You never know what you may find on the web when you are researching for something else. This was true today as I stumbled across a resource I've never heard before - The Request for Proposal Database. And it is based in Northampton, Massachusetts! It was created by Confluent Forms LLC - a self-described boutique software development company. This service is designed to gather all the competitive RFP's from a variety of disciplines including health and human services and education among the other 3,400 RFP's that are listed. There are 14,000 registered users and it is free to join. They also have a RFP Database Blog where you can research RFP's by topic.
Check it out!
Thursday, February 28, 2008
More Resources for Afterschool Program Providers in Rural Areas
The Finance Project has issued a new publication called Financing and Sustaining Out of School Time Programs in Rural Communities. This 36 page guide reviews available funding streams and strategies to help rural communities plan for sustaining their out-of-school time efforts.
The Finance Project provides a number of resources geared specifically towards financing and sustaining afterschool programs using federal, state and local revenue sources.
The Finance Project provides a number of resources geared specifically towards financing and sustaining afterschool programs using federal, state and local revenue sources.
After School Programs and English Language Learners
I thought those you of you that work with ELL students may find this interesting; there is also a link to a good blog about ELL's. My favorite quotes: "During the school day, speaking time is short: ELL students average less than 90 seconds per day in classroom talk time” ,"oral language is essential to the development of academic English proficiency".and "practice is key”.
___________
Karyl Resnick
21st Century Community Learning Centers Program Coordinator
GAINING A VOICE AFTER SCHOOL: Why After-School Programs Are a Powerful Resource for English-Language Learners
By Claudia Weisburd
At the age of 14, Miguel, a recent immigrant from Mexico, is struggling to acclimate to a new school, language, and culture while also dealing with the social and developmental challenges of adolescence. His beginner-level English leaves him lost during class discussions. He dreams of working with computers someday, but he’s floundering through textbooks and tests.
Miguel’s parents can’t offer much support: They speak no English, and, like the families of 59 percent of adolescent English-language learners, live far below the poverty line. Friends and family members talk together in Spanish. Miguel is trying to grasp what his teachers want him to learn, but he is finding that, as a 2007 report from the Carnegie Corporation of New York put it, the task for him takes “double the work”-learning the content and the language.
If Miguel becomes part of the almost 50 percent of Latino students who drop out, he’ll be ill-prepared for an English-speaking workforce. Even if he graduates, there’s a good chance he won’t be ready for college. In California, 8.6 percent of Latino 9th graders graduate eligible for admission to the California State University system, and only 3.5 percent for the University of California system. How will Miguel fulfill his potential-and his dreams?
Equipping English-language learners, or ELLs, with the knowledge and skills they need to succeed is a national challenge. Almost one in five school-age children now live in homes where English is not the primary language, and the population is growing rapidly well beyond the leading ELL states of California, Texas, New York, Florida, and Illinois. As a result, teachers across the country are working with English-language learners, often in classes with a mix of native speakers and ELL students. While trying to teach the curriculum, they now need also to address the language development of students whose abilities range from complete beginner to those who speak well but lack academic-level English, to those (among the great majority) who are struggling with literacy. In a recent survey, California elementary and secondary teachers identified their top challenges in working with English-language learners; the list included lack of time to develop language skills along with content, widely differing English levels, communicating with parents and students around homework and expectations, and lack of professional development.
Research on language acquisition confirms what all language-learners know from experience: Practice is key.
After-school programs are well placed to partner with schools to address these challenges. Language acquisition is a complex and inherently social process, calling for varied learning opportunities beyond the reach of schools alone. With its informal environment, learner-centered and project-based approaches, homework time, lower student-to-staff ratios, and greater interaction with parents, after-school offers richly different language-learning opportunities that complement ELL teaching and learning during the school day. This highly communicative social setting is fertile ground for helping students expand their language skills, develop as students, and connect with schooling.
Research on language acquisition confirms what all language-learners know from experience: Practice is key. Extensive and varied opportunities to use the language are necessary for developing the skills of speaking and listening for different purposes, with different audiences, in different settings. Oral skills, in turn, underlie literacy. According to the National Literacy Panel on Language Minority Children and Youth, well-developed oral proficiency in English is associated with English reading comprehension and writing. The panel has called for extensive oral-English development as part of literacy instruction, but points out that this is often overlooked in schools.
