For RPTA 210, Introduction to Program Design at Cal Poly San Luis Obispo

1. TEENS IN ACTION
STUDY-A-THON
Program Binder
Prepared By:
Reanne Franco
Marina Margaretic
Summer Santos
Amanda Van Leeuwen
RPTA 210
Prof. Keri Schwab
Fall 2014

2. TABLE OF
CONTENTS
Program Overview 3
Agency Mission 3
Agency Philosophy 4
Target Population/Leisure opportunities 4
Logic Model 5
Goals and Objectives 6-7
Program Design/Format 7
Logistics/Day of Overview 9
Animation plan 10
Facility description 11
Maps/Floor Plan/Design Flow 11
Supplies Needed 11
Management Plan 12
Staffing and Needs Plan 14-15
Registration 15
Safety/Risk Management 16
Promotion plan 17
Budget Outline 17
Evaluation plan 17-19
Appendix 20-23
References 24

4. PROGRAM
OVERVIEW
PROPOSAL
and
2

5. PROGRAM OVERVIEW
Camp Fire USA is a program located on the central coast that helps young people shape the
world and enables this to happen by finding their sparks, lifting their voices, and discovering
who they are. The program has numerous programs including Teens in Action, camps, af-
ter-school programs, hikes and many more engaging, leadership building activities. In Teens
in Action (TIA), the program works with first generation college applicants attending San
Luis Obispo High school to find their “spark” and build leadership qualities in the students.
Through spark activities and leadership skills, program helps teens find a volunteer activity
that they are passionate about and empowers them to get involved. TIA takes place at San
Luis Obispo High School as an after school program. For this particular program, TIA works
with teens apart of Advancement via Individual Determination (AVID).
AGENCY MISSION
The mission of Camp Fire USA (Central Coast) is to build caring, confident, youth and
future leaders. Their program has twelve core values that guide the development of programs
and the organization:
1. We believe that children and youth are our most precious resources.
2. We believe in an approach to youth development that builds assets and
empowers individuals.
3. We believe that the best youth development occurs in small groups where
chidren and youth are actively involved in creating their own learning.
4. We are committed to coeducation, providing opportunities for boys, girls and
families to develop together.
5. We provide caring, trained mentors to work with children and youth.
6. We are inclusive, welcoming children, youth and adults regardless of race,
religion, socioeconomic status, disability, sexual orientation or other aspects
of diversity.
7. We believe in the power of nature to awaken a child’s senses, curiosity, and
desire to learn.
8. We foster leadership, engaging children and youth to give service and make
decisions in a democratic society.
9. We provide safe, fun and nurturing environments for children and youth.
10. We enrich parents’ and other adults’ lives by expanding their skills and
encouraging them to share their talents and build relationships with
children and youth.
11. We respond to community needs with our programs and expertise.
12. We advocate on behalf of children, youth and families.
3

6. AGENCy pHILOSOPHY
Camp Fire has a programming philosophy that emphasizes learning and self-discovery. Camp
Fire describes sparks as “inner passions and interests that can become the foundation for
thriving.” They focus on helping kids find their “sparks” and show them how they can use
them to develop leadership skills and contribute to their community. Camp Fire really demon-
strates this through their “Teens in Action” program by empowering teens to take action in
their own lives through their “sparks” (Home Page, Camp Fire).
This agency, Camp Fire USA, was founded in 1910 in order to serve both boys and girls “no
matter their age, race, religion, disability, socioeconomic status, sexual orientation, or other
aspects of diversity.” Locally, in 1923, Camp Fire began as individual groups or clubs in Ar-
royo Grande, San Luis Obispo, and Paso Robles. In 1989, after school club programs were re-
vised: Starflight K-2nd grades, Adventure 3rd-5th, Discovery 6th-8th, and Horizon 9th-12th.
In 2001, local councils merged to become Camp Fire USA Central Coast Council; and in 2006,
the office moved to the current location, at 340 Pomeroy in Pismo Beach (About Us-Local His-
tory).
Currently Camp Fire Central Coast has a few programs that really move towards completing
their mission. Camp Fire has Teens In Action, camps, and after school programs for grades
K-12th (Programs, Camp Fire).
TARGET POPULATION/OPPORTUNITIES
Target Audience:
This program targets first generation, college-bound teens between the ages 14-17 attending
San Luis Obispo High School. Teens should have the drive to make a difference in the
community by serving others.
Special Consideration:
Individuals in target audience may come from different ethnic, socioeconomic, or religious
backgrounds. In addition, this age group shows signs of cognitive development in which they
learn and test their own values. Teen experience more abstract thinking and tend to be more
egocentric. Differences between the individuals in this age group should be carefully consid-
ered when choosing group activities depending on its nature.
Leisure Needs/Opportunities for Leisure:
While working with teenagers, it is important that leisure activities focus on interaction and
play. This program must meet teenagers’ needs to build relationships between each other and
allow self expression. The nature of this program allows teens to experience leisure through
freedom of choice. This program will require structure in order to keep the teens focused and
directed in the right direction. Teens are at the stage in life that requires the most guidance
and experience the most cognitive development. The program is in interest of teens because
it will help them find their spark. Not only will the program help motivate them to work to-
wards their spark, but also share it with the community.
4

