An evaluation component of the Teens Who Care (TWC) program is central to its design. The facilitators hope to create opportunities for these students to gain skills in many areas throughout the year. In addition, it is hoped that their perception and attitudes of their school, community, and their own potential will be positively affected by their involvement in TWC. A formal assessment of leadership skills is conducted by the students themselves and by an adult that knows the students, such as a facilitator, parent, or teacher. This evaluation will be conducted at the beginning and the end of the school year so as to determine its efficacy. The assessment is based on a rubric that looks at four areas. The first is group membership, which includes the skills of participation and expression, listening, appreciation of diversity and commitment. A second skill area is problem-solving which includes possiblility thinking, initiative and goal setting. Thirdly is the area known as "Doing the Right Thing", which evaluates independent thinking and moral decision-making. And lastly, the skills of personal development are assessed. These include personal responsibility and global concern. In addition, TWC students' grades and attendance are monitored throughout the year. Students who begin the program with high grades and attendance are expected to maintain them and those with lower grades are expected to raise them. Additional informal evaluations will be done by the facilitators at the various schools. These may include consultation with school staff regarding the TWC students, as well as gathering information about the effectiveness of the service projects that they completed.