During the school day, speaking time is short: ELL students average less than 90 seconds per day in classroom talk time. After-school programs can help fill the gap. With some basic professional development, after-school staff members can readily use techniques that stimulate and stretch language production, build vocabulary, model appropriate speech, and expand listening comprehension.
Good after-school programming motivates children to use their English to participate in games, activities, and projects. Supportive adult and peer relationships that develop without the pressure of grades and tests help children feel safe using their emerging English, and allow them to take risks going further with new vocabulary and constructions. This combination of motivation with safety, coupled with staff members able to add that extra bit of stretch, is just the environment language-learners need to grow.
Because after-school programs typically span ages, grades, classes, and even schools, projects and activities are designed for different learning styles and different types of participation. In this heterogeneous setting, thoughtful groupings can allow more-advanced speakers to naturally model for the less advanced. The mixed language levels that pose difficulties in school can be built upon in after-school programs for peer tutoring, homework help, buddy systems, and team projects.
After-school approaches fit well with best practices in literacy development. Effective strategies for ELL students, identified by the Alliance for Excellent Education and other researchers, are easily implemented in after-school programs. These may include integrating reading, writing, listening, and speaking; teaching language through content and themes; focusing on vocabulary development; and offering choices to spur motivation. Vocabulary building, absolutely fundamental to advancing literacy and academic success, can be built into games at all levels. Integrated skills, and reading and writing specifically, become part of after-school programming through well-designed media, technology, and inquiry projects, field trips, service-learning, and presentations. Programs also can offer free reading time with interesting materials at different levels, as well as read-alouds, buddy reading, film and book pairings, and family story or movie nights connected to themes being covered in school. Skits, drama, poetry slams, dance, and music during after-school time can all be part of literacy development for ELL students.
The strong relationships with adults that are the hallmark of effective after-school programs can, moreover, provide supports for ELL students that further their language acquisition and social development at a crucial time: the middle and high school years. Schools are particularly challenged by the need to help adolescent immigrants quickly gain academic English and the corollary study skills, work habits, and understandings of expectations they need to graduate. After-school peer tutoring, mentoring, and extended group projects offer a place for students to gain the confidence and skills to successfully navigate school and other English-language settings. After-school homework time, for example, is ideal for ELL students to work on content and language simultaneously, one-on-one with staff members, in small groups, or with peers, while also building relationships and sharing expectations about work habits, standards, and school norms.
Communication among ELL teachers, classroom teachers, and after-school staff members are fundamental to identifying
specific needs and resources.
Programs can open pathways to greater family engagement as well. Performances, potluck dinners, and other after-school events draw families in. Parents and siblings also can be invited to homework time, and family members often can serve as resources for lessons in global education, foreign-language learning, and other areas that may showcase their talents or experiences. Parents with limited English skills often feel more comfortable in the less-formal after-school setting, which can allow communication to grow around a range of issues.
Schools can cultivate partnerships in this area by establishing strong connections with after-school programs. Active communication channels among ELL teachers, classroom teachers, and after-school staff members are fundamental to identifying specific needs and resources. Joint professional development for non-ELL classroom teachers and after-school staff members is cost-effective, and creates a base of consistent strategies across settings.
As schools and after-school programs increasingly cooperate to develop and blend the different assets they offer for English-language learning and learners, the Miguels of this country will stand a better chance of succeeding-in school and beyond.
Claudia Weisburd is the executive director of the Center for Afterschool Education at Foundations Inc., in Moorestown, N.J.
To learn more - check out the Learning the Language Blog.
___________
Karyl Resnick
21st Century Community Learning Centers Program Coordinator
GAINING A VOICE AFTER SCHOOL: Why After-School Programs Are a Powerful Resource for English-Language Learners
By Claudia Weisburd
At the age of 14, Miguel, a recent immigrant from Mexico, is struggling to acclimate to a new school, language, and culture while also dealing with the social and developmental challenges of adolescence. His beginner-level English leaves him lost during class discussions. He dreams of working with computers someday, but he’s floundering through textbooks and tests.
