Legacy Resources – Temp

This chapter describes the Youth Program Quality Intervention (YPQI), a setting-level intervention model designed to raise quality in out-of-school time programs. The YPQI takes managers and staff from a network of youth programs through a process of identifying and addressing strengths and areas for improvement, using a standardized assessment tool.

In the fragmented OST sector, defining and measuring quality in terms of staff behaviors provides a common framework that can reduce obstacles to performance improvement and streamline data-driven accountability. This chapter views the point of service as the critical unit of study because it is ubiquitous across OST programs and because it is the place where key developmental experiences are intentionally delivered.

This paper uses pattern centered methods to identify three different quality profiles (high, medium, and low) that characterize staff instruction in out-of-school time programs.

Design theory and formative evidence to describe setting dynamics at two distinct levels, (1) the organization-level where professional learning communities are formed and (2) point-of-service level (e.g., classrooms) where professional staff and learners meet.

This quality-outcomes study was designed to both (a) describe performance in Seattle Public Schools (SPS) summer learning programs in ways that are useful to staff and (b) provide evaluative evidence (i.e., validity) for an instructional model that includes challenging academic content and responsive instructional practices.

This report describes the process of development of the STEM supplement to the Youth Program Quality Assessment and preliminary reliability and validity evidence based on data collected during The Afterzone Summer Scholars program sponsored by the Providence After School Alliance (PASA).

Case study of scaled QIS implementation in Rhode Island with focus on manager skills and implementation at the organization level.