offerings tap youth interests and build multiple skillsII. SUPPORTIVE ENVIRONMENTIII. INTERACTIONIV. ENGAGEMENT)V. YOUTH CENTERED POLICIES AND PRACTICES$VI. SUPPORTIVE LEARNING ENVIRONMENTVI. LEADERSHIP AND MANAGEMENTVIII. FAMILY AND COMMUNITYYQPA Form B InterviewsD O1 Program communicates with other orgs to coordinate supportsD O2 Admin and staff seek out other youth orgs for collaborationL O3 Program provides 3+ opps for youth to do community service learningF N4 Program policies make program accessible and welcoming to allI N3 Organization helps families connect with child's school learningE N2 Communications focus on youth strengths rather than problems; N1 Organization communicates regularly with families. M3 Organization identifies cost barriersK M2 Organization identifies potential distance/transportation barriersC M1 Organization identifies availability of all eligible youthF L2 Staff gather feedback from families and adapts to suggestionsA L1 There is a formal system for getting feedback from youth9 K2 Organization regurlarly assesses program quality7 K1 Organization regularly assesses youth outcomes9 J7 Staff receive continuous feedback on performance2 J5 Staff meet regularly during program cycleP J6 More than 2 PD sessions in past 2 years about working with diverse popsJ J4 All staff meet as a group to plan prior to start of program cycleS J3 More than 1/2 of staff participate in at least one PD outside organizationD J2 More than 1/2 of staff participate in relevant PD each year6 J1 New staff have 8 or more hours of orientationB I5 More than 3/4 of staff have 2 or more years of experience< I4 More than 3/4 of staff have relevant ed or training= I3 Director has 5 or more years relevant job experienceE I2 Director had a graduate degree relevant to youth developmentE I1 Administrators have experience relevant to youth development@ H4 More than 1/3 of staff present for entire program cycle) H3 Staff present at scheduled times1 H2 Ratio for youth typically less than 15:14 H1 Ratio for children typically less than 10:1D G2 Mechanisms ensure every youth has a relationship with staff6 G1 Management supports staff-youth relationshipsE F2 Organization provides opps to acknowledge youth achievements= F1 Organization articulates high expectations for youthB E2 There are mechanisms in place for youth to share concerns4 E1 There are posted rules and youth know them0 D4 Staff build connections to the schools; D3 Communication with schools supports opps for youth0 D2 Activities connect to school curriculum3 D1 Planned activities have explicit objectingC C5 Youth and staff share responsibilities on governing bodiesF C4 Youth and staff share responsibilities for community outreachV C2 Youth and staff share responsibilities for hiring, training, evaluating staff* B3 Youth facilitate or lead sessions? A3 Program offerings have focus on developmental domains J A2 Program offerings have major and specific focus on skill building. A1 Structured opportunities to influence"L. Organization solicits feedback+J. Organization promotes staff development< B1 Youth and adults share responsibility about design< B2 Youth and adults share responsibility for schedules, C1 Youth participate in program reviewT C3 Youth and staff share responsibilities for planning, recruiting other youthCI. Staff qualifications support a positive youth development focusO K3 Organizations employs strategies for program improvement based on data7 L3 Admin solicits feedback from past participantsDI. Staff qualifications support a positive youth development focusVII. LEADERSHIP AND MANAGEMENTWA State11-1212-13 Pioneer 11-12 Pioneer 12-13Emotional safetyHealthy EnvironmentEmergency PreparednessAccommodating Environment Nourishment71. Staff greet youth on arrival/at session start Warm Welcome Session FlowActivite Engagement13. Balance of concrete and abstract learningSkill-Building/1. Staff tell learning focus of