Miguel’s parents can’t offer much support: They speak no English, and, like the families of 59 percent of adolescent English-language learners, live far below the poverty line. Friends and family members talk together in Spanish. Miguel is trying to grasp what his teachers want him to learn, but he is finding that, as a 2007 report from the Carnegie Corporation of New York put it, the task for him takes “double the work”-learning the content and the language.
If Miguel becomes part of the almost 50 percent of Latino students who drop out, he’ll be ill-prepared for an English-speaking workforce. Even if he graduates, there’s a good chance he won’t be ready for college. In California, 8.6 percent of Latino 9th graders graduate eligible for admission to the California State University system, and only 3.5 percent for the University of California system. How will Miguel fulfill his potential-and his dreams?
Equipping English-language learners, or ELLs, with the knowledge and skills they need to succeed is a national challenge. Almost one in five school-age children now live in homes where English is not the primary language, and the population is growing rapidly well beyond the leading ELL states of California, Texas, New York, Florida, and Illinois. As a result, teachers across the country are working with English-language learners, often in classes with a mix of native speakers and ELL students. While trying to teach the curriculum, they now need also to address the language development of students whose abilities range from complete beginner to those who speak well but lack academic-level English, to those (among the great majority) who are struggling with literacy. In a recent survey, California elementary and secondary teachers identified their top challenges in working with English-language learners; the list included lack of time to develop language skills along with content, widely differing English levels, communicating with parents and students around homework and expectations, and lack of professional development.
Research on language acquisition confirms what all language-learners know from experience: Practice is key.
After-school programs are well placed to partner with schools to address these challenges. Language acquisition is a complex and inherently social process, calling for varied learning opportunities beyond the reach of schools alone. With its informal environment, learner-centered and project-based approaches, homework time, lower student-to-staff ratios, and greater interaction with parents, after-school offers richly different language-learning opportunities that complement ELL teaching and learning during the school day. This highly communicative social setting is fertile ground for helping students expand their language skills, develop as students, and connect with schooling.
Research on language acquisition confirms what all language-learners know from experience: Practice is key. Extensive and varied opportunities to use the language are necessary for developing the skills of speaking and listening for different purposes, with different audiences, in different settings. Oral skills, in turn, underlie literacy. According to the National Literacy Panel on Language Minority Children and Youth, well-developed oral proficiency in English is associated with English reading comprehension and writing. The panel has called for extensive oral-English development as part of literacy instruction, but points out that this is often overlooked in schools.
During the school day, speaking time is short: ELL students average less than 90 seconds per day in classroom talk time. After-school programs can help fill the gap. With some basic professional development, after-school staff members can readily use techniques that stimulate and stretch language production, build vocabulary, model appropriate speech, and expand listening comprehension.
Good after-school programming motivates children to use their English to participate in games, activities, and projects. Supportive adult and peer relationships that develop without the pressure of grades and tests help children feel safe using their emerging English, and allow them to take risks going further with new vocabulary and constructions. This combination of motivation with safety, coupled with staff members able to add that extra bit of stretch, is just the environment language-learners need to grow.
Because after-school programs typically span ages, grades, classes, and even schools, projects and activities are designed for different learning styles and different types of participation. In this heterogeneous setting, thoughtful groupings can allow more-advanced speakers to naturally model for the less advanced. The mixed language levels that pose difficulties in school can be built upon in after-school programs for peer tutoring, homework help, buddy systems, and team projects.
After-school approaches fit well with best practices in literacy development. Effective strategies for ELL students, identified by the Alliance for Excellent Education and other researchers, are easily implemented in after-school programs. These may include integrating reading, writing, listening, and speaking; teaching language through content and themes; focusing on vocabulary development; and offering choices to spur motivation. Vocabulary building, absolutely fundamental to advancing literacy and academic success, can be built into games at all levels. Integrated skills, and reading and writing specifically, become part of after-school programming through well-designed media, technology, and inquiry projects, field trips, service-learning, and presentations. Programs also can offer free reading time with interesting materials at different levels, as well as read-alouds, buddy reading, film and book pairings, and family story or movie nights connected to themes being covered in school. Skits, drama, poetry slams, dance, and music during after-school time can all be part of literacy development for ELL students.