7. LOGIC MODEL
Resources Activities Outputs Effects/Impacts
- Time
- Teens
- Mentors
- SLO High School
- Camp Fire
budget
- Camp Fire
website, “thrive”
methodology,
and
documents
- Ice Breakers
- Mindset
Activity
- “Sparks” Finder
Camp Fire USA
Activities:
- Family hikes
- After school
clubs
- Camps
- Take a
leadership role
in high school
- Network with
the community
- Volunteer
where their
“sparks” are
implemented
- Foster lifelong
leadership,
advocate
service, and
demonstrate
decision-
making skills
- Individuals
using their
“sparks” to give
back to the
community
- Incorporate
“sparks” with
career or life
path
- Happy and
engaging adults
produced
Agency Mission Statement: Camp Fire USA builds caring, confident youth and future leaders
Context/Climate: Teenagers who will be first generation college students
5

8. GOALS AND OBJECTIVES
Program Design
Goal 1: To create opportunities for youth to foster confidence in themselves
Objective: To empower students to embrace their sparks that make them unique
through ice breakers during the first ten minutes of meeting with them
Objective: To let students voice their opinions about where they want to serve their
community during the first two weeks of Teens-in-Action
Objective: To encourage the students that they are capable of creating positive
change in the community by the end of our eight week project by carrying
out a service project
Goal 2: To create caring youth through the weekly Teens-in-Action program
Objective: To assist students in exploring the realm of need in the community
during week three by having each student list at least one need they see
in the community or campus around them
Objective: To put on a group activity/event with the students that will teach them,
hands on, the intrinsic reward of helping others by the end of eighth
week
Objective: To promote community awareness when collaborating with students in
order to decide what part of the community to serve by having at a
group “brainstorm” in the first week
Goal 3: To develop high school students into future leaders that contribute to society
Objective: To allow the decision-making process of planning the community service
event up to the students during the third and fourth weeks of
Teens-in Action
Objective: To enhance problem-solving abilities among the teens during “mindset”
activities at our second Monday gathering
Objective: To inspire students to think creatively with the aid of Camp Fire’s
“thrive” methodology during weeks two through four of Teens-in-Action
6

9. GOALS AND OBJECTIVES (CON’T)
Planning
Goal 1: To prepare our group for our first day of leadership building
Objective: To designate roles and responsibilities between group members upon
meeting with Camp Fire Central Coast’s director Ken on October 16th
Objective: To complete all volunteer forms and prerequisites required by San Luis
Obispo High School before October 20th
Objective: To coordinate a carpool for our group members before our first program
meeting at the school
Goal 2: To plan engaging weekly activities for an estimated twenty participants
Objective: To collaborate with our director Ken on October 16th pertaining to
training, supervising, and mentoring the high school students
Objective: To gather “sparks” activities and ice breakers before the first program
meeting on October 20th in order for the students to find their passions
Objective: To bring together “mindset” activities that will build confidence in the
students before the second weekly meeting
Goal 3: To coordinate a community service project with the students from SLO High School
Objective: To meet with students once a week for an hour to factor what project
they want to tackle that implements their “sparks”
Objective: To deciding feasibility, budget, transportation, resources, and date of
community project alongside students by the end of our fourth meeting
Objective: To contact all necessary organizations in respect to the community
service project by November 10th
Objective: To finalize planning and logistics by the end of our fifth program meeting
Objective: To carry out community service project at targeted location at a date
that is yet to be decided by the students
PROGRAM DESIGN/FORMAT
Instructional Format and Skill Development Format
For our TIA Program we chose to use an Instructional Format and a Skill Development For-
mat because we are meeting weekly with high school students in order to empower them and
show them how they can use their passions to lead in their community or give back to their
community. In other words, we are instructing the students on how to discover and use their
passions while helping them develop leadership skills and skills that are related to their
“sparks”.
7

