Welcome to the AYCO Program Evaluation Toolbox!

Hello, and welcome to the AYCO / ACE program evaluation toolbox. These resources were designed to help you conduct program evaluations to monitor your impact and share the effects of your program. This document is an orientation to the resources, and a suggested process for engaging with the system.

Step 1: Know your Reasons

Before you start evaluating anything, you need to make sure you know why you’re evaluating and what information you’ll need to collect. Read the Logic Models and Theories of Change document to help you figure this out. If your program already has a logic model or theory of change, you can skip this document. If you don’t know what a logic model or theory of change is, please don’t skip this document!

Step 2: Make a Plan

Once you know why you’re evaluating and what types of information you’ll need to collect, you need to make a plan for collecting that information. Read the Survey Development and Study Design document to help you translate your theory of change or logic model into an evaluation plan. Depending on why you’re evaluating, your plan may focus more on process evaluation (what is happening in the program) or on outcome evaluation (what is the result of the program).

Step 3: Implement

Now that you have a plan, you’re ready to start evaluating! Read the Tips and Tricks for Collecting Data document for some ideas for how to efficiently and effectively collect data from your participants. Depending on your plan, you may also incorporate other data sources such as parents or program staff.

Step 4: Analyze

Ready to see your results? Read the Data Analysis Guide to help you turn your raw data (what you collected from participants) into information you can use. This is also a good point in the process to bring in outside help if you are not a fan of spreadsheets or statistics. Either way, by the end of this step you will have answers (and probably more questions for a follow-up evaluation!) that you can use to improve your program or share with funders, participants, community members, or other stakeholders.

Step 5: Report

Now that you have your results, you need to share them! Read the Reporting Evaluation Results document to help you communicate your findings and show your program’s impact.

About the Toolbox

This guide is designed to help you conduct a survey-based program evaluation. It currently does not provide support for other types of data collection or analysis. If you want to use those methods you will probably want to bring in outside help. You’ll also notice that there are more resources in the toolbox system than the ones mentioned here. Don’t worry about those now. The documents referenced in the four steps outlined here will point you to those additional resources when it’s time. Happy evaluating!

Grant Writing Tips

Phyllis Martin of Full Cirqle, an experienced grant-writer based in the UK, has kindly shared materials she has developed to guide grant writing, particularly in the circus sector.

Phyllis Martin’s grant writing assistance

NEA Funding

This presentation made by the advocacy committee American Youth Circus Festival in August 2015 contains information on approaching the NEA for funding

Advocating for the Arts in your region

The AYCO Advocacy Committee made a presentation on arts advocacy resources at the American Youth Circus Educators’ Conference in August 2014.

Arts Advocacy Sources

Theory of Change, Logic Models and Desired Outcomes

Many circus programs start organically.  A performer is invited to share their skills at the local YMCA. A gym teacher experiments with partner acro. A group of friends gather to practice.  Later on, when the program is ready to evolve in to a Social Circus program the leaders begin to look for outside funding. At this point, there’s a need to clarify what the purpose of the program is, who it aims to serve, and how we can tell whether it’s working.  This is not just an administrative exercise.  Intentional discussion about what we believe to be true about the impact of our work can be exacting, illuminating, sometimes painful, but ultimately brings a satisfying clarity to our work. The AYCO Social Circus Recognition Program invites leaders of Social Circus programs to describe their programs in these terms. In the nonprofit sector, the common tools in use to describe intent and program design are the ‘logic model’ and ‘theory of change’.

These terms are well-explained and guidance provided on their use by the W K Kellogg Foundation in this guide.

A theory of change states what you believe to be true about the way your program impacts the population you are serving. For example:

“We believe that by offering teens a regular connection with a caring, creative, physically challenging, diverse group of peers we will increase their ability to set and achieve personal goals in life.”

A logic model shows how the theory of change works. It sets out what resources are needed, how the program operates, what success measures are used and how, ultimately we draw a connection to the desired outcomes (the social change we wish to achieve).  See below for some examples.

CircEsteem Logic Model

The Circus Project Logic Model

Trenton Circus Squad Logic Model

Circus Harmony Logic Model

 
Program Evaluation

Plans to conduct an evaluation of your program to determine whether you are achieving the desired outcomes go hand in hand with purposeful program design. For a helpful guide on how to think about evaluation of your program, this resource is particularly helpful.  Read about how to think about evaluation, then choose from a wide selection of instruments that you can use as they are or adapt to your program. Designed for lay-practitioners in youth development.

AYCO Program Evaluation Toolbox

Assessing Outcomes in Child and Youth Programs: A Practical Handbook.  University of CT, 2005

Resources in use by recognized Social Circus Programs can be found here.  Sharing of these is based on the goodwill of our members. We discourage direct copying as that may undermine the effectiveness of the tool. We suggest contacting the network member directly to discuss their tools and request guidance on adapting their tools for other programs.

