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A Mentor’s Guide to the Rubrics Chris Napolitano, M.A. – Moderator Edmond Bowers, Ph. D – Discussant, Project Director Michelle Boyd, M.A. – Discussant.

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Presentation on theme: "A Mentor’s Guide to the Rubrics Chris Napolitano, M.A. – Moderator Edmond Bowers, Ph. D – Discussant, Project Director Michelle Boyd, M.A. – Discussant."— Presentation transcript:

1 A Mentor’s Guide to the Rubrics Chris Napolitano, M.A. – Moderator Edmond Bowers, Ph. D – Discussant, Project Director Michelle Boyd, M.A. – Discussant Tufts University

2 Our background – Who are we?

3 Project Goal – Why am I doing this?

4 Our background – Who are we? Project Goal – Why am I doing this? GPS theory background – Where does this come from?

5 Our background – Who are we? Project Goal – Why am I doing this? GPS theory background – Where does this come from? Using the rubrics – How do I use them?

6 Our background – Who are we? Project Goal – Why am I doing this? GPS theory background – Where does this come from? Using the rubrics – How do I use them? Practicing rubric scoring – Are we on the same page?

7 Our background – Who are we? Project Goal – Why am I doing this? GPS theory background – Where does this come from? Using the rubrics – How do I use them? Practicing rubric scoring – Are we on the same page? Pilot components – What do I use?

8 Our background – Who are we? Project Goal – Why am I doing this? GPS theory background – Where does this come from? Using the rubrics – How do I use them? Practicing rubric scoring – Are we on the same page? Pilot components – What do I use? Pilot procedures – How do I collect data?

9 Tufts University Institute for Applied Research in Youth Development

10 4 – H Study of Positive Youth Development

11 Tufts University Institute for Applied Research in Youth Development 4 – H Study of Positive Youth Development Project GPS

12 Michelle Chris Ed

13

14 To improve the goal management – or intentional self regulation – skills of youth in mentoring programs, helping them to thrive and achieve their goals through a collection of rubrics and activities designed for the mentor-youth relationship.

15

16 To test whether our new rubrics are equivalent measures of both positive youth development and intentional self regulation to the measures used in our longitudinal survey – the 4-H Study of Positive Youth Development

17

18 Competence

19 Competence Confidence

20 Caring

21 Competence Confidence Caring Connection

22 Competence Confidence Caring Connection Character

23 Competence Confidence Caring Connection Character Contribution

24 Competence Confidence Caring Connection Character Contribution

25 Family Assets Neighborhood Assets School Assets

26 Family Assets Neighborhood Assets School Assets Individual Assets

27

28 Goal directed behaviors, including goal choices and goal strategies, that an individual employs to best utilize his/her strengths given the characteristics of an environment.

29 Or

30 Goal directed behaviors, including goal choices and goal strategies, that an individual employs to best utilize his/her strengths given the characteristics of an environment. Or How an individual works to achieve goals using their strengths

31

32

33 G – Goal Selection

34 P – Pursuit of Strategies

35 G – Goal Selection P – Pursuit of Strategies S – Shifting Gears “When the going gets tough”

36

37 Selecting meaningful, realistic, long-term goals

38 Being selective and “investing energy” in long-term goals

39 Selecting meaningful, realistic, long-term goals Being selective and “investing energy” in long-term goals Goals should have short-term steps that lead to long- term success

40 Selecting meaningful, realistic, long-term goals Being selective and “investing energy” in long-term goals Goals should have short-term steps that lead to long- term success Goals should improve life in multiple ways

41 Selecting meaningful, realistic, long-term goals Being selective and “investing energy” in long-term goals Goals should have short-term steps that lead to long- term success Goals should improve life in multiple ways The best goals should benefit self in many ways as well as benefit the community

42 GPS : Pursuit of Strategies (P)

43 Developing a step-by-step plan and sticking to it

44 GPS : Pursuit of Strategies (P) Developing a step-by-step plan and sticking to it Practicing strategies that will help achieve the goal and looking for new strategies that will help too

