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4-H Coordinated Agriculture Program Reaches 1,147 Chenango Youth (Ag Literacy in-school)

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4-H Afterschool Programming in JeffersonLewis County, NY

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Flexibility Allows Tribal Mentoring Partnership to Evolve (mentoring)

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NYC PAL Choose Health Action Teens (CHAT) Summer 2021 – A Hybrid Approach

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How We Engaged 4,000 Youth in Agriculture Education (in-school)

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A Year Full of Dairy in the Classroom (in-school)

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4-H Coordinated Agriculture Program Reaches 1,147 Chenango Youth (Ag Literacy in-school)

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4-H UNITY at Agape Haven of Abundance (CYFAR)

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Research and Evaluation – 4-H Thriving Model of PYD (extension.org)

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Information for Program Evaluation Using the 4-H Thriving Model Instruments

The evaluation instruments in this collection were derived from the Mediating Effects of Thriving on Youth Development studies (Arnold & Gagnon, 2019). The studies piloted and confirmed the measurement and structure of the 4-H Thriving Model of youth development. The model predicts the relationship between a high quality 4-H program (developmental context) on developmental outcomes is mediated by youth thriving. Furthermore, the relationship between developmental context and youth thriving is moderated by the level of youth engagement in the program.
There are four program evaluation instruments in this collection:

1. Developmental Context Instrument - measuring experience of youth sparks, sense of belonging in the program, and developmental relationships with adults. Additional items measure youth engagement in 4-H, age, gender, and race/ethnicity.

2. Youth Thriving Instrument - measuring seven indicators of thriving: (1) Growth mindset; (2) openness to challenge and discovery; (3) hopeful purpose; (4) pro-social orientation; (5) transcendent awareness; (6) positive emotionality; and (7) goal management (intentional self-regulation)

3. Developmental Outcomes Instrument - Measuring six developmental outcomes constructs: (1) Academic attitudes for success; (2) social competence; (3) personal standards; (4) connection with others; (5) personal responsibility; (6) contribution to others.

4. The Full 4-H Thriving Model Program Instrument - a combination of the first three instruments into one for those interested in evaluating all three aspects of the 4-H Thriving Model.

Recommended Use of the Instruments
The instruments in this collection are recommended for use in program evaluation efforts with youth ages 13 and older at the end of a 4-H program. The instruments are intended to measure group trends to understand the quality and impact of the program. These instruments are not intended to be used for diagnostic purposes. Both the Youth Thriving and Developmental Outcome s instruments are presented in a retrospective pre-test format, meaning that youth answer each item based on how the felt before the program, and how they feel after the program. While there is no pre-determined program length established for the valid use of these instruments, programmers should assess the relative ability of the program length and type to impact youth thriving, and thus developmental outcomes.

The Developmental Context instrument is recommended for use at the end of any program where there is an interest in measuring the youth experience of a high quality developmental context, including short-term programs.

The Youth Thriving instrument is recommended for use in programs where an intentional effort is placed on positive youth development in the program design, and sufficient time has elapsed for the program to have an effect on youth thriving.

The Developmental Outcomes Instrument is recommended for use when enough time has elapsed to impact these developmental outcomes, such as in a multi-session program over several months, or a year-long 4-H program.

The Developmental Context instrument can be used with youth age 10 and above, although assistance may be required to ensure youth are able to read and comprehend the items. Results should be interpreted with caution.

Before using the 4-H Thriving Model evaluation instruments please take a moment and download the 4-H Thriving Model Instruments User Guide. This document explains the purpose and appropriate use of the instruments for program evaluation. Complete information on scoring and psychometric properties of the instruments is included.

4-H Thriving Model Instruments

The 4-H Thriving Model instruments align with, and complement the instruments found in the 4-H Common Measures 2.0. For more information on choosing which instruments to use, please consult the following document:
4-H Common Measures 2.0 and the 4-H Thriving Model Measures

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The evaluation instruments in this collection were derived from the Mediating Effects of Thriving on Youth Development studies (Arnold & Gagnon, 2019). The studies piloted and confirmed the measurement and structure of the 4-H Thriving Model of youth development. The model predicts the relationship between a high quality 4-H program (developmental context) on developmental outcomes is mediated by youth thriving.

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New York State Network for Youth Success | QSA

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Join the Network for Youth Success to learn about the newly updated Third Edition of the QSA Tool.