Pedagogy and Program Design

Essential ingredients for Social Circus programs.  The AYCO Social Circus Initiative team created this presentation highlighting elements that must be present for effective Social Circus (drawn from interviews with US practitioners). It includes an assessment of where, in 2015, the US network is strong, and where further development was needed.

Recommended Core Competencies for Youth Circus Practitioners: This document, compiled by Jackie Davis and Jen Agans details the pillars of successful social circus programs. Applicants to become Recognized Social Circus Programs should be familiar with and adopt these core competencies.

Toward best practices in youth worker training for developmental circus arts programs: This document by Jackie Davis details and explains the suggested core competencies for youth circus workers. 

Teaching Tips:This document by Jessica N. Lipscomb provides brief explanations and basic teaching pointers for acrobatics, juggling, and clowning.

Cirque du Monde Box: (please note that the CdM box is now being hosted by Cirque Hors Piste. Some documents from the original dropbox may be missing.) Cirque du Monde also has a living, virtual library offering social circus practitioners access to the extensive documentation on the subject. These resources can help in the planning and execution of social circus programs. You can find teaching and documentation tools to download and use in your own programming.

To become a member of the Cirque du Monde platform, and access even more documents, please write to cirquedumonde@cirquedusoleil.com

Social Circus: A Guide to Good Practices written by Hilkka Hyttinen and published by the Center for Practise as Research in Theater, Finland

Casey Lumb has kindly shared the curriculum she has developed: Expressive Play, Interactive Circus.  Casey is a Licensed Clinical Social Worker operating in Providence, RI.

Positive Youth Development 101 – this resource is a a six-course series based on a training curriculum by Jutta Dotterweich. The series was created by Jutta Dotterweich and Karen Schantz of ACT for Youth together with members of the Cornell University Social Media Lab.

Cuerda Firme – a model for social circus programming

Self-Determination Through Circus Arts: Exploring Youth Development in a Novel Activity Context by Jennifer P. Agans, Jacqueline L. Davis, Spyridoula Vazou, and Tal Jarus. Published in the Journal of Youth Development in 2019. The study shows support for basic psychological needs and positive developmental outcomes among youth circus program participants.

Circus Arts Therapy® Fitness and Play Therapy Program Shows Positive Clinical Results 2018 – Carrie Heller, MSW, LCSW, RPT and Dr. Lauren Taglialatela

Research on Social and Emotional Learning in Youth Circus 2017, commissioned by the American Youth Circus Organization (AYCO) and conducted by the David P. Weikart Center for Youth Program Quality.

The Impact of Circus Arts Instruction on the Physical Literacy of Children in Grades 4 and 5 2013, Tia K. M. Kiez. A thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirements for the degree of Master of Science.

Occupational therapy and circus: Potential partners in enhancing the health and well-being of today’s youth by Jill Maglio discusses her research on occupational therapy and circus. She details her project in Australia, the positive results circus had on the youth in her study, and the potential for partnerships to reach more communities.

This page shows the work done by Jill Maglio on Holistic Circus Therapy. Read about benefits and how it works.

Ulla Hokkanen’s research on youth and social circus pedagogy, presented at AYCO in 2016: Circus + 

Paul Woodhead’s report on his 2003 Fellowship with the Winston Churchill Memorial Trust of Australia, where he visited and studied nine US, UK, and Dutch in-school circus programs’ management and teaching practices and efficacy in terms of student welfare, performance, and physical education.

The National Institute for Play unlocks the human potential through play in all stages of life using science to discover all that play has to teach us about transforming our world. See how playing through circus can make a difference.

Click here for an overview of Dr. Dean Kriellaars’ work with physical literacy.

Phenomenology of Youth Circus Training at Fern Street Circus 2005, Doyle W. Ott, A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy.

Negotiating Identity Through Risk: A Community Circus Model For Evoking Change and Empowering Youth 2003, Sharon McCutcheon, B.A. ANU. Dip Ed. La Trobe University. A thesis submitted for the fulfillment of the requirements for the Master of Arts – Cultural Performance, Faculty of Arts, Charles Sturt University.

Community worker’s guide: when circus lessons become life lessons. This document published by Cirque du Monde offers community workers a specific tool adapted to the social circus particular intervention context.

This article by Kate Hammer was published in the Globe and Mail and details the research that Dean Kriellaars is doing on Physical Literacy. The article discusses the history of physical education, and how physical literacy can be used with children to help prevent injury.

Kristy Danialle Seymour’s paper titled “How circus training can enhance the well-being of autistic children and their families.“

Students from Princeton University collaborated with Trenton Circus Squad to write “CBLI Report: The Benefits of Social Circus.“

This article, titled “BLAKflip and Beyond: Aboriginal Performers and Contemporary Circus in Australia” investigates BLAKflip and Beyond, a program of workshops set up by the Australian circus company Circus Oz to mentor and support young Aboriginal performers by providing training and pathways into professional circus.

