Data Services
The Community & Youth Collaborative Institute (CAYCI), located within the College of Social Work at the Ohio State University (CSW-OSU), focuses on the development of school-family-community partnerships and family support initiatives, the enhancement of youth development, sport, and after-school programming, and the assessment and evaluation of various prevention, early intervention, treatment, and related social work practices. Specifically, the faculty and staff of CAYCI strive to build the capacity and leadership of multiple stakeholders working with today’s youth including school social workers, principals, district administrators, teachers, youth workers, and coaches.
Our Surveys
Over the past ten years, we have developed a number of survey instruments to support schools and districts in collecting and analyzing key academic and non-academic barriers to learning. Many of these tools help support districts as they explore data in relationship to Level IIIB: Areas 3, 4, 5 and Level IIIC of the Ohio Improvement Process. The following is a list of the available tools we have developed:
Academic Expectations
1. CAYCI Academic Experiences Tool – This tool is intended to assist schools and districts in assessing their students’ perceptions of their academic self-efficacy, expectations for their learning, the amount of press they receive from others, and their overall school experience.
Example Items: 1) I am performing to the best of my ability in school.
2) I am confident in my ability to manage my school work.
3) I have a positive attitude toward my school.
4) Students at my school respect others who get good grades.
5) My teachers monitor whether students are learning on a regular basis.
6) There are teachers at my school I can go to for help if I need it.
7) I feel my school experience is preparing me well for adulthood.
2. CAYCI 21st Century Skills Learning Environment Survey– This survey instrument was designed to respond to the growing emphasis on 21st Century skills within the educational system. It is intended to assess and monitor students’ perceptions of 21st Century skills in learning and innovation, teamwork and cooperation, information, media and technology, and self-directed learning.
Example Items: 1) My teachers give me the opportunity to lead groups.
2) I learn about other cultures in my classes.
3) My teachers encourage me to consider the opinions of others.
4) My teachers use technology in our classrooms.
5) I set goals for myself in school.
6) I lead others to accomplish a goal.
7) I use the internet for homework
8) When I have multiple tasks, I plan ahead of time how to accomplish the tasks.
Climate
1. CAYCI Student School Climate and Conditions Tool – As research indicates, school climate is a critical contextual factor related to positive school and academic outcomes. Based on this, the CAYCI Student School Climate and Conditions Tool was developed to aid schools in understanding students’ perceptions of school connectedness (the extent to which they feel connected to their school).
Example Items: 1) I trust teachers at my school.
2) I am proud to be a student at my school.
3) I enjoy coming to school.
4) I have meaningful relationships with teachers at my school.
2. CAYCI Teacher Learning Supports Inventory – Often the effectiveness of student learning supports hinges on the usage of these supports by teachers and school staff. The Teacher Learning Supports Inventory is intended to support schools and districts in assessing and monitoring teacher and school staff perceptions of the school’s learning supports as well as the extent to which these supports are utilized by teachers and school staff. Specifically, this tool includes items that assess teacher/staff perceptions regarding the school climate, safety, culture, availability and accessibility of student learning supports and services, and readiness to utilize learning supports and engage family and community partners.
Example Items: 1) Students in need of extra learning supports in my school are able to get them.
2) My school has enough pupil services personnel (i.e. guidance counselors, social workers, etc.).
3) Student learning problems are identified early and acted upon in my school.
4) My school is safe, has a positive climate, is bully-free, has teachers and school staff who are well supportive, etc.
5) There is a system in place where teachers and staff can refer students and families who are in need of additional learning supports.
6) How open are you to an intensive working relationship with others in the local community (Educational Service Centers, Family and Children First Councils, community organizations, etc.)?
3. CAYCI Parent/Family School Climate and Conditions Inventory – Parents/caregivers are critical to supporting children in both their academic and social development. Specifically, schools and districts are now working to ensure that parents/caregivers are vital parts of the educational system. The Parent/Family School Climate and Conditions Inventory is designed to support schools in assessing and monitoring parent/caregiver perceptions regarding school climate and learning conditions.
Example Items: 1) My child’s school welcomes all parents.
2) My child has a positive attitude toward school.
3) My child has enjoyed his/her school experience so far.
3) My child likes the challenges of learning new things in school.
7) My child’s school cares about the thoughts and ideas of parents.
8) My child’s school sets high academic standards for academic performance.
Risk/Protective Factors
1. CAYCI Student Conditions for Learning Survey: Learning & Behavioral Risk Factors –Many students arrive at school with a number of risk factors that often impede student learning and academic success. This survey is intended to assist districts and schools in assessing student risk factors, both inside and outside of the classroom. Specifically, this tool assesses students’ perceptions regarding their behavior, stress, support and involvement from parents/caretakers and others, and assets for learning.
Example Items: 1) Have you had difficulty controlling your behavior in school?
2) Have you had conflict with any of your teachers?
3) How often does one of your parents or caretaker ask you about your
homework?