45 GPS : Pursuit of Strategies (P) Developing a step-by-step plan and sticking to it Practicing strategies that will help achieve the goal and looking for new strategies that will help too Using Strategies with persistent effort and at appropriate times

46 GPS : Pursuit of Strategies (P) Developing a step-by-step plan and sticking to it Practicing strategies that will help achieve the goal and looking for new strategies that will help too Using Strategies with persistent effort and at appropriate times Monitoring progress to see if current strategies are working

47

48 What do we do when our strategies aren’t working as planned?

49 Replacing strategies that aren’t working with new ones

50 What do we do when our strategies aren’t working as planned? Replacing strategies that aren’t working with new ones Adjusting strategies so that they may work in the future

51 What do we do when our strategies aren’t working as planned? Replacing strategies that aren’t working with new ones Adjusting strategies so that they may work in the future Looking for help from people and help from other resources

52 What do we do when our strategies aren’t working as planned? Replacing strategies that aren’t working with new ones Adjusting strategies so that they may work in the future Looking for help from people and help from other resources Moving on to new goals when old goals can’t be met

53

54 GPS theory is based on the work of Baltes and colleagues (Baltes & Baltes, 1990; Freund & Baltes, 2002)

55 The 4-H Study for Positive Youth Development has shown that high GPS skills are related to positive outcomes and decreases in risk behaviors

56 Questions about PYD? Questions about GPS?

57 To test whether our new rubrics are equivalent measures of both positive youth development and intentional self regulation as the measures used in our longitudinal survey – the 4-H Study of Positive Youth Development

58 Mentor GPS Rubrics Youth GPS Survey Mentor PYD Rubrics Youth PYD Survey Youth GPS Rubrics Youth PYD Rubrics

59 Mentor GPS Rubrics Youth GPS Survey Mentor PYD Rubrics Youth PYD Survey Youth GPS Rubrics Youth PYD Rubrics

60 Mentor GPS Rubrics Youth GPS Survey Mentor PYD Rubrics Youth PYD Survey Youth GPS Rubrics Youth PYD Rubrics

61 Mentor GPS Rubrics Youth GPS Survey Mentor PYD Rubrics Youth PYD Survey Youth GPS Rubrics Youth PYD Rubrics

62

63 What is a rubric?

64 What are the benefits?

65 What is a rubric? What are the benefits? What are the drawbacks?

66 What is a rubric? What are the benefits? What are the drawbacks? Why is training important?

67

68 OLD VERSION

69

70

71 Let’s talk about: Structure Organization Input

72

73

74

75 Let’s talk about: Structure Organization Input

76 General scoring framework:

77 5 = Consistent initiative; skill mastery

78 General scoring framework: 5 = Consistent initiative; skill mastery 4 = On and off initiative; skill competence

79 General scoring framework: 5 = Consistent initiative; skill mastery 4 = On and off initiative; skill competence 3 = Emerging initiative; basic skill

80 General scoring framework: 5 = Consistent initiative; skill mastery 4 = On and off initiative; skill competence 3 = Emerging initiative; basic skill 2 = Lacks initiative; low skill

81 General scoring framework: 5 = Consistent initiative; skill mastery 4 = On and off initiative; skill competence 3 = Emerging initiative; basic skill 2 = Lacks initiative; low skill 1 = Lacks skill; pre-aware or disengaged

82

83

84 Let’s talk about: Structure Organization Input

85 Let’s Practice!

86 First, we’ll present a short story about a youth

87 Then, we’ll look at a single-column rubric, and select a score individually

88 First, we’ll present a short story about a youth Then, we’ll look at a single-column rubric, and select a score individually After everyone answers, we’ll discuss our scores in small groups

89 First, we’ll present a short story about a youth Then, we’ll look at a single-column rubric, and select a score individually After everyone answers, we’ll discuss our scores in small groups Screen sharing

90 BETH

91 OLD VERSION JOSH

92 A step-by-step guide

93 To test whether our new rubrics are equivalent measures of both positive youth development and intentional self regulation as the measures used in our longitudinal survey – the 4-H Study of Positive Youth Development