10. LOGISTICS
SUPPLIES
and
8

11. LogISTICS/DAY of OVERVIEW
Weekly Meetings
Venue/Setting:
English classroom number ten at San Luis Obispo High School, about nine round tables with
four chairs at each table, two chalk boards, a projector, and a classroom computer (only
teacher has access to).
Time:
Monday after school at 3:10 pm to 4:30 pm for a six week period.
Staffing:
Kenneth Miles, Executive Director of Camp Fire Central Coast of California and Mr. Bruce,
SLO High School English and AVID teacher.
Volunteers: Reanne Franco, Marina Maragaretic, Summer Santos, Amanda Van Leeuwen
Preview of Activities:
Introduction of Thriving Indicators presented by Kenneth Miles, “All Those Feelings” Mind-
set Game (see appendix) presented by Amanda with assistance from Reanne, Marina, and
Summer, review of previous week and progress on ideas to accomplish promoting AVID and
breaking down stereotypes directed by volunteers but involving everyone, developing mission
statement with students, and goals/objectives with the students.
Study-a-thon
Venue/Setting:
Begin at 3:30 in the cafeteria at San Luis Obispo High School. Cafeteria includes four long
rows of tables. Seat students according to subject they are going to study. Half way through
move students to Library where there are 3 round and 4 square tables right as you enter and
about 20 computer desks to the right.
Time:
Thursday November 13, 2014 from 3:30 pm till 7:15 pm.
Staffing:
Kenneth Miles, Executive Director of Camp Fire Central Coast of California and Mr. Bruce,
SLO High School English and AVID teacher.
Volunteers: Reanne Franco, Marina Maragaretic, Summer Santos, Amanda Van Leeuwen
Tutors:
Elena Kelly, Kayla Bell, Kaj Maloney, Travis Bradford, Leighton Villanueva, Alyssa Mangoang,
Connor King
Preview of Activities:
Welcome students as they enter direct them to area of their subject area and where the tutors
are. Study for one hour with tutors available. At 4:30 pm students take break and participate
in rubberband team building activity. After group has completed the activity release to go get
pizza then move to the library. Study for next two hours until final break where they partici-
pate in the “Ninja” (see appendix) activity and take break to walk around. Continue to study
until 7:15 then dismiss students.
9

12. ANIMATION PLAN
Every Monday, the staff meets with the AVID students of San Luis Obispo High School in room
10 at 3:15 p.m. The second Monday, before the students arrived, facilitators distributed six
large pieces of paper and markers to each table in the classroom. Written at the top of the
papers was each of Camp Fire’s thriving indicators, also known as the “Six C’s”: caring, com-
petence, character, confidence, connection, and contribution.
After the students arrived and were seated, Camp Fire director Ken summarized briefly what
the staff discussed with the students the first Monday. His introduction to the meeting re-
viewed what “sparks” are and how the students could use them.
When Ken was finished, the staff explained a mindset activity called “All Those Feelings”. The
papers at the tables with Camp Fire’s thriving indicators were the objects used to carry out
this activity. Once the activity was explained, students then contributed to each paper, mov-
ing from table to table, writing their personal definitions and examples for each word. There
was no time limit for this activity, and students could contribute more than once or not at all
to particular thriving indicators. Once finished, students were seated again, and the papers
were hung at the front of the classroom.
The staff read out loud each of the thriving indicators and the content the students filled on
the papers. Then the mentors discussed and debriefed with the students what they can take
away from the mindset activity.
After “All Those Feelings” was completed, all participants and facilitators discussed the com-
munity service topic of choice. The staff then distributed Action Planning Worksheets created
by Camp Fire USA. The staff began filling out the worksheet with the students to solidify their
mission, goals and objectives for the project. As the meeting came to a close at 4:30 p.m., the
students were dismissed and the staff gathered their supplies and cleaned up the classroom.
* see appendix for Animation Frames
10