An Introduction to the Quality Self-Assessment (QSA) Tool, Third Edition

This hour overview of the tool is appropriate for anyone involved in self-assessing quality at your afterschool, summer, or expanded learning program.
A Year with the QSA Tool, Third Edition for Self-Assessment Leaders

This hour deep dive for self-assessment leaders explores the recommended strategy for incorporating self-assessment effectively into your program practices to create continuous program quality improvement.
Virtual Quality Self-Assessment (QSA)

This 26 minute webinar covers how to conduct a self-assessment when you can't meet in person.
The Quality Self-Assessment (QSA) Tool
The Network for Youth Success believes that clear quality standards and ongoing program assessment are central to building effective and sustainable afterschool programs.

Improving afterschool program quality must begin with a commitment on the part of practitioners to examine their programs with a critical eye. A quality program is one that is reflective, willing to improve, change and grow, and believes in successful outcomes for its participants. Moreover, practitioners must understand that improving program quality is an ongoing process. Self-assessment provides an important opportunity for programs to identify strengths and weaknesses free from the pressures of external monitoring and evaluation. It is upon these concepts that the Quality Self-Assessment (QSA) Tool is based. The Network is working in a number of ways to encourage the adoption of common quality standards statewide.

The QSA Tool is meant to be used in concert with other formal and informal evaluation methods, such as youth, parent and staff meetings, youth and parent focus groups, and external monitoring and evaluation. Each of these methods can help identify program strengths and areas in need of improvement.

For more information on how the QSA Tool compares to other leading assessment instruments, see Measuring Youth Program Quality: A Guide to Assessment Tools published by the Forum for Youth Investment.

Learn more about Getting Started with the Quality Self-Assessment (QSA) Tool and how to use the quality improvement process to improve program quality. Then become familiar with the Elements of Program Quality.

Translated versions of the QSA Tool are also available on the Publications Page.

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New York State Network for Youth Success | QSA

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Join the Network for Youth Success to learn about the newly updated Third Edition of the QSA Tool. An Introduction to the Quality Self-Assessment (QSA) Tool, Third Edition This hour overview of the tool is appropriate for anyone involved in self-assessing quality at your afterschool, summer, or expanded learning program.

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Volunteer handbook gallery walk - thriving indicators reflective questions for volunteers based on tip sheets. Question most comfortable answering? Least comfortable answering?

Wisconsin 4-H welcoming club observation tool (meant to be used with youth evaluators)

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Follow-up resources - for example, with volunteers after reflecting on thriving indicators how do you feel about them a year later? What would you do differently now?

Youth interviews -

Observation tools - self-assessment and coaching, etc. Indicators of behavior, setting, etc. Observations of environment (developmental context) and individual youth

Navigating between "flowers" and "gardens" - how to help scaffold people choosing which outcomes to measure and tools to use, etc.

Transitioning between understanding the concepts of the 4-H Thriving Model as adult facilitators (ex: belonging) to collecting evidence of youth experiencing those elements

Consider tools in addition to self-report surveys

What are we doing for training staff? Especially staff who are subject matter experts and still developing PYD expertise. Training in Thriving Model and also in evaluation.

Connections to Cornell research and researchers in campus.

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Belonging is fostered by the following program characteristics:

Youth are safe at 4-H events, secure in knowing their ideas matter.

Youth work in an environment they can trust to be positive and supportive.

Youth are challenged sometimes, and encouraged to persevere when adversity arises.

Youth are reminded to believe in their abilities as they build new skills.

4-H is a place where a young person’s family, school, and community can all come together.

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(5.1c) Number of young people who experience Belonging in 4-H

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Belonging questions from the Developmental Context Instrument

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Belonging questions from the Developmental Context Instrument

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5. I feel safe in this 4-H program
6. I feel supported by other kids in this 4-H program
7. I feel like I matter in this 4-H program
8. I feel welcome in 4-H

The Developmental Context instrument is recommended for use in program evaluation efforts with youth ages 13 and older at the end of a 4-H program (Can be used with youth age 10 and above, although assistance may be required to ensure youth are able to read and comprehend the items. Results should be interpreted with caution.)

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A spark is a passion for a self-identified
interest or skill, or a capacity that metaphorically lights a fire in an young person’s life, providing energy, joy, purpose,
and direction .

Sparks:
1. create actions
2. provide intrinsic fuel
3. enhance a young person’s networks

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(5.1a) Number of young people who discover and explore their Sparks through 4-H experiences

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Sparks questions from the Developmental Context Instrument

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Sparks questions from the Developmental Context Instrument

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1. This program gives me the opportunity to explore something I really care about
2. I am passionate about the things I do in this program
3. I want to learn all I can about the topic of this program
4. 4-H is an important part of who I am

The Developmental Context instrument is recommended for use in program evaluation efforts with youth ages 13 and older at the end of a 4-H program (Can be used with youth age 10 and above, although assistance may be required to ensure youth are able to read and comprehend the items. Results should be interpreted with caution.)