The strong relationships with adults that are the hallmark of effective after-school programs can, moreover, provide supports for ELL students that further their language acquisition and social development at a crucial time: the middle and high school years. Schools are particularly challenged by the need to help adolescent immigrants quickly gain academic English and the corollary study skills, work habits, and understandings of expectations they need to graduate. After-school peer tutoring, mentoring, and extended group projects offer a place for students to gain the confidence and skills to successfully navigate school and other English-language settings. After-school homework time, for example, is ideal for ELL students to work on content and language simultaneously, one-on-one with staff members, in small groups, or with peers, while also building relationships and sharing expectations about work habits, standards, and school norms.
Communication among ELL teachers, classroom teachers, and after-school staff members are fundamental to identifying
specific needs and resources.
Programs can open pathways to greater family engagement as well. Performances, potluck dinners, and other after-school events draw families in. Parents and siblings also can be invited to homework time, and family members often can serve as resources for lessons in global education, foreign-language learning, and other areas that may showcase their talents or experiences. Parents with limited English skills often feel more comfortable in the less-formal after-school setting, which can allow communication to grow around a range of issues.
Schools can cultivate partnerships in this area by establishing strong connections with after-school programs. Active communication channels among ELL teachers, classroom teachers, and after-school staff members are fundamental to identifying specific needs and resources. Joint professional development for non-ELL classroom teachers and after-school staff members is cost-effective, and creates a base of consistent strategies across settings.
As schools and after-school programs increasingly cooperate to develop and blend the different assets they offer for English-language learning and learners, the Miguels of this country will stand a better chance of succeeding-in school and beyond.
Claudia Weisburd is the executive director of the Center for Afterschool Education at Foundations Inc., in Moorestown, N.J.
To learn more - check out the Learning the Language Blog.
Important Resource: Afterschool Alliance's Issue Briefs
Looking for information to help make your case about the importance of afterschool? Look no further than the Afterschool Alliance. They have developed 31 different Issue Briefs on a range of topics - all related to afterschool such as arts and afterschool; afterschool and school success among many others. Check out their comprehensive listing where new Issue Briefs come out regularly and previous ones are also updated.
How can these be used? In a variety of ways: when you are preparing your grant proposals, presentations in front of multiple stakeholders in your community, background for the media, and handouts at community or other events.
How can these be used? In a variety of ways: when you are preparing your grant proposals, presentations in front of multiple stakeholders in your community, background for the media, and handouts at community or other events.
Afterschool Alliance Reports on Congressional Briefing on Afterschool in Rural Communities
The Afterschool Alliance, in its Afterschool Advocate, Volume 9, No., reported on the following Congressional Briefing on Afterschool in Rural Communities. It is excerpted in its entirety below.
"One-fifth of the nation's children attend public schools in rural communities - areas that persistently have the highest poverty rates, and where children often face social isolation, lack of positive role models and scarce opportunities. Afterschool programs can make all the difference in helping children overcome these barriers to success. On February 11, the Afterschool Alliance and partners sponsored a Congressional briefing at which experts discussed the ways afterschool programs help children in rural communities, and the challenges rural communities face in providing programs. Experts used the event to urge Congress to increase funding for rural afterschool programs.
Mark Shriver, Vice President and Managing Director for U.S. Programs at Save the Children, discussed the challenges facing rural children and how Save the Children's programs provide early childhood education services, literacy support, and encourage physical activity and good nutrition. Shriver said rural children have higher rates of obesity, 40 percent do not have access to public transportation, one in four lives in a house with no telephone, and one in five lives in poverty. "We heard about the potential cuts to the 21st Century program and we are hopeful that this doesn't happen, and in fact [funding] does increase," he said. "Poor kids in rural America get shortchanged in so many ways."
Jimmy Cunningham, Superintendent of Danville Public Schools in Arkansas, stressed the tremendous need for the enrichment opportunities afterschool programs provide among children in his district. Programs also fulfill a more basic need, providing a daily snack because many students are required to eat an early lunch to accommodate schedule and capacity constraints in school buildings. That leaves them hungry at the end of the school day, he said.