13. FACILITY DESCRIPTION
The TIA Program meets at San Luis Obispo High School located at 1499 San Luis Drive.
Situated in Room 10, we meet in the AVID classroom taught by Mr. Bruce. It is a 2 minute
walk from the Administration Building, which is at the heart of the campus. There are pro-
jectors and chalkboards available, along with a computer. There are about nine round tables
with four chairs each in the front half of the room. The back half has Mr. Bruce’s desk and two
rectangular tables. The walls of the classroom are decorated with “The New Yorker” cover
art, college pennants, and student assignments. Room 10 also shares a hall with the Associat-
ed Student Body and Band practice rooms. The facility is unique in a way because there is not
a designated front of the classroom. This allows for ideas and discussions to flow in appropri-
ate manner and promotes more opportunities for collaboration.
Map/FLoor PlaN
SUPPLIES NEEDED
Weekly Meetings: action planning worksheets, markers, large papers for “mindset” activity,
weekly snacks
Study-a-thon: tabletoppers, pencils, paper, index cards, pizza, and granola bars, napkins,
paper plates
11

14. MANAGEMENT PLAN
Major Function Task Time Required to
Complete (Weeks)
Deadlines
Program Design Weekly meetings 7 Every week by Mon-
day
Site Selection San Luis Obispo High
School
Room 10
Laguna Middle
School
1
4
10/2
12/3
Staffing Ken Miles (Campfire
USA)
TIA group
Mr. Bruce
Guest Speaker
(Previous AVID stu-
dent from Cal Poly)
Ms. Carlin
1
1
1
2
2
9/25
10/2
10/2
11/3
11/3
Promotion TIA handout
Thrive pamphlet
AVID brochure
1
1
2
10/20
10/20
11/10
Equipment, Supplies,
and Materials
Goals and objectives
handout
Collage of AVID
1
4
10/27
12/1
Registration Register with SLO
High School
Call Laguna Middle
Email with middle
school AVID teacher
(Elena- student is in
charge
1
1
1
10/20
11/3
11/3
Staff Training Meet with Ken in
Library
every Thursday
7 10/2-11/27
Program Operation Leadership/volunteer
empowerment pro-
gram
7 12/4
Evaluation Program Binder
Post Evaluation
10
1
12/4
12/4
12

15. MarketiNG.
STAFFING,
REGISTRATION,
RISK
MANAGEMENT
and
13

16. STAFFING AND NEEDS PLAN
Job Titles and Duties for Cal Poly Staff Members:
Reanne Franco: Tutor, Break Time Facilitator # 1, Registration Coordinator
Marina Maragaretic: Tutor, Break Time Facilitator # 1, Study Time Encouragers
Summer Santos: Tutor, Break Time Facilitator # 2, Study Time Encouragers
Amanda Van Leeuwen: Tutor, Break Time Facilitator # 2, Study Time Encourager
Tutor: Walk around or be available at a table to help the SLO High School AVID High
School students with questions they might have on their course work. (Use
tutoring tips given to staff and volunteers prior to event.)
Break Time Facilitator: Every forty five minutes staff will put on a short five minute
activity within the library for a study break for the students. Some examples
are eating the provided pizza, dancing to “Cha-Cha Slide”, “Hokey Pokey”, or
“YMCA”, and playing a game like Ninja.
Study Time Encouragers: Make encouraging posters with motivational quotes and
post them up around the Library for students to see. Carry around sticky
notes and write words of encouragement on them and place in front of studnts
occasional in order to motivate them to keep on studying.
Registration Coordinator: Create and implement an online registration form for
volunteers. Coordinate student registration along with high school teacher
staff by having students sign in and pay $3.00 in the Cafeteria (for pizza).
Other Staff Members:
Kenneth Miles - Executive Director of Camp Fire Central Coast of California.
Duties: Oversee activities and volunteers.
Mr. Bruce - SLO High School English and AVID teacher.
Duties: Oversee activities and SLO High students.
Other High School Teacher(s) - Unknown/To Be Determined by Mr. Bruce.
Duties: Oversee activities and SLO High students.
Volunteers as Staff:
Duties: Volunteers will sit at a table of a subject they wish to assist high school students in
or walk around library to be available to help the students if needed (Volunteers are aloud
to bring their own study materials as well).
To be eligible to volunteer as a tutor:
- Cal Poly University Students who are eighteen and older.
- High School Graduates.
- Review Tutoring tips given to them by staff. (see appendix)
14

