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1999-2003 Evaluation Handbook - Section 3

IT'S YOUR MONEY

Several months ago you used the "It's Your Money" materials developed by Colorado State University Cooperative Extension. We would appreciate you taking five minutes to tell us if the information was valuable to you. Please return this form to:

County Office Mailing Address City, State, Zip Code

  1. How would you rate "It's Your Money"?
Very Helpful
Somewhat Helpful
Not Very Helpful
Not Helpful At All
Discuss finances4321
Identify goals4321
Understand spending4321
Improve spending4321
Control use of credit4321
Set up records4321
Keep records up-to-date4321
Reach goals this year4321
Seek assistance from qualified persons
(banker, financial planner, insurance agent, etc.)
4321
Feel in control of money4321
Feel less stress from money matters4321
Cut back on family arguments4321

2.On a monthly basis, what percentage of you money do you fell you are using to a greater satisfaction after using "It's Your Money"?

THE CHARTREUSE MOOSE

Please write down the last four digits of your phone number:_________________

  1. Some of the traditional, older ideas about how children learn to read and write have been replaced by a newer, whole language approach. Please circle "New" if the statement describes new ideas about how children learn language or "Old" if the statement reflects a traditional approach.

    • Writing is learned after reading.

      Old New

    • Young children's reading and writing are different from adults' but no less important.

      Old New

    • Young children gain knowledge bout reading and writing by participating in meaningful activities.

      Old New

    • Some children learn to read and write before they have any formal instruction.

      Old New

    • Young children learn reading and writing by interacting with other people.

      Old New

  2. We have listed six activities you could do to encourage language development in children of different ages. We also have listed four age groups of children. Please write in a number on the line in front of each activity which indicates the age group or which the activity is most appropriate. Age groups may be used more than once.

    1 = 0 to 18 Months

    2 = 19 to 36 Months

    3 = 3 to 5 Years

    4 = 6 to 10 Years

    • Play a game in which children match letters and the sounds they make.

    • Give kids the first line of a poem and have them make up the rest of a poem that rhymes.

    • Give the child an object to practice grasping and letting go.

    • Have children re-tell a story using simple puppets.

    • Expand on child's two-word sentences. For example, if child says "me go" "you want to go outside."

    • Hold child close and imitate whatever child says or does.

  3. Some people believe in teaching children to read early; others do not. Circle the "YES" after each statement you believe to be accurate and "NO" for those that are not.

    • Children who learn to read before entering school will outstrip their playmates from then on.

      Old New

    • By third grade, many children who were not taught to read before Kindergarten have just as good reading skills as their peers who were taught to read before Kindergarten.

      Old New

    • Some children who learn to early miss out on other important experiences.

      Old New

    • Some children who are urged to read at a very young age develop a fear of failure. Old New

  4. Overall, how helpful was this workshop? (Circle One)

    Not Helpful Very Helpful

    1 2 3 4 5

  5. Overall, how effective was this instructor? (Circle One)

    Not Helpful Very Helpful

    1 2 3 4 5

  6. What future training would be of interest to you? (Circle Yes or No for each idea)

    1. Activities that build on children's educational TV

      YES NO

    2. Home study/monthly meeting course on science fun

      YES NO

    3. Taking care of our environment

      YES NO

    4. Encouraging good health habits in children

      YES NO

    5. Math activities for young children

      YES NO

    6. Fun ways to involve parents in your program

      YES NO

    7. Communication with young children

      YES NO

    8. Outdoor play

      YES NO

    9. Child abuse prevention and reporting

      YES NO

  7. In what town or city is this workshop being given?

SEMANTIC DIFFERENTIAL SCALE

On the next few pages you will find four categories:

  1. Myself
  2. My Role as Parent
  3. My Work
  4. My Family Life

Eight descriptive scales are below each category and each scale is based on two concepts, such as "Weak" or "Strong." Please place one check (,/) within each scale to indicate how the concepts relate to you and how you rate yourself.

For example, if the concepts given are "Strong" and "Weak" and you feel "Strong" closely describes you, place your ( / ) as follows:

Myself

Weak______________________|_Strong

If you feel "Weak" moderately describes you, place your mark as follows: Myself

Weak_|________________Strong

If you feel "Strong" slightly describes you, place your mark as follows: Myself

Weak______________|_________Strong

If both concepts seem equally associated to you, or if the concepts seem completely unrelated to the category, or if you consider the concepts to be neutral, then place your mark in the center: Myself

Weak____________|___________Strong

Please be sure to place a mark on each scale. Each category has eight scales, so please make a total of eight marks per category, one for each scale.