Cunningham said that most afterschool programs struggle for funding, and many of the smaller districts do not have 21st Century Community Learning Center grants because they lack the time and staff to apply for them.
In rural Maine, one of the biggest challenges facing afterschool programs is transportation. "If we don't have buses to move children, we don't have children," Charles Harrington, Director of Maine Sea Coast Mission/The EdGE, told Congressional staffers.
Harrington's program plays a pivotal role in the lives of the young people who attend it - without afterschool activities, they would have nothing to do. The program strives to "embed" afterschool in the school day's activities. Students go mountain biking through blueberry fields or sea kayaking in the same waters in which their parents harvest lobster, and then they calculate the time and distance of their trips. The program involves children in positive risk taking, teaches skills necessary in the 21st century workplace, and brings improvements in reading and math.
"The people working in afterschool programs are creating opportunities and changing lives," said Afterschool Alliance Executive Director Jodi Grant. "One third of programs funded by 21st Century Community Learning Centers are in rural communities."
The briefing was co-sponsored by the Afterschool Alliance, the American Association of School Administrators, Save the Children, The National Rural Education Advocacy Coalition and The National Center for Family Literacy.
"I can't think of a better way to spend money than on kids," said Cunningham to the capacity crowd. "Please, please look into more money for afterschool funding."
A newly updated Brief on rural afterschool issues is available from the Afterschool Alliance."
"One-fifth of the nation's children attend public schools in rural communities - areas that persistently have the highest poverty rates, and where children often face social isolation, lack of positive role models and scarce opportunities. Afterschool programs can make all the difference in helping children overcome these barriers to success. On February 11, the Afterschool Alliance and partners sponsored a Congressional briefing at which experts discussed the ways afterschool programs help children in rural communities, and the challenges rural communities face in providing programs. Experts used the event to urge Congress to increase funding for rural afterschool programs.
Mark Shriver, Vice President and Managing Director for U.S. Programs at Save the Children, discussed the challenges facing rural children and how Save the Children's programs provide early childhood education services, literacy support, and encourage physical activity and good nutrition. Shriver said rural children have higher rates of obesity, 40 percent do not have access to public transportation, one in four lives in a house with no telephone, and one in five lives in poverty. "We heard about the potential cuts to the 21st Century program and we are hopeful that this doesn't happen, and in fact [funding] does increase," he said. "Poor kids in rural America get shortchanged in so many ways."
Jimmy Cunningham, Superintendent of Danville Public Schools in Arkansas, stressed the tremendous need for the enrichment opportunities afterschool programs provide among children in his district. Programs also fulfill a more basic need, providing a daily snack because many students are required to eat an early lunch to accommodate schedule and capacity constraints in school buildings. That leaves them hungry at the end of the school day, he said.
Cunningham said that most afterschool programs struggle for funding, and many of the smaller districts do not have 21st Century Community Learning Center grants because they lack the time and staff to apply for them.
In rural Maine, one of the biggest challenges facing afterschool programs is transportation. "If we don't have buses to move children, we don't have children," Charles Harrington, Director of Maine Sea Coast Mission/The EdGE, told Congressional staffers.
Harrington's program plays a pivotal role in the lives of the young people who attend it - without afterschool activities, they would have nothing to do. The program strives to "embed" afterschool in the school day's activities. Students go mountain biking through blueberry fields or sea kayaking in the same waters in which their parents harvest lobster, and then they calculate the time and distance of their trips. The program involves children in positive risk taking, teaches skills necessary in the 21st century workplace, and brings improvements in reading and math.
"The people working in afterschool programs are creating opportunities and changing lives," said Afterschool Alliance Executive Director Jodi Grant. "One third of programs funded by 21st Century Community Learning Centers are in rural communities."
The briefing was co-sponsored by the Afterschool Alliance, the American Association of School Administrators, Save the Children, The National Rural Education Advocacy Coalition and The National Center for Family Literacy.
"I can't think of a better way to spend money than on kids," said Cunningham to the capacity crowd. "Please, please look into more money for afterschool funding."