17. Volunteers Need to Know:
- SLOHS AVID students will be participating in a Study-a-thon in preparation for their
final exams for the fall semester. Tutors will assist the students during the event,
giving them tips on how to study and helping them with their skills in various
subjects.
- Upon arrival, meet in SLOHS Cafeteria at 3:30 pm and check in as a volunteer with
Reanne and Mr. Bruce.
- The event will be relocating to the library at 4:30 pm to 7:00 pm. Event will conclude
at 7:00 pm; however, volunteers may leave according to the time slots they registered
for.
- Volunteers must display appropriate behavior, keeping in mind that they are working
with minors.
- No supplies are needed from the volunteers.
- Volunteers will receive a handout of tutoring tips prior to the event.
STAFFING AND NEEDS PLAN (CON’T)
The Study-a-thon requires registration for two populations, the AVID students at San Luis
Obispo High School and the tutors. For the students, registration follows the program loca-
tion walk-in method. On the day of the event, students will pay $3, which goes toward paying
for pizza for the students, in order to enter the library where the event is located. This allows
money to be collected all in one place at the same time. However, we may be at a disadvantage
if we do not anticipate a large enough participation rate. This will result in a long line and
waiting time. As for the tutors, registration follows the web-based method. Tutors fill out a
registration form via Google Drive before the day of the event. Since the tutors will be work-
ing with minors, it is important that their information is recorded beforehand. The web-based
method makes it easier and quicker for the tutors to register. However, by signing up online,
tutors may not be familiar with the SLOHS campus until the day of the event. The
registration form will ask for:
- First and last name
- Phone number
- Email
- Subjects they would like to tutor for
- Availability
Registration Form can be found at:
https://docs.google.com/forms/d/18jZKh5-V5lmXpW86Cxqub7ImDNqOxJ0GwplMhn02e2Q/
viewform
REGISTRATION
15

18. Site and Facility:
The Study-a-thon is taking place for AVID students in San Luis Obispo High’s library. It is a
closed environment, and staff will be there for the entirety of the program. Site hazards could
include pointy furniture, falling books/bookshelves, and faulty building structure. To ensure
that students are not harmed, staff will do a precautionary walk through the library and look
for signs of potential risk. When staff does a walk through, they will identify all fire exits,
determine where the first aid kit is, and locate authorized action plans in case of emergency.
Our program will aim to stay away from any bookshelves and stay in a centralized area of the
library even during study breaks.
Program:
Because of the nature of our program, there is a relatively small realm of risk that can occur.
Students will be seated and studious for most of the four hours. However, there will be study
breaks after every 45 minutes. During these brief breaks, staff will be conducting activities
meant to recharge students for further studying. Activities such as icebreakers, dancing, and
team-building games will happen during these fifteen minutes. The students will be moving
around out of their seat and therefore creates a risk of injury. Because Teens-in-Action is on
school property and will be with school officials, the staff will follow their set procedures if
faced with an emergency situation.
Documents:
Seated at the sign-in desk will be a member of our group who will oversee all entering stu-
dents and volunteers. Participants will show their student ID to the staff at the sign-in desk as
they walk into the library to confirm that they are a part of AVID. Upon arrival, all volunteers
who are tutoring will sign-in on a spreadsheet and will confirm how long they will stay to
tutor.
Staff:
The staff, who will be made up of volunteer tutors, mentors, our agency director, and the AVID
advisors, will need to be aware of what to do in case of an emergency. Staff will be notified of
safety protocols and fire exits after the walk through is completed, which will take place prior
to the start of the Study-a-thon. Supplies needed in case of an incident consist of a first aid kit
and a telephone if we need to contact the paramedics or law enforcement. Again, because staff
will be on school grounds with school officials, they will complete all emergency action plans
already laid out by SLO High School.
SAFETY/RISK MANAGMENT
16