activity ,2. Youth encouraged to try new skills '3. Staff model skills for all youth+5. Staff provide supports/encouragement/4. Staff break skills into steps, sequences Encouragement51. Staff use specific, non-evaluative language (2. Staff use open-ended questions ,3. Staff actively involved with youth )1. Staff approach conflicts calmly Reframing Conflict Belonging Collaboration:1. Opps to work cooperatively as a team/small group +2. Opps to take interdependent roles *3. Opps to work toward shared goals LeadershipAdult PartnersPlanningChoice Reflection*3. Structured op< ps to give feedback /4. Structured opps to make presentations Youth-PQA Form A Observations-4. Physical environment can be modified 24. Tangible products or performances result 62. Structured opps for youth to talk about work .3. First aid kit assessable and visible *4. Other safety equipment available +5. Supervised entrances for security ,6. Supervised access to outdoor space 02. At least one open-ended process choice Datex2014-152015-16Cascade MS 2014-15Cascade MS 2015-16Spoken Word -CascadeBrave Girls Club"School-Age PQA Form A Observations2016-17"2. Space clean and sanitary Child-Centered SpaceManaging FeelingsSchool-Age LeadershipInteraction with AdultsSchool-Age PlanningSchool-Age Choice43. Furniture comfortable, sufficient quantity Responsibilty.4. Physical environment can be modified 05. Furniture appropriate to size of children-3. Connect activity with prior knowledge41. Well defined and accessible interest areas 02. Sufficent materials for several children.3. Children's work/projects are displayed'4. Children select items displayed*5. Available materials are open-ended*6. Accessible to children/low shelves;7. Children get 30 minutes in activity of their choice61. Staff acknowledge the feelings of all involved42. Staff ask children to explain the situtation33. Staff helps children respond appropriatetly(4. Staff ask for possible solutions*4. Structured small group activities 92. Opportunities to help another child/demonstrate *1. Staff lowers self to child's level-2. Staff work side by side with children53. Staff interact with every child at least once'4. Staff interect in positive ways#1. Opportunity to make plans *2. 2 or more planning strategies used/3. Share plans/represent in a tangible way&1. Opps to make authentic choices)2. Opps to make open-ended choices 11. Children reflect on what they are doing ,2. Children reflect in 2 or more ways 81. 3 or more times opps to accomplish routine tasks/2. Staff do not intervene (take over task)Washington Elem 2015-16Washington Elem 2016-17YES-Youth Empowerment SupportArts and CraftsSmoothie Contest-CookingDNA Necklace-ScienceWA State 2015-16 N=150WA State 2015-16 N=97B D=F}2HrJYK$ M 0Op PR9U]WYYHZ7\\^^0"`babcGecefRhnikl ccB  T8PPPZaajk&ffffff?'ffffff?(?)?M Prevention (HP LaserJet 500 co\ C odXXLetter,DINU"8 t "P8 SMTJ( HP LaserJet 500 color M551 PCL6InputBinFORMSOURCERESDLLUniresDLLHPDocUISUITrueESPRITSupportedTrueResolution600dpiFastResFalseHPPhysicalOrientationPO_PortraitOrientationPORTRAITHPOrientRotate180FalseDuplexNONEPaperSizeLETTERMediaTypeAUTOCollateONHPMediaTypeTreeviewPopupTrueColorMode24bppTextAsBlackFalseTTAsBitmapsSettingTTModeOutlineJPEGEnableAutoAlternateLetterHeadFalseHPPaperSizeALMConstraints8_5X13HPEarlyWarmUpCommandEnableHPCustomDUplexableRange5.827x8.27_8.5x14ThresholdMopierHD288MBPrintQualityGroupPQGroup_1HPDocPropResourceDatahpchl145.cabHPColorSmartAutomaticHPColorSmart_ColorOptions_EdgeControlNormalHPColorSmart_Text_NeutralGraysBlackOnlyHPColorSmart_Text_HalftoneDetailHPColorSmart_Graphics_NeutralGraysBlackOnlyHPColorSmart_Graphics_HalftoneDetailHPColorSmart_Photo_NeutralGrays4-ColorHPColorSmart_Photo_HalftoneDetailHPColorModeCOLOR_MODEHPPDLTypePDL_PCL6HPPJLEncodingUTF8HPJobAccountingHPJOBACCT_JOBACNT_COLORAUTHHPJobByJobOverrideJBJOHPJobAccWoPinTrueHPXMLFileUsedhpcm5006.xmlHPManualDuplexDialogItemsInstructionID_01_FACEDOWN-NOROTATEHPPaperSizeDuplexConstraintsSTATEMENTHPMediaTypeDuplexConstraintsHP_COVER_MATTE_200HPPCL6PassThroughTrueHPSmartDuplexSinglePageJobTrueHPSmartDuplexOddPageJobTrueHPManualFeedOrientationFACEUPHPOutputBinOrientationFACEDOWNHPManualDuplexDialogModelModelessHPMapManualFeedToTray1TrueHPManualDuplexPageRotateDriverRotateHPPrintOnBothSidesManuallyFalseHPPrintInGrayScaleFalseHPNUseDiffFirstPageChoiceTRUEHPPageExceptionsFileHPCPE145HPPageExceptionsInterfaceShowPageExceptionsHPPageExceptionsCoverInsertionHPDuplicateJobNameOverrideSWFWHPBestGlossDefaultHPPngPassthroughTruePSAlignmentFileHPCLS145HPSmartHub_OnlinediagnostictoolsTRUEHPSmartHub_SupportandtroubleshootingTRUEHPSmartHub_ProductmanualsTRUEHPSmartHub_CheckfordriverupdatesTRUEHPSmartHub_ColorprintingaccessusageTRUEPSServices_PrintcolorusagejoblogTRUEPSServices_DeviceandSuppliesStatusTRUEPSServicesOptionPSServicesDummyOptionHPSmartHubInet_SID_263_BID_514_HID_265HPConsumerCustomPaperTrueHPColorPlaneHPCPHPEnableRAWSpoolingTrueRGBColorDefault-sRGBJRConstraintsJRCHDPartialJRHDInstalledJRHDOffJRHDNotInstalledJRHDOffHPEasyColorOnHPMHDLLNameHPFIE145HP_DIBStitch_TintTestDisabledIUPH"xJA*ыz*B!eM*vJh-zӃBD}^Kx~gkP嗙vggad(;3 .o@w=k 8Wb[x8)k*OWaT!nr דgFѸ,[xq9xޮRV=yFĺiבtVUVYnEI28a|P~Ki_!""7s|0Y~4c>\4qfZgsds!Gjtk 71SNfkv/c+(UpȾQ}WXGG2G3cPfEEu]Veo 7}!"r Z?_()/żog'?N /[l~~4zf>>ҿکߔi'&z<"dXX333333?333333?3&<3PH0(  п_3d23   MR R R RI3~S S4 3Q: 0WA State 2015-16 N=97Q ;Q ; Q3_   f @"B  ` MM< R R R Rtn\ S S4ES S 4 3Q: 2Washington Elem 2015-16Q ;Q ; Q3_    MM< R R R RJqo2 S S4ES S 4D$% 0@<3O& QR RS S4$% @<3O& Q4FAU 3Oj y 3 boR RR RV Vd& ! u,k . (QKRS S43*?@@ & ! R Ru,-$͒S S4523 M  MR R͒n]S S433" m~ 3Om% 03O& Q423 M NMR RR R R R͒]S S4<-$͒ /S S 4S S4S S4Dj y  S?e?,2?RL2?% 1T )?3O0& P$HQ HWashington - External SAPQA Form A 2015-16 compared to WA State sample23 M NMR RR Rh]S S4'<r xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx / xS S4% ?3O& Q'R RS S4% ?3O& Q'R RS S4-$͒ [S S 4e)Emotional safety)Emotional safety/Healthy Environment/Healthy Environment5Emergency Preparedness5Emergency Preparedness;Accommodating Environment;Accommodating Environment Nourishment Nourishment! Warm Welcome! Warm Welcome! Session Flow! 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Currency [0]/Explanatory TextG5Explanatory Text % 0Good;Good  a%1 Heading 1G Heading 1 I}%O2 Heading 2G Heading 2 I}%?3 Heading 3G Heading 3 I}%234 Heading 49 Heading 4 I}% 5InputuInput ̙ ??v% 6 Linked CellK Linked Cell }% 7NeutralANeutral  e%3Normal % 8Noteb Note   9OutputwOutput  ???%????????? ???:$Percent ;Title1Title I}% <TotalMTotal %OO= Warning Text? Warning Text %XTableStyleMedium9PivotStyleLight16`mChart1BSAPQA Washington ElemYPQA Cascade MS Form BP$     3 A@@   I. SAFE ENVIRONMENT$1. Emotional climate positive 0 2. Mutual respect and inclusion  no bias +1. Free of health and safety hazards "2. Space clear and sanitary +3. Ventilation and lighting adequate !4. Temperature comfortable .1. Written emergency procedures in view /2. Fire extinguisher charged and visible 21. Sufficient space adequate for activities '2. Suitable space for activities +3. Furniture appropriate, sufficient "1. Drinking water available #2. Food and drinks available !2. Food and drinks healthy 32. Staff use warm tone of voice and language 52. Staff smile, friendly gestures, eye contact 51. Start and end within 10 minutes of schedule /2. Materials and supplies ready to begin 53. Enough materials and supplies for all youth *4. Staff explain activities clearly 35. Appropriate amount of time for activities .1. Youth engage with materials or ideas 42. Staff seek youth input on causes/solutions 13. Staff ask youth to examine consequences /4. Staff follow-up with youth afterwards 21. Structured opps to get to know each other +1. Youth show inclusive relationships -3. Youth identify with program offering ,4. Structured opps to acknowledge work 81. Multiple opps to practice group-process skills 12. Opportunities to mentor, teach or coach '3. Opportunities to lead a group '1. Staff share control with youth =2. Staff provide an explanation, guidelines, directions %1. Multiple opps to make plans ,2. 