A newly updated Brief on rural afterschool issues is available from the Afterschool Alliance."
21st CCLC Announces Summer Institute in Dallas, Texas
The United States Department of Education 21st CCLC Program has announced its annual Summer Institute that will be held in Dallas, Texas from July 15-17, 2008. This year's Institute will also be sponsored by J.C. Penney Afterschool Fund and the C.S. Stewart Mott Foundation. There is no cost to attend the Institute but conferees are financially responsible their their hotel and other travel arrangements.
The Summer Institute is currently seeking proposals from individuals who would like to present at the Institute. If you are interested, complete an application by Friday, March 14. Potential applicants will be notified by April 4 if their proposal was approved.
The Summer Institute is currently seeking proposals from individuals who would like to present at the Institute. If you are interested, complete an application by Friday, March 14. Potential applicants will be notified by April 4 if their proposal was approved.
Sunday, February 24, 2008
Getting the Grant: A Guide to Securing Additional Funds for After School
The Finance Project recently released Getting the Grant: A Guide to Securing Additional Funds for After School Education and Safety Programs which provides guidance on how to develop effective grant proposals to garner program support. The guide outlines considerations for identifying and pursuing grant funding opportunities, reviews the key components of a grant proposal and offers concrete suggestions for making each section succinct and compelling. The guide also includes resources that provide examples of quality grant requests and additional information on funding sources and grant writing.
Courtesy of National Network of Statewide Afterschool Networks
Courtesy of National Network of Statewide Afterschool Networks
Friday, February 22, 2008
Joining the group
Hello 21st century Participants,
I have been asked by Karyl Resnick at DOE and Ellen Gannett of NIOST to join this blog as a way to provide some extra support to 21st century after school program members. I am excited that I might be able to help those of you whose work I so deeply respect. As some of you know, I have been training members of 21st century programs across Massachusetts for a few years now.
As a reminder to those of you who have worked with me, as well as new members who may not know me, my trainings have focused on:
a) increasing student motivation and engagement through specific interpersonal, staff-support and program-wide practices;
b) building program structures to enhance community, e.g., focusing on healthy transitions, essential routines, rules and rituals, effective program LIMITS, appropriate personal staff limits, etc.,
c) developing quality behavior management models for children and youth presenting troubling behaviors all along the 'acting out continuum'; and
d) building rich and inviting activities using results of brain-based assessments and brain-based teaching principles.
Please feel free to blog me with any questions, thoughts, or project plans that you might like me to comment on--whether on one of the topics listed above or anything else you are thinking about.
I look forward to our communications together.
Penny
I have been asked by Karyl Resnick at DOE and Ellen Gannett of NIOST to join this blog as a way to provide some extra support to 21st century after school program members. I am excited that I might be able to help those of you whose work I so deeply respect. As some of you know, I have been training members of 21st century programs across Massachusetts for a few years now.
As a reminder to those of you who have worked with me, as well as new members who may not know me, my trainings have focused on:
a) increasing student motivation and engagement through specific interpersonal, staff-support and program-wide practices;
b) building program structures to enhance community, e.g., focusing on healthy transitions, essential routines, rules and rituals, effective program LIMITS, appropriate personal staff limits, etc.,
c) developing quality behavior management models for children and youth presenting troubling behaviors all along the 'acting out continuum'; and
d) building rich and inviting activities using results of brain-based assessments and brain-based teaching principles.
Please feel free to blog me with any questions, thoughts, or project plans that you might like me to comment on--whether on one of the topics listed above or anything else you are thinking about.
I look forward to our communications together.
Penny
Thursday, February 21, 2008
Building Healthy Teen Relationships -- Call for Proposals Released
Application Deadline: April 16, 2008
The Building Healthy Teen Relationships program will support the creation and evaluation of comprehensive community-based models of prevention that aim to decrease relationship violence and increase positive, protective relationship skills. Up to eight geographically and ethnically diverse sites will receive up to $250,000 per year for up to 48 months.
The Building Healthy Teen Relationships program will support the creation and evaluation of comprehensive community-based models of prevention that aim to decrease relationship violence and increase positive, protective relationship skills. Up to eight geographically and ethnically diverse sites will receive up to $250,000 per year for up to 48 months.