19. A flyer was created to promote the Study-A-Thon. The flyer had a simple color scheme yet
it was colorful enough to catch the students eye. The flyer included information of what the
event is, where it is, when it is and additional information of how much it would cost. The fo-
cal point of the flyer is located is at the top of the page. Additional details are listed below the
focal point.
For the design, choose to have three different sections that are easy to follow. The first section
should be eye-catching and tells students how long and how much the event is. The second
section informs the students of what it is. Lastly the third section gives the date of when the
event would take place and where. Use larger text for some of the key points and to catch the
students’ attention. Vary the text colors to keep everything easy to follow.
For the program, the flyer was sent out a week prior to the event to inform the AVID students
of the event. Most of the marketing was done by the teacher in charge who informed them of
the event and put it on their calendar.
*see appendix
PROMOTIONAL PLAN
A budget was not included in the program. Some costs incurred during the program included
snacks, pizza, and paper which was covered by the supervisors and school.
BUDGET OUTLINE
1. Why Evaluate?
This event should be evaluated for many reasons. This was the first year that Camp Fire USA
did a Teens-In-Action program with SLO High and they need to do an evaluation to see if they
should continue to do the program. So they need to evaluate in order to look at the criteria,
evidence/data, and judgment of worth. By evaluating TIA can see if they are fulfilling their
criteria and if they need to change/adjust it. Another reason to evaluate the Teens-In-Action
event is to take data and evidence from the “Study-a-Thon event. This data will then show
how many students came, how the students who put it on feel, and what things need improve-
ment. By having this data then Camp Fire can make an accurate judgement of worth for the
program at SLO High. This data also will help Camp Fire volunteers/employees with planning
future events. Overall, evaluating events will help keep the Teens-In-Action program centered
around their goal and staying updated to their participants needs and wants.
2. Who is the Evaluation for? What Resources are Needed?
The evaluation would be important for people who support Camp Fire USA, the families who
are participating in its programs, and for the agency itself. Having an assessment showing the
positive outcomes from Teens-in-Action would reaffirm the need of the program and encour-
age outsiders that it is indeed a valuable program. To conduct an evaluation, we would need
EVALUATION PLAN
17

20. EVALUATION PLAN (CON’T)
resources such as time, money, and evaluations from the past. It would take a
considerable amount of time to gather all the information needed for a formal evaluation as
well as money to get the supplies necessary. Past evaluations would also be an important re-
source because they can be used as a reference point to see if changes still need to be imple-
mented that were not already put into action.
3. What to Evaluate?
When conducting an evaluation, it is necessary to assess participants, program, place,
policies, and personnel. Therefore, the staff would evaluate the students participating in
Teens-in-Action and weigh their outcomes. The staff would look over the program itself to
see where improvements could be made. The staff would access the facilities the staff used
for Teens-in-Action, such as Room 10 and the library at SLO High School, to assure they are
fit for the program. It is also crucial to check with Camp Fire’s policies to decide if they are
structuring the event to produce the most desirable outcomes. Finally, the staff would eval-
uate their own team and Camp Fire’s director in order to make sure their roles in the pro-
gram are beneficial and relevant.
4. What Evidence to Collect? What considerations for collection?
Evidence is data used to validate the importance of the components in evaluation. In order
to evaluate a program or event, evidence is used to measure it’s successfulness. Evidence
to help evaluate the AVID Study-a-thon would be the descriptions of the students such as
the grade they are in, what classes they are taking, and their GPA before and after the
Study-a-thon. As for San Luis Obispo High School faculty, descriptions may include teaching
methods and average GPAs of their students. To obtain accurate evidence, information may
be gathered from the San Luis High School administration if allowed. Other evidence may
include the students’ interests or “sparks”.
5. How to Gather Evidence?
There are many different ways to gather evidence/data. Some examples are questionnaires/
surveys, interviews, conversations, and checklists. For the Teens-In-Action event the staff
will collect their data by receiving feedback from the AVID students of their experience with
this program and event. The staff will receive feedback by having them reflect with their
teacher Mr. Bruce through a survey. Then Mr. Bruce will sit down with Kenneth Miles, a
director of Teens-In-Action, and talk about the students’ feedback. Another way to collect
data on the event is to have the staff reflect on their experience by going through the goals
and objectives of the Teens-In-Action program and seeing if they were fulfilled through the
program. This information will be gathered by having the whole staff come together and fill
out a reflection form.
18

21. 6. How and What to Report?
Programs and organizations use numerous means to report their findings. It can be done
through written reports, movies, photographs, etc. The main means is written summative re-
ports which was used in our program. The TIA program uses a written report. In the report
the program includes it purpose, evaluation questions, description, evaluators background,
summary, data, findings and recommendations. The director, Kenneth Miles, reported the
evaluation and noted how in the future a more condensed program with knowledge of avail-
able dates should be noted. In addition it recommended that more guidance be given to the
children and the program be aware of the guidelines for our RPTA 210 assignment.
EVALUATION PLAN (CON’T)
19