Exploring the Experiences of Adults Participating in Community Circus Classes: The Synergistic Relationship Between Circus and Occupational Therapy, written by Jessica Baumgold, explores the adult experience of a community circus class through an occupational therapy lens.

Social circus and health equity: Exploring the national social circus program in Ecuador

Cuerda Firme – a model for Social Circus programming. Cuerda Firme is a regional social circus model formed by three circus schools in South America. This document was translated into English for ACE by Ana Maria NL Toporek from the original Cuerda Firme publication Cuerda Firme Summary

Falling together: an examination of trust-building in youth and social circus training – Stephen J. Cadwell

Do degrees in circus provide the requisite graduate attributes to successfully transition to industry? 2018, Lauren Ryznar, dissertation, MSc Dance Science and Education, The University of Edinburgh

These resources are not available to the public, but may be obtained through university / library networks or by purchasing:

Social Circus: The Cultural Politics of Embodying “Social Transformation” – Jennifer Beth Spiegel

Social Circus as an Organised Cultural Encounter Embodied Knowledge, Trust and Creativity at Play – Ilaria Bessone

Re-approaching community development through the arts: a ‘critical mixed methods’ study of social circus in Quebec – Ilaria Bessone and Stephanie Parent

Social circus program (Cirque du Soleil) promoting social participation of young people living with physical disabilities in transition to adulthood: a qualitative pilot study – Frédéric Loiselle, Annie Rochette, Sylvie Tétreault, Michel Lafortune & Josée Bastien

Here is a list with dozens of additional resources:

More Circademic Resources

Learning Community Resources (resources on anti-racism and anti-oppression, trauma informed, trauma and dissociation,  and systemic change and disproportionality)

Circus Research Reading List:

“The Impact of Circus Arts Instruction in Physical Education on the Physical Literacy of Children in Grades 4 and 5” (Kriellaars et al., 2019)

“ Circus and Curricular innovation in physical education teachers’ education (PETE) in Brazil” (Tucunduva & Bortoletto, 2022)

“ Gender Participation and Preference: A Multiple-Case Study on Teaching Circus at PE in Brazilians Schools” (Bortoletto, 2020)

“Everyone is welcome under the big top: a multiple case study on circus arts instruction in physical education” (Bortoletto et al.,2022)

“ Identifying the influence of leisure-based social circus on the health and well-being of young people in Australia” (Stevens et. al, 2019)”

‘It’s like exercise for your soul’: how participation in youth arts activities contributes to young people’s wellbeing” (Ennis & Tonkin, 2018)

“ Physical Literacy and Resilience in Children and Youth.” (Jefferies et. al, 2019) Circus Arts Therapy® Fitness and Play Therapy Program Shows Positive Clinical Results(Heller et. al, 2018)

Cirque du Monde as a health intervention: perceptions of medical students and social circus experts.(Fournier et. al, (2014)

Interrupting ‘the Other’ Childhood: On Social Circus in Asylum Accommodations (Löf, 2021)

The art of survival: Social circus, youth regeneration and projected community in the North East of Scotland (Jeffery et. al, 2016)

To add any resources you find useful, email them to socialcircus@americancircuseducators.org

Social Circus Networks around the world

International Social Circus FB Page: https://www.facebook.com/groups/SocialCircusCommunity

Asian Social Circus Association: https://ascassociation.wordpress.com

Southeast Asian Social Circus Network: https://seacircus.wordpress.com/

Australian Circus and Physical Theatre Association: www.acapta.org.au

The Circo do Mundo Social Circus Network of Brazil: http://www.unicamp.br/unicamp/noticias/2015/03/09/seminario-faz-reflexao-sobre-o-circo-social-no-brasil, https://www.facebook.com/circodomundo

Network of Social Circus in South Africa (no website yet)

European Youth Circus Organization: http://www.eyco.org/

Caravan; European Youth and Social Circus Network: http://www.caravancircusnetwork.eu/

European Network for Circus Interchange: http://www.circusnetwork.eu/

Circus Works, The UK Youth Circus Network : https://circusworks.org/

The Finnish Youth Circus Association: https://snsl.fi/

Map

Cirque du Monde has a live Social Circus Global Map showing social circus programs around the world.

The AYCO Social Circus Initiative has created a document that makes the case for social circus, explaining its benefits. The document operates under a Creative Commons License – feel free to adapt it but please credit AYCO as the original source. Embedded in this document are four vignettes of Social Circus Programs. Practitioners may choose to make their own along these lines, or use these materials to illustrate their plans. Click here to read Making the Case for Social Circus.

If you have suggestions for material that should be included, or would like to submit something, please contact us.