Myself

  1. Important______________________________________________ Unimportant
  2. Active_________________________________________________ Passive
  3. Unchanging____________________________________________ Changing
  4. Powerful_______________________________________________ Powerless
  5. Successful_____________________________________________ Unsuccessful
  6. Weak_________________________________________________ Strong
  7. Relieved_______________________________________________ Tense
  8. Dangerous_____________________________________________ Safe

Myself as a Parent

  1. Important______________________________________________ Unimportant
  2. Active_________________________________________________ Passive
  3. Unchanging____________________________________________ Changing
  4. Powerful_______________________________________________ Powerless
  5. Successful_____________________________________________ Unsuccessful
  6. Weak_________________________________________________ Strong
  7. Relieved_______________________________________________ Tense
  8. Dangerous_____________________________________________ Safe

SUMMATED LIKERT-TYPE SCALE

Briefly reflect on how you feel about your present work and family situation and then respond to the following general statements about yourself, your work and your family.

Please indicate the degree to which you agree with each statement by circling one of the numbers following each statement.

Key

I = Strongly Disagree
2 = Moderately disagree
3 = Slightly disagree
4 = Undecided or No Opinion
5 = Slightly Agree
6 = Moderately Agree
7 = Strongly Agree
8 = Not Applicable


Strongly Disagree Strongly Agree
I am satisfied with my life12345678
My life is filled with stress12345678
At the end of a day, I feel frustrated because I did not accomplish all that I planned to do. 12345678
I have difficulty setting aside time for activities with my family. 12345678
I have difficulty setting aside Time for my partner.12345678
The members of my family share in the care and main tenancy of our home. 12345678
I feel pressure from parents or in-laws to spend more time at home. 12345678

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Strongly Disagree Strongly Agree N/A
I feel pressure from members of my family unit to spend more time at home. 12345678
My work has a positive effect on my self-esteem 12345678
I feel that I have control over my work. 12345678
The pace of my work life is hectic. 12345678
I consider my earnings to be fair payment for my work. 12345678
My work schedule is not flexible. 12345678
I feel that my work is important. 12345678
My work life interferes with my family. 12345678
I feel that my working Conditions are good. 12345678
I enjoy my work. 12345678

STAFF DEVELOPMENT INSERVICE EVALUATION

DIRECTIONS: Please circle the appropriate number and write in your comments.

Agree
Strongly
Agree
Disagree
Strongly
Disagree
Presenter was well organized & completed the lecture within the time allowed. 1234
Presenter showed adequate knowledge of subject matter. 1234
Presenter allowed sufficient time for discussion. 1234
Presenter was easy to understand. 1234
Subject matter pertained to my position. 1234
Subject matter held my attention. 1234
Material was appropriate for the subject matter. 1234
Adequate facilities were provided. 1234
The in-service was an appropriate use of my time. 1234
I will implement at least one idea presented. 1234

Comments:

Improvements:

4-H WATER CAMP EVALUATION

How good was your knowledge of water BEFORE you came to the 4-H Wild Over Water Day Camp?

Please CIRCLE the numbers that show how much you knew BEFORE about.

A lot!
A little
Not much
Nothing!
Where New Mexico gets its water 4321
How much water there is in New Mexico 4321
Natural springs in (county name) County 4321
Ecosystems that affect the water in (county name) 4321
Things communities can do to keep their water supplies clean 4321
How clean the water is at Elephant Butte State Park 4321
Water pollution 4321
Water treatment 4321
Water testing 4321
How much water is used by people in New Mexico 4321
Aquaculture 4321
Hydropower 4321
The importance of water for business and families 4321
How much water is used by people in New Mexico and Water quality 4321

What was the best thing about the WOW camp?

If you could change one thing about the WOW Camp, what would it be?

Would you come to the WOW Camp again if you could?
YES NO

4-H C.A.P.I.T.A.L.

Will you help us please? Your answers to the questions on the front and back of this sheet will help us to make 4-H C.A.P.I.T.A.L. as valuable and as much fun as possible for the children and for peer leaders like you.

Please CIRCLE the numbers that show how good you are at:

Very
Good
Good
So-So
Not
Good
Not At All
Good
Where New Mexico gets its water 54321
Making friends 54321
Keeping friends 54321
Expressing yourself so that others Understand 54321
Doing what you say will do 54321
Setting personal goals 54321
Making decisions 54321
Solving problems 54321
Feeling good about yourself 54321
Complimenting others 54321
Making good grades in school 54321
Working with young children 54321
Accepting suggestions and advice 54321
Challenging others to do their best 54321
Being a leader 54321

How old are you?