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Five dimensions of developmental relationships:
1. Expressing care, though listening, warmth, and dependability;
2. Challenging growth by holding youth accountable, expecting them to do their best, and helping them
reflect on failures;
3. Providing support by empowering and advocating for youth as well as helping them navigate situations
and systems, and setting appropriate boundaries;
4. Sharing power through inclusion, respect, and collaboration;
5. Expanding possibilities by exposing youth to new ideas and opportunities and connecting them to others who can help them reach their goals

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(5.1b) Number of young people who experience Developmental
Relationships in 4-H

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Relationship questions from the Developmental Context Instrument

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Relationship questions from the Developmental Context Instrument

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Caring Adults
9. Pay attention to me
10. Like me
11. Invest time in me
12. Show an interest in me

Challenging Growth
13. Help me see future possibilities for myself
14. Expect me to do something positive with my future
15. Stretch me and push me in new ways
16. Hold me accountable

Youth-Adult Partnership
17. Listen to my ideas
18. Treat me fairly
19. Take me seriously
20. Respect me

The Developmental Context instrument is recommended for use in program evaluation efforts with youth ages 13 and older at the end of a 4-H program (Can be used with youth age 10 and above, although assistance may be required to ensure youth are able to read and comprehend the items. Results should be interpreted with caution.)

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Sparks Questions from 4-H Experience Common Measures tool 

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Sparks Questions from 4-H Experience Common Measures tool 

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EX 9: Is 4-H a place where you get to do things that you like?

Common Measures instruments are designed for youth in grades 4-12 (approximately ages 9 to 18). It is recommended that youth have a minimum of 6 participation (contact) hours before they are administered the Common Measures instruments.

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Belonging Questions from 4-H Experience Common Measures tool 

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Belonging Questions from 4-H Experience Common Measures tool 

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EX 4: Is 4-H a place where others like you?
EX 5: Is 4-H a place where you feel safe?
EX 15: Is 4-H a place where you feel you belong?

Common Measures instruments are designed for youth in grades 4-12 (approximately ages 9 to 18). It is recommended that youth have a minimum of 6 participation (contact) hours before they are administered the Common Measures instruments.

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Relationship Questions from 4-H Experience Common Measures tool 

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Relationship Questions from 4-H Experience Common Measures tool 

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EX 2: Is 4H a place where adults care about you?
EX 10: Is 4-H a place where you’re encouraged to plan for your future?
EX 11: Is 4-H a place where you get to choose what you want to do?
EX 13: Is 4-H a place where you have a chance to be a leader?

Common Measures instruments are designed for youth in grades 4-12 (approximately ages 9 to 18). It is recommended that youth have a minimum of 6 participation (contact) hours before they are administered the Common Measures instruments.

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Building Welcoming 4-H Clubs Observation Rubric

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Building Welcoming 4-H Clubs Observation Rubric

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Dimension 1: Adult Volunteers, Youth Officers, & Youth Leaders:
a) welcome members,
b) go beyond existing social circles,
c) make an effort to work in partnership, and
d) communicate clearly and deliver information in a friendly
manner.

Dimension 2: Club Customs:
a) promote group identification,
b) encourage a group culture of welcoming behaviors, and
c) elevate youth voice

Dimension 3: Environment:
a) meeting space is set up in an inviting manner,
b) club identity is visible,
c) meeting place is accessible, and
d) environment reflects diverse cultures and needs.

Dimension 4: Meetings:
a) structured to promote collaboration
b) authentic interactions, and diverse participation among
members

Youth and adult volunteer researchers visit two of club's meetings during the year and then share feedback based on the rubric.

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Evaluation Strategies based on engagement

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Evaluation Strategies based on engagement

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Would it be helpful to have the toolkit set up to be sorted by the level of engagement of the activity to be evaluated? For example, something like this:

Tabling activity - Examples: virtual reality at State Fair (probably too short-term for meaningful evaluation)

A lesson - Examples: Ag Literacy Week lesson, etc.

A series of lessons - Examples: SPIN club, special interest program, Career Explorations, etc.

Long-term (Multiple series, lessons, activities. Multiple contexts. Over years.) Examples: camp, afterschool, club, CYFAR, youth involved in several different kinds of 4-H settings, etc.

So that we're looking at how an outcome (say, Belonging) shows up differently at different levels of engagement?
Example:

Belonging

Lesson -

What it looks like

How to measure

Series -

What it looks like

How to measure

Long-term -

What it looks like

How to measure

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Simple Feedback Tool - Group or Individual

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Simple Feedback Tool - Group or Individual