2 or more planning strategies used 01. At least one open-ended content choice .1. Youth reflect on what they are doing )2. Youth reflect in 2 or more ways 9B. Youth have an influence on the setting and activities-D. Organization supports academic enrichment/E. Organization promotes positive social norms;F. Organization promotes high exectations for young people;G. Organization supports staff-youth relationship building\H. Staff availability and longevity with the organization support youth-staff relationships<K. Organization is committed to ongoing program improvement+M. Barriers to participation are addressed2O. The program builds linkages with the communityHC. Youth have influence on the structure and policy of the organization-N. The program builds linkages with familiesCA. Program offerings tap youth interests and build multiple skillsII. SUPPORTIVE ENVIRONMENTIII. INTERACTIONIV. ENGAGEMENT)V. YOUTH CENTERED POLICIES AND PRACTICES$VI. SUPPORTIVE LEARNING ENVIRONMENTVI. LEADERSHIP AND MANAGEMENTVIII. FAMILY AND COMMUNITYYQPA Form B InterviewsD O1 Program communicates with other orgs to coordinate supportsD O2 Admin and staff seek out other youth orgs for collaborationL O3 Program provides 3+ opps for youth to do community service learningF N4 Program policies make program accessible and welcoming to allI N3 Organization helps families connect with child's school learningE N2 Communications focus on youth strengths rather than problems; N1 Organization communicates regularly with families. M3 Organization identifies cost barriersK M2 Organization identifies potential distance/transportation barriersC M1 Organization identifies availability of all eligible youthF L2 Staff gather feedback from families and adapts to suggestionsA L1 There is a formal system for getting feedback from youth9 K2 Organization regurlarly assesses program quality7 K1 Organization regularly assesses youth outcomes9 J7 Staff receive continuous feedback on performance2 J5 Staff meet regularly during program cycleP J6 More than 2 PD sessions in past 2 years about working with diverse popsJ J4 All staff meet as a group to plan prior to start of program cycleS J3 More than 1/2 of staff participate in at least one PD outside organizationD J2 More than 1/2 of staff participate in relevant PD each year6 J1 New staff have 8 or more hours of orientationB I5 More than 3/4 of staff have 2 or more years of experience< I4 More than 3/4 of staff have relevant ed or training= I3 Director has 5 or more years relevant job experienceE I2 Director had a graduate degree relevant to youth developmentE I1 Administrators have experience relevant to youth development@ H4 More than 1/3 of staff present for entire program cycle) H3 Staff present at scheduled times1 H2 Ratio for youth typically less than 15:14 H1 Ratio for children typically less than 10:1D G2 Mechanisms ensure every youth has a relationship with staff6 G1 Management supports staff-youth relationshipsE F2 Organization provides opps to acknowledge youth achievements= F1 Organization articulates high expectations for youthB E2 There are mechanisms in place for youth to share concerns4 E1 There are posted rules and youth know them0 D4 Staff build connections to the schools; D3 Communication with schools supports opps for youth0 D2 Activities connect to school curriculum3 D1 Planned activities have explicit objectingC C5 Youth and staff share responsibilities on governing bodiesF C4 Youth and staff share responsibilities for community outreachV C2 Youth and staff share responsibilities for hiring, training, evaluating staff* B3 Youth facilitate or lead sessions? A3 Program offerings have focus on developmental domains J A2 Program offerings have major and