New Study Shows Afterschool Programs Work
The Promising Afterschool Programs study, released in October by scholars Deborah Lowe Vandell and Kim M. Pierce of the University of California-Irvine, and Elizabeth R. Reisner of Policy Studies Associates, examined 35 afterschool programs serving nearly 3,000 low-income students across the nation. What united the programs was that they were all judged by the researchers to be of “high quality.” Specifically, before and during the period of the study, programs evidenced supportive relationships between staff and children and among children, and offered rich and varied academic support, recreation, arts opportunities, and other enrichment activities.
At the end of the two-year period of the study, researchers concluded that “regular participation in high-quality afterschool programs is linked to significant gains in standardized test scores and work habits as well as reductions in behavior problems
among disadvantaged students.” In short, high-quality afterschool programs produce results.
Text courtesy of the Afterschool Alliance.
At the end of the two-year period of the study, researchers concluded that “regular participation in high-quality afterschool programs is linked to significant gains in standardized test scores and work habits as well as reductions in behavior problems
among disadvantaged students.” In short, high-quality afterschool programs produce results.
Text courtesy of the Afterschool Alliance.
Wednesday, February 20, 2008
February 29 Deadline for Community and Police Partnership Awards
The MetLife Foundation and the Local Initiatives Support Corporation are sponsoring Community-Police Partnership Awards that identify partnerships between community groups and police to promote neighborhood safety and revitalization. Grants range from $10,000 to $25,000. The application deadline is February 29, 2008. For more information, visit the Local Initiatives Support Corporation's website.
Listing courtesy of the Afterschool Alliance.
Listing courtesy of the Afterschool Alliance.
Gloria Barron Prize for Young Heroes Seeks Nominations
The Gloria Barron Prize for Young Heroes seeks nominations for its 2008 awards.
The Barron Prize honors young people between the ages of 8 and 18 who have made a significant positive difference to people and our planet. Each year, the Barron Prize selects ten winners from across the United States — five focused on helping their communities and fellow beings, and the other five focused on protecting the health and sustainability of the environment.
Nominees must be the prime mover of a service activity and have demonstrated positive spirit and high moral purpose in accomplishing their goals. Nominees must be nominated by a responsible adult who has solid knowledge of the young person's heroic activities and is not related to the nominee.
The ten national winners will each receive $2,000 to support their service work or higher education.
For more information and/or to nominate a young person, visit the Barron Prize Web site. The deadline for nominations is April 30, 2008.
Thanks to the Center for Teen Empowerment for sharing this listing.
The Barron Prize honors young people between the ages of 8 and 18 who have made a significant positive difference to people and our planet. Each year, the Barron Prize selects ten winners from across the United States — five focused on helping their communities and fellow beings, and the other five focused on protecting the health and sustainability of the environment.
Nominees must be the prime mover of a service activity and have demonstrated positive spirit and high moral purpose in accomplishing their goals. Nominees must be nominated by a responsible adult who has solid knowledge of the young person's heroic activities and is not related to the nominee.
The ten national winners will each receive $2,000 to support their service work or higher education.
For more information and/or to nominate a young person, visit the Barron Prize Web site. The deadline for nominations is April 30, 2008.
Thanks to the Center for Teen Empowerment for sharing this listing.
Tuesday, February 19, 2008
Youth at Large Ambassadors Being Sought for Olympics in Beijing
The American Young Ambassadors Program, LTD. (AYAL) is seeking 30 accomplished high school students ages 15-18 ()as of 11/08 and also must be a US citizen) to act as Ambassadors for two weeks for the Beijing Summer Olympics in China. A history of strong community service among other attributes are being sought. Applications are due March 3, 2008.
Nominations Open for the 2008 Colin Higgins Youth Courage Awards
Until March 3 at 9 AM PST (which is a Sunday), one can submit nominations for the Colin Higgins Youth Courage Award. This $10,000 award is given to two people who have demonstrated courage in when addressing bias or bigotry based on gender or sexual orientation.