Are you a male or a female?

What is your race/ethnic background?

What School do you attend?

In what area do you plan to make your career? (CIRCLE no more than three)

  • Health care
  • Transportation Law
  • Teaching
  • Art or Music
  • Home-making
  • Science
  • Social Work
  • Business
  • Agriculture
  • Athletics
  • Construction
  • Communications
  • Politics/Government
  • Other

EMPOWERING PARENTS OF TEENS FACILITATOR'S GUIDE

  1. Have you or someone on your staff used this guide?

  2. YES NO
  3. If you answered "YES" for number one, how was it used?
    • By training facilitators
    • By parent groups
    • Other (please specify)
  4. How many groups have you used this guide with?______
    How many people were trained?
    • Facilitators
    • Parents
    • Other
  5. Did you find the guide easy to use?
  6. YES NO

    Comments:

  7. What changes would you suggest to make this guide more useful to Educator's such as yourself?
  8. Did you use the evaluation included with the guide?
    YES NO
    (If "YES", please send a tabulated copy of the evaluations.)
  9. If your answer to Number 1 was "NO", do you plan to use this resource in the future? If not, please tell us why:
  10. Have you shared this resource with other parent educators?
    YES NO
    If "YES", who? (please list)
  11. Additional Comments:

Thank you for taking the time to fill this form out and return it to me at the following address.
The information you provide is very important to us.

DIET, NUTRITION & HEALTH OUTCOME INDICATORS

Objective One: Healthy Diet and Exercise Habits

Participants will integrate health promotion principles into their lifestyles by:

  • including exercise and other personal health protection practices into daily life
  • learning about and wing the Diewry Guidelines for America, the Food Guide Pyramid, and food labels choose a healthy diet
  • wing nutritional supplements appropriately

A. Exercise

  • Balance calories with daily physical activity levels.
  • Walk for at least 20 minutes three times a week.

B. Food

  • Choose moderate portion sizes.
  • Eat less fat by choosing low fat versions of meat and dairy products.
  • Eat less fat by using less oil or margarine or barter.
  • Eat less fat by cooking with lower fat methods
  • Eat less sugar by limiting sweetened foods such as sodas, candies, sweets.
  • Eat less sodium by limiting high sodium foods such as salty snacks.
  • Use alcohol in moderation, if at all.
  • Eat different foods from all five food groups every day.
  • Eat at least six servings of grains a day.
  • Choose more foods from the bottom of the Food Guide Pyramid.
  • Eat whole grains at lean twice a day.
  • Eat at lean three servings of vegetables a day.
  • Eat at least two servings of fruit a day.
  • When eating meat, choose servings that are about the size of a deck of cards.
  • Eat at least two servings of protein foods a day.
  • Eat at least two servings of dairy or calcium-rich foods each day.
  • Limit fats and sweets every day.
  • Use the % Daily Value to compare nutrients on food labels to my own nutrient needs.
  • Use the food label to make more nutritious choices when comparing similar foods.

Nutritional Supplements:

  • Strive to get adequate nutrients from foods.
  • Choose a multivitamin/mineral supplement that doesn't exceed 100% of the Daily Value for most nutrients.
  • Choose a multivitamin/mineral supplement that dissolves readily.
  • Choose a multivitamin/mineral supplement that is inexpensive.
  • Take a multivitamin containing folate to decrease the risk of birth defects.
  • Gain knowledge from reliable sources on risks and benefits of herbs before taking my.
  • Check with my doctor before taking herbs.
  • Do not give herbs to babies or pregnant women.
  • Strive to improve health by eating healthy food and getting regular exercise instead of taking herbs.

Skeleton Survey - At Time of Lesson

County
Date

We'd like to know more about how your participation in our educational lesson has affected you. Please take a few minutes to answer these questions.

  1. To what extend did the lesson increase your awareness/knowledge about the following? (Circle one for each).
    Not
    at all
    A lot
    A._____________________________ 54321
    B. ____________________________ 54321
    C. ____________________________ 54321
  2. As a result of attending this Lesson, you may change some of you ideas or behavior. What did you do regularly before the lesson?
  3. What will you do regularly after this Lesson?

  4. Are there any other things you plan to do differently after today's lesson?