94

95 On the “Mentor Pilot Wiki” you will find:

96 Mentor Consent Form

97 On the “Mentor Pilot Wiki” you will find: Mentor Consent Form Parent/Guardian Consent Form

98 On the “Mentor Pilot Wiki” you will find: Mentor Consent Form Parent/Guardian Consent Form Youth Consent Forms (attached to Parent/Guardian Forms)

99 On the “Mentor Pilot Wiki” you will find: Mentor Consent Form Parent/Guardian Consent Form Youth Consent Forms (attached to Parent/Guardian Forms) Project GPS Pilot Primer

100 On the “Mentor Pilot Wiki” you will find: Mentor Consent Form Parent/Guardian Consent Form Youth Consent Forms (attached to Parent/Guardian Forms) Project GPS Pilot Primer Rubric Feedback Sheet – coming soon

101 On the “Mentor Pilot Wiki” you will find: Mentor Consent Form Parent/Guardian Consent Form Youth Consent Forms (attached to Parent/Guardian Forms) Project GPS Pilot Handbook and Manual Rubric Feedback Sheet – coming soon

102 The consent process requires signatures from

103 the mentor,

104 The consent process requires signatures from the mentor, the parent/guardian,

105 The consent process requires signatures from the mentor, the parent/guardian, and the participating youth

106 Mentor GPS Rubrics Youth GPS Survey Mentor PYD Rubrics Youth PYD Survey Youth GPS Rubrics Youth PYD Rubrics

107 Mentor GPS Rubrics Youth GPS Survey Mentor PYD Rubrics Youth PYD Survey Youth GPS Rubrics Youth PYD Rubrics

108 Mentor GPS Rubrics Youth GPS Survey Mentor PYD Rubrics Youth PYD Survey Youth GPS Rubrics Youth PYD Rubrics

109 Mentor GPS Rubrics Youth GPS Survey Mentor PYD Rubrics Youth PYD Survey Youth GPS Rubrics Youth PYD Rubrics

110

111 Complete your consent and obtain consent from up to 5 youth and their parent/guardian

112 Assign each consenting youth an ID number (provided by Ben Silliman or your 4-H Agent)

113 Complete your consent and obtain consent from up to 5 youth and their parent/guardian Assign each consenting youth an ID number (provided by Ben Silliman or your 4-H Agent) Complete the PYD and GPS rubrics online for the particular youth, making sure to assign the correct ID number

114 Complete your consent and obtain consent from up to 5 youth and their parent/guardian Assign each consenting youth an ID number (provided by Ben Silliman or your 4-H Agent) Complete the PYD and GPS rubrics online for the particular youth, making sure to assign the correct ID number Repeat this process for up to 5 youth

115 Complete your consent and obtain consent from up to 5 youth and their parent/guardian Assign each consenting youth an ID number (provided by Ben Silliman or your 4-H Agent) Complete the PYD and GPS rubrics online for the particular youth, making sure to assign the correct ID number Repeat this process for up to 5 Time of participation: about 20 minutes, per youth

116

117

118 Complete their consent form and have their parents/guardians complete their consent form

119 Navigate to the survey website using the address provided by the mentor, and “sign-in” using the ID number provided by the mentor

120 Complete their consent form and have their parents/guardians complete their consent form Navigate to the survey website using the address provided by the mentor, and “sign-in” using the ID number provided by the mentor Complete the PYD and GPS self-scored rubrics

121 Complete their consent form and have their parents/guardians complete their consent form Navigate to the survey website using the address provided by the mentor, and “sign-in” using the ID number provided by the mentor Complete the PYD and GPS self-scored rubrics Complete the PYD and GPS questionnaire items

122 Complete their consent form and have their parents/guardians complete their consent form Navigate to the survey website using the address provided by the mentor, and “sign-in” using the ID number provided by the mentor Complete the PYD and GPS self-scored rubrics Complete the PYD and GPS questionnaire items Time of participation: about 45 minutes

123

124 You will be compensated $50 for your participation. Youth will be compensated $20 for their participation. You may enter a maximum of 5 youth that you mentor for this pilot study.

125 Please stay logged in if you have additional questions You can log off whenever you’d like THANKS FOR YOUR TIME AND COOPERATION!


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