specific focus on skill building. A1 Structured opportunities to influence"L. Organization solicits feedback+J. Organization promotes staff development< B1 Youth and adults share responsibility about design< B2 Youth and adults share responsibility for schedules, C1 Youth participate in program reviewT C3 Youth and staff share responsibilities for planning, recruiting other youthCI. Staff qualifications support a positive youth development focusO K3 Organizations employs strategies for program improvement based on data7 L3 Admin solicits feedback from past participantsDI. Staff qualifications support a positive youth development focusVII. LEADERSHIP AND MANAGEMENTWA State11-1212-13 Pioneer 11-12 Pioneer 12-13Emotional safetyHealthy EnvironmentEmergency PreparednessAccommodating Environment Nourishment71. Staff greet youth on arrival/at session start Warm Welcome Session FlowActivite Engagement13. Balance of concrete and abstract learningSkill-Building/1. Staff tell learning focus of activity ,2. Youth encouraged to try new skills '3. Staff model skills for all youth+5. Staff provide supports/encouragement/4. Staff break skills into steps, sequences Encouragement51. Staff use specific, non-evaluative language (2. Staff use open-ended questions ,3. Staff actively involved with youth )1. Staff approach conflicts calmly Reframing Conflict Belonging Collaboration:1. Opps to work cooperatively as a team/small group +2. Opps to take interdependent roles *3. Opps to work toward shared goals LeadershipAdult PartnersPlanningChoice Reflection*3. Structured op< ps to give feedback /4. Structured opps to make presentations Youth-PQA Form A Observations-4. Physical environment can be modified 24. Tangible products or performances result 62. Structured opps for youth to talk about work .3. First aid kit assessable and visible *4. Other safety equipment available +5. Supervised entrances for security ,6. Supervised access to outdoor space 02. At least one open-ended process choice Datex2014-152015-16Cascade MS 2014-15Cascade MS 2015-16Spoken Word -CascadeBrave Girls Club"School-Age PQA Form A Observations2016-17"2. Space clean and sanitary Child-Centered SpaceManaging FeelingsSchool-Age LeadershipInteraction with AdultsSchool-Age PlanningSchool-Age Choice43. Furniture comfortable, sufficient quantity Responsibilty.4. Physical environment can be modified 05. Furniture appropriate to size of children-3. Connect activity with prior knowledge41. Well defined and accessible interest areas 02. Sufficent materials for several children.3. Children's work/projects are displayed'4. Children select items displayed*5. Available materials are open-ended*6. Accessible to children/low shelves;7. Children get 30 minutes in activity of their choice61. Staff acknowledge the feelings of all involved42. Staff ask children to explain the situtation33. Staff helps children respond appropriatetly(4. Staff ask for possible solutions*4. Structured small group activities 92. Opportunities to help another child/demonstrate *1. Staff lowers self to child's level-2. Staff work side by side with children53. Staff interact with every child at least once'4. Staff interect in positive ways#1. Opportunity to make plans *2. 2 or more planning strategies used/3. Share plans/represent in a tangible way&1. Opps to make authentic choices)2. Opps to make open-ended choices 11. Children reflect on what they are doing ,2. Children reflect in 2 or more ways 81. 3 or more times opps to accomplish routine tasks/2. Staff do not intervene (take over task)Washington Elem 2015-16Washington Elem 2016-17YES-Youth Empowerment SupportArts and CraftsSmoothie Contest-CookingDNA Necklace-ScienceWA State 2015-16 N=150WA State 2015-16 N=97A yC-E}"Gr IYJ$ L Np OQ9 T] VYWHY7[L]]0_b`ab7dcdeBgnhvjk ccB  T8PPPZaajk&ffffff?'ffffff?(?)?"333333?333333?3&<3PH@0(  4? 