Afterschool Alliance Issues Position Paper on 21st CCLC Programs
In January 2006, the Afterschool Alliance issued a paper that talks about the 21st CCLC's and provides some important examples of its effectiveness across the country. While this paper is 2 years old, it does provide some relevant information that may be of use to 21st CCLC Coordinators. Check it out.
U.S. Department of Education Releases Community Schools RFP
The United States Department of Education has released its Community Schools RFP Community Schools RFP. The final application is due on April 15, 2008 but a letter of intent to apply must be filed by March 17, 2008. Average awards will be from $75,000 to $500,000 and they expect to make 8-12 awards in the country.
Good luck!
Deb
Good luck!
Deb
Thursday, February 7, 2008
Check out the Science After School Blog
It appears that we are not the only folks out in the blogsphere thinking and writing about afterschool programs. Today, I found the Science After School Blog. Written by Jason Freeman, the Director of the Coalition for Science After School, the blog provides ongoing posts about the important opportunities the exist for youth to learn about science when they are not in school. Check it out!
Public Private Ventures Releases Series of Reports on Impact of the CORAL Initiative
Public/Private Ventures has issued a series of reports on the impact of the CORAL Initiative this month. The CORAL Initiative (Communities Organizing Resources to Advance Learning) was a $58M investment by The James Irvine Foundation to improve education outcomes through afterschool programming. Among the reports issued this month available for free download are:
Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative
What Matters, What Works: Advancing Achievement After School
Supporting Success: Why and How to Improve Quality in After-School Programs
After-School Toolkit: Tips, Techniques and Templates for Improving Program Quality
Gaining Ground: Supporting English Learners Through After-School Literacy Programming
In May 2007, Midcourse Corrections to a Major Initiative: A Report on The James Irvine Foundation’s CORAL Initiative, was also issued. It is available for a free download from the their website as well.
The link in the first paragraph provides access and a more detailed description of each of the reports named above.
Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative
What Matters, What Works: Advancing Achievement After School
Supporting Success: Why and How to Improve Quality in After-School Programs
After-School Toolkit: Tips, Techniques and Templates for Improving Program Quality
Gaining Ground: Supporting English Learners Through After-School Literacy Programming
In May 2007, Midcourse Corrections to a Major Initiative: A Report on The James Irvine Foundation’s CORAL Initiative, was also issued. It is available for a free download from the their website as well.
The link in the first paragraph provides access and a more detailed description of each of the reports named above.
National League of Cities Sponsors YOUTHScape
The National League of Cities has created YOUTHScape. YOUTHScape is the place where youth leaders from cities all across the country can talk to each other about what they are doing to make their cities a better place. City youth leaders can join a free listserv. Click the link and follow the instructions to join.
Mass2020 Issues Annual Report on the Expanded Learning Time Initiative
Massachusetts 2020 has issued an annual report on the Massachusetts Expanded Learning Time (ELT) Initiative. Called Time for a New Day, this report provides information about the impact of ELT in its 2006-2007 year.
The ELT Initiative proposes to lengthen the school day by 25% or approximately 300 hours and provides grants to school districts who voluntarily are interested in re-designing their school day to provide students with both academic and experiential learning and increased professional development opportunities for teachers. Currently funded at $13M, Governor Patrick has proposed an increase of $13M for ELT in his FY09 budget which would provide a total of $26M for this effort.
The ELT Initiative proposes to lengthen the school day by 25% or approximately 300 hours and provides grants to school districts who voluntarily are interested in re-designing their school day to provide students with both academic and experiential learning and increased professional development opportunities for teachers. Currently funded at $13M, Governor Patrick has proposed an increase of $13M for ELT in his FY09 budget which would provide a total of $26M for this effort.
Foundations for a Brighter Future Sponsors "Beyond School Hours XI: Bringing Learning to Life
Foundations for a Brighter Future will host the "Beyond School Hours XI: Bringing Learning to Life" national conference in Jacksonville, Florida February 14-17, 2008. The keynote speaker is distinguished author and world renowned poet Dr. Maya Angelou. The conference will touch on a wide variety of issues affecting afterschool, including: technology; staff support; summer learning; rural resources; engaging parents, communities and stakeholders; program quality; funding; and more. For