4) I feel like I am an important part of my community and neighborhood.
5) How much support do you get from a teacher, coach, sibling, parent, etc.
6) How much stress have you felt within the last month due to grades, pressures from school work, relationships with peers, teachers, etc.
7) There are adults in my neighborhood that I could go to for help if I needed it.
8) My friends are people who usually follow rules and obey the laws.
2. CAYCI Student Report on Behaviors and Beliefs Scales– As research indicates, students’ out-of-school time experiences and extracurricular activities have been linked to improved student academic outcomes and reductions in problem behaviors. This scale allows schools and districts to better understand how students are using the out-of-school time as well as assess possible risky behaviors that students might engage in both during and outside of school. Specifically, this tool assesses students’ perceptions of their involvement in school and community activities, social competence, and display of risky behaviors that detract from academic learning.
Example Items: 1) How involved are you in school clubs or organizations, athletics, afterschool
or weekend jobs, etc.
2) I get along well with others.
3) I am good at making friends.
4) Over the past three months, have you skipped school? Gotten in a fight?
Bullied someone at school?
3. CAYCI Teacher/School Staff Perceptions of Barriers to Learning Tool – As teachers and school staff interact with students on a daily basis, oftentimes they are the first to identify students who are dealing with both academic and non-academic barriers to learning. The Teacher Learning Supports Inventory is intended to support schools and districts in assessing and monitoring the perceptions of teachers and school staff related to students’ barriers to learning. Additionally this tool also assesses teacher/staff perceptions regarding community services and familial supports.
Example Items: 1) My students’ community has accessible services and supports available for
families.
2) My students’ community has positive laws and norms that reinforce pro-
social behaviors.
3) My students demonstrate poor social skills
4) My students’ families or caregivers have stable employment.
5) My students’ families or caregivers are involved in their children’s schooling.
4. CAYCI Parent/Family Involvement Inventory – Parents/caregivers are critical to supporting children in their both academic and social development. Specifically, schools and districts are now working to ensure that parents/caregivers are vital parts of the educational system. The Parent/Family School Climate and Conditions Inventory is designed to support schools in assessing and monitoring parent/caregiver perceptions regarding parent/family involvement in the educational system, including parent/caregiver perceptions regarding community services, familial supports, and student barriers to learning.
Example Items: 1) How likely would you be to participate in the following activities at the school:
help run school clubs, chaperone field trips, read to students, decorate a bulletin board, serve as a parent/teacher conference greeter, etc.
2) How often do you help your child with school work, talk to your child about
what they are doing in school, etc.
3) How often do you volunteer at your child’s school, go to meetings at the
school, etc?
4) My community is gang-free, has supports available for families, provides a place where people feel attached and a sense of belonging,
5) When I was in school, (1) I enjoyed school; (2) I had adults in my life encouraging me to do well; (3) I skipped school, etc.
6) Parents are included in groups or committees that help lead this school.
7) Parents can volunteer in many ways at this school.
If you are interested in learning more about these tools or interested in accessing the complete tool for use in your school or district, please contact our office at (614) 292-6934.
Other Tools
Our office also has created a variety of other tools to support schools/districts, as well as afterschool and youth development organizations. Examples include:
School Social Work Service Evaluation
The staff at CAYCI has developed a number of case management tools and resources that are currently being utilized by school social workers across the state and nation. These tools can be utilized to evaluate the effectiveness of current school social work practices. To access these tools, please click here.
Ohio-Quality Assessment Rubric
Out-of-school time youth development programming, such as 21st Century Community Learning Centers, are critical to students’ academic learning and overall healthy development. In particular, the quality of programmatic design has strong implications towards this end. The Ohio- Quality Assessment Rubric is designed to support out-of-school time programs in assessing and monitoring stakeholder perceptions of various programmatic components, including youth development; academic learning; parent/family engagement; safety health and nutrition; facilities, space, and equipment; leadership; staffing; diversity; connections with others; accountability; climate; marketing and public relations; and sustainability. To access the entire O-QAR tool and workbook, please click here. To view a sample, O-QAR report, please click here.
Example Items: 1) Youth participants develop relationships with caring adults at the program.
2) Program staff coordinate their academic learning activities with the other student intervention programs offered in the school community.
3) Program staff effectively implement behavioral interventions.
4) Youth participants feel psychologically safe at the program.
5) Program strategies are in place to effectively maintain and nurture partnerships with stakeholders.
6) Individual student data are collected and used to monitor student progress.
Our Services and Supports
In addition to having these survey instruments available, we also offer a variety of supportive services to schools and districts in relationship to these tools. These include:
- Data analysis and report services to those schools and districts utilizing the learning support surveys (for a sample report, please click here).
- Data analysis and reporting services in relationship to our School Social Work Evaluation Tools
- Technical assistance and consultation in relationship to using the data collected from any of these tools for continuous improvement planning
If you are interested in learning more about the services and supports our office can provide, as well as cost estimates, please contact our office at (614) 292-6934.