3d23   MR R R RI3~S S4 3Q: 2WA State 2015-16 N=150Q ;Q ; Q3_   f @"B  ` MM< R R R Rtn\ S S4ES S 4 3Q: (Cascade MS 2015-16Q ;Q ; Q3_    MM< R R R RJqo2 S S4ES S 4D$% -0)3O&QR RS S4$% -)3O&Q4FA=3O: < 3 boR RR RV Vd&! u,k . (QKRS S43*?@@ &! 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R Ru,-$͒S S4523 M  MR R͒n]S S433" {3O}e% 0)3O&Q423 M NMR RR R R R͒]S S4<C.?'lxu?`{Ⱦ?,L?-$͒ 6/S S 4S S4S S4D  S?e?#2?RL2?% ." ?3O0&P:Q x:Pioneer - YPQA Form B 2012-13 compared to WA State sample23 M NMR RR Rn]S S4'<,ؖ xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 6/j xS S4% ?3O&Q'R RS S4% ?3O&Q'R RS S4-$͒ 6[S S 4eee*6ven-US  vn  c 4NChart 3,]@  T8PPPZaajk&lfffff?'lfffff?(?)?"@XX933333?933333?3&<3PH0L0(  Lb@ 3d23   MR R R RI3~S S4 3Q:  Pioneer 11-12Q ; Q ;Q3_  NM  MM< R R R R(0(o S S4ES S 4 3Q:  Pioneer 12-13Q ; Q ;Q3_   f @"B  ` MM< R R R Rtn\ S S4ES S 4D$% 0)3O&QR RS S4$% )3O&Q4FAA 3Oo 3 boR RR RV VdN&! u,k 6.(6QRS S43*?@@ &! R Ru,-$͒S S4523 M  MR R͒n]S S433" l3Ob % 0)3O&Q423 M NMR RR R R R͒]S S4< lSo??`;x??<~K/?-$͒ 6/S S 4S S4S S4Do /6?PLqƳ?t5X?֪ ?% I#-?3O0&P2Q h2Pioneer - YPQA Form B 2011-12 compared to 2012-1323 M NMR RR Rn]S S4'<$D 0 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 6/S S4% ?3O&Q'R RS S4% ?3O&Q'R RS S4-$͒ 6[S S 4eee*6ven-US S vn  c 4NChart 4.R&]@  T8PPPZaajk&lfffff?'lfffff?(?)?"@XX933333?933333?3&<3PH@P0(  Pb@3d23   MR R R RI3~S S4 3Q:  Pioneer 11-12Q ; Q ;Q3_  NM  MM< R R R R(0(o S S4ES S 4 3Q:  Pioneer 12-13Q ; Q ;Q3_   f @"B  ` MM< R R R Rtn\ S S4ES S 4D$% 0)3O&QR RS S4$% )3O&Q4FA'X  3O 3 boR RR RV VdN&! u,k 6.(6QRS S43*?@@ &! 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Currency [0]/Explanatory TextG5Explanatory Text % 0Good;Good  a%1 Heading 1G Heading 1 I}%O2 Heading 2G Heading 2 I}%?3 Heading 3G Heading 3 I}%234 Heading 49 Heading 4 I}% 5InputuInput ̙ ??v% 6 Linked CellK Linked Cell }% 7NeutralANeutral  e%3Normal % 8Noteb Note   9OutputwOutput  ???%????????? ???:$Percent ;Title1Title I}% <TotalMTotal %OO= Warning Text? Warning Text %XTableStyleMedium9PivotStyleLight16`@pChart1cSAPQA Washington Elem YPQA Cascade MS-Form Ba|f^fH( @PU$ EFGHIJKLMNOPQRST3 A@@   I. SAFE ENVIRONMENT$1. Emotional climate positive 0 2. Mutual respect and inclusion  no bias +1. Free of health and safety hazards "2. Space clear and sanitary +3. Ventilation and lighting adequate !4. Temperature comfortable .1. Written emergency procedures in view /2. Fire extinguisher charged and visible 21. Sufficient space adequate for activities '2. Suitable space for activities +3. Furniture appropriate, sufficient "1. Drinking water available #2. Food and drinks available !2. Food and drinks healthy 32. Staff use warm tone of voice and language 52. Staff smile, friendly gestures, eye contact 51. Start and end within 10 minutes of schedule /2. Materials and supplies ready to begin 53. Enough materials and supplies for all youth *4. Staff explain activities clearly 35. Appropriate amount of time for activities .1. Youth engage with materials or ideas 42. Staff seek youth input on causes/solutions 13. Staff ask youth to examine consequences /4. Staff follow-up with youth afterwards 21. Structured opps to get to know each other +1. Youth show inclusive relationships -3. Youth identify with program offering ,4. Structured opps to acknowledge work 81. Multiple opps to practice group-process skills 12. Opportunities to mentor, teach or coach '3. Opportunities to lead a group '1. Staff share control with youth =2. Staff provide an explanation, guidelines, directions %1. Multiple opps to make plans ,2. 