22. APPENDIX A
“Never Have I Ever...But I Want To” Icebreaker Activity
1. Set up a circle of chairs facing the middle of the circle. Set up as many chairs as there
are participants except excluding one.
2. Before the activity begins, have participants sit in the chairs. One participant will be
left without a chair. They will stand in the middle of the circle of the chairs.
3. The participant standing in the middle will begin the game by saying, “never have I
ever but I want to…”. They will then finish the statement with an activity they are
passionate or interested in pursuing.
4. Any participant(s) sitting in the circle who also shares the same interest will leave
their seat and try to find another spot within the circle.
5. Participants may not sit immediately next to the chair they were just sitting at.
6. If they cannot find a spot to sit in, they will then be in the center of the circle. The
game then restarts with another person stating “never have I ever but I want to…”.
7. The game can continue until each person has had a turn in the middle of the circle.
20

23. APPENDIX B
Mindset Activity: All Those Feelings
Materials:
- Six sheets of large paper, each having a different core indicator written on top—Caring,
Competence, Character, Connection, Contribution, and Confidence.
- Markers for the youth to write their own definitions on the pieces of paper.
- Timer or watch, so you can tell the youth when to move on to the next paper.
- Situations (scenarios) sheet provided, or a sheet created that is more apropriate for
your club or program site.
Instructions:
1. Before the session begins, place the six sheets of paper, with the core thriving indica
tors written on them, around the meeting space.
2. Introduce the six core thriving indicators (Caring, Competence, Character,
Connection, Contribution, and Confidence). Ask for a volunteer to provide a
definition for each term.
3. Hand out a marker to each youth.
4. Tell the youth that they will spend two minutes at each paper, defining the
thriving indicator. (Use a stopwatch to keep time). On the paper, the youth can write
definitions, synonyms, examples of the thriving indicator or evidence of growth or
fixed mindset being demonstrated, or someone who exhibits that indicator.
5. Once every youth has defined the six terms, have a volunteer read one of the thriving
indicator papers and then give an example of when they demonstrated the indicator
or should have demonstrated the indicator. Allow other youth to provide examples
for that indicator if needed as a prompt.
6. Repeat step 5 for every thriving indicator.
7. Reflect on the thriving indicators as a whole using the processing questions.
8. Go through a list of scenarios (provided below) and have the youth provide responses
indicating how the situation would demonstrate the application of one or more of the
thriving indicators or how they would need to use one (or more) of the thriving
indicators to overcome that situation.
9. Reflection: Encourage the youth to think on their own of situations and how they
might react.
Reflection:
- What happened?
- Did you notice any patterns in the way you defined the different terms? (The youth
should discover that they often use one term to define another term.)
- Which terms were easy to define and which ones were more difficult? So what?
- Did anyone provide a definition that you would not have thought of?
- Is there a definition you did not agree with? Why? Now what?
- When could you apply these thriving indicators to your life?
- How would a fixed mindset affect your ability to work on thriving indicators?
- How will a growth mindset help you in putting these thriving indicators into practice
in your life?
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24. Tutor Tips
1. Pose questions where the student will have to explain the topic, or have them tell you
what the next step to take is.
2. Be attentive and correct the student after they make a mistake immediately so they
can learn the right way.
2. Be patient. You might have to explain something more than once.
3. Be specific when giving praise.
4. Lead by example. If you don’t know the answer to something, show them
how you would go about finding a solution.
5. Sit on whatever side the student writes with.
6. Never have a writing utensil in your hand. Don’t do the work for them.
APPENDIX C
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25. Ninja Game Directions
1. Stand in a tight circle, with all the players facing inward, holding both hands in
with closed fists.
2. Place hands together and countdown “3, 2, 1 Ninja!” (bowing is optional)
3. All the players jump back and strike a Ninja pose.
4. Player 1 can attack whosoever is near them (attack as in; slapping another op-
ponent’s hands)
with on swift motion.
5. Turns are taken in a counter-clockwise motion. (Player 1 goes. Player 2 is to
their right and so
on…)
6. It continues around the circle.
7. You can only move if you are attacked or if it is your turn. If not, then you must
stay frozen.
8. After attacking or dodging, you must freeze.
9. If a player’s hand is slapped then they are out of the game.
10. The last one standing is the winner.
APPENDIX D
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26. REFERENCES
“About Us-Local History." Camp Fire Central Coast. Web. 2014.
"Home Page." Camp Fire Central Coast. Web. 2014.
"Mission." Camp Fire Central Coast. Web. 2014.
"Programs." Camp Fire Central Coast. Web. 2014.
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