2 or more planning strategies used 01. At least one open-ended content choice .1. Youth reflect on what they are doing )2. Youth reflect in 2 or more ways 9B. Youth have an influence on the setting and activities-D. Organization supports academic enrichment/E. Organization promotes positive social norms;F. Organization promotes high exectations for young people;G. Organization supports staff-youth relationship building\H. Staff availability and longevity with the organization support youth-staff relationships<K. Organization is committed to ongoing program improvement+M. Barriers to participation are addressed2O. The program builds linkages with the communityHC. Youth have influence on the structure and policy of the organization-N. The program builds linkages with familiesCA. Program offerings tap youth interests and build multiple skillsII. SUPPORTIVE ENVIRONMENTIII. INTERACTIONIV. ENGAGEMENT)V. YOUTH CENTERED POLICIES AND PRACTICES$VI. SUPPORTIVE LEARNING ENVIRONMENTVI. LEADERSHIP AND MANAGEMENTVIII. FAMILY AND COMMUNITYYQPA Form B InterviewsD O1 Program communicates with other orgs to coordinate supportsD O2 Admin and staff seek out other youth orgs for collaborationL O3 Program provides 3+ opps for youth to do community service learningF N4 Program policies make program accessible and welcoming to allI N3 Organization helps families connect with child's school learningE N2 Communications focus on youth strengths rather than problems; N1 Organization communicates regularly with families. M3 Organization identifies cost barriersK M2 Organization identifies potential distance/transportation barriersC M1 Organization identifies availability of all eligible youthF L2 Staff gather feedback from families and adapts to suggestionsA L1 There is a formal system for getting feedback from youth9 K2 Organization regurlarly assesses program quality7 K1 Organization regularly assesses youth outcomes9 J7 Staff receive continuous feedback on performance2 J5 Staff meet regularly during program cycleP J6 More than 2 PD sessions in past 2 years about working with diverse popsJ J4 All staff meet as a group to plan prior to start of program cycleS J3 More than 1/2 of staff participate in at least one PD outside organizationD J2 More than 1/2 of staff participate in relevant PD each year6 J1 New staff have 8 or more hours of orientationB I5 More than 3/4 of staff have 2 or more years of experience< I4 More than 3/4 of staff have relevant ed or training= I3 Director has 5 or more years relevant job experienceE I2 Director had a graduate degree relevant to youth developmentE I1 Administrators have experience relevant to youth development@ H4 More than 1/3 of staff present for entire program cycle) H3 Staff present at scheduled times1 H2 Ratio for youth typically less than 15:14 H1 Ratio for children typically less than 10:1D G2 Mechanisms ensure every youth has a relationship with staff6 G1 Management supports staff-youth relationshipsE F2 Organization provides opps to acknowledge youth achievements= F1 Organization articulates high expectations for youthB E2 There are mechanisms in place for youth to share concerns4 E1 There are posted rules and youth know them0 D4 Staff build connections to the schools; D3 Communication with schools supports opps for youth0 D2 Activities connect to school curriculum3 D1 Planned activities have explicit objectingC C5 Youth and staff share responsibilities on governing bodiesF C4 Youth and staff share responsibilities for community outreachV C2 Youth and staff share responsibilities for hiring, training, evaluating staff* B3 Youth facilitate or lead sessions? A3 Program offerings have focus on developmental domains J A2 Program offerings have major and specific focus on skill building. A1 Structured opportunities to influence"L. Organization solicits feedback+J. Organization promotes staff development< B1 Youth and adults share responsibility about design< B2 Youth and adults share responsibility for schedules, C1 Youth participate in program reviewT C3 Youth and staff share responsibilities for planning, recruiting other youthCI. Staff qualifications support a positive youth development focusO K3 Organizations employs strategies for program improvement based on data7 L3 Admin solicits feedback from past participantsDI. Staff qualifications support a positive youth development focusVII. LEADERSHIP AND MANAGEMENTWA State11-1212-13 Pioneer 11-12 Pioneer 12-13Emotional safetyHealthy EnvironmentEmergency PreparednessAccommodating Environment Nourishment71. Staff greet youth on arrival/at session start Warm Welcome Session FlowActivite Engagement13. Balance of concrete and abstract learningSkill-Building/1. Staff tell learning focus of activity ,2. Youth encouraged to try new skills '3. Staff model skills for all youth+5. Staff provide supports/encouragement/4. Staff break skills into steps, sequences Encouragement51. Staff use specific, non-evaluative language (2. Staff use open-ended questions ,3. Staff actively involved with youth )1. Staff approach conflicts calmly Reframing Conflict Belonging Collaboration:1. Opps to work cooperatively as a team/small group +2. Opps to take interdependent roles *3. Opps to work toward shared goals LeadershipAdult PartnersPlanningChoice Reflection*3. Structured op< ps to give feedback /4. Structured opps to make presentations Youth-PQA Form A Observations-4. Physical environment can be modified 24. Tangible products or performances result 62. Structured opps for youth to talk about work .3. First aid kit assessable and visible *4. Other safety equipment available +5. Supervised entrances for security ,6. Supervised access to outdoor space 02. At least one open-ended process choice Datex2014-152015-16Cascade MS 2014-15Cascade MS 2015-16Spoken Word -CascadeBrave Girls Club"School-Age PQA Form A Observations2016-17"2. Space clean and sanitary Child-Centered SpaceManaging FeelingsSchool-Age LeadershipInteraction with AdultsSchool-Age PlanningSchool-Age Choice43. Furniture comfortable, sufficient quantity Responsibilty.4. Physical environment can be modified 05. Furniture appropriate to size of children-3. Connect activity with prior knowledge41. Well defined and accessible interest areas 02. Sufficent materials for several children.3. Children's work/projects are displayed'4. Children select items displayed*5. Available materials are open-ended*6. Accessible to children/low shelves;7. Children get 30 minutes in activity of their choice61. Staff acknowledge the feelings of all involved42. Staff ask children to explain the situtation33. Staff helps children respond appropriatetly(4. Staff ask for possible solutions*4. Structured small group activities 92. Opportunities to help another child/demonstrate *1. Staff lowers self to child's level-2. Staff work side by side with children53. Staff interact with every child at least once'4. Staff interect in positive ways#1. Opportunity to make plans *2. 2 or more planning strategies used/3. Share plans/represent in a tangible way&1. Opps to make authentic choices)2. Opps to make open-ended choices 11. Children reflect on what they are doing ,2. Children reflect in 2 or more ways 81. 3 or more times opps to accomplish routine tasks/2. 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MA@? tt6""t6666t66  (   n  c 4NChart 1 b,]@  T8PPPZaajk&lfffff?'lfffff?(?)?"@XX933333?933333?3&<3PHD0(  Db 3d23   MR R R RI3~S S4 3Q: WA StateQ ;Q ;Q3_  NM  MM< R R R R(0(o S S4ES S 4 3Q:  Pioneer 12-13Q ; Q ;Q3_   f @"B  ` MM< R R R Rtn\ S S4ES S 4D$% 0@<3O& QR RS S4$% @<3O& Q4FAA 3Oo 3 boR RR RV VdN& ! u,k .(QRS S43*?@@ & ! R Ru,-$͒S S4523 M  MR R͒n]S S433" l3Ob % 03O& Q423 M NMR RR R R R͒]S S4< lSo??z;x??JCJ/?-$͒ /S S 4S S4S S4Do /6?JLqƳ?w5X?֪ ?% 5# +?3O0& P9Q v9Pioneer - YPQA Form B 2012-13 compared to WA State sample23 M NMR RR Rn]S S4'<$zb  xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx /xS S4% ?3O& Q'R RS S4% ?3O& Q'R RS S4-$͒ [S S 4eee*ven-US  vn  c 4NChart 2-`Q]@  T8PPPZaajk&lfffff?'lfffff?(?)?"@XX933333?933333?3&<3PH H0(  Hb3d23   MR R R RI3~S S4 3Q: WA StateQ ;Q ;Q3_  NM  MM< R R R R(0(o S S4ES S 4 3Q:  Pioneer 12-13Q ; Q ;Q3_   f @"B  ` MM< R R R Rtn\ S S4ES S 4D$% 0@<3O& QR RS S4$% @<3O& Q4FA'W ! 3O 3 boR RR RV VdN& ! u,k .(QRS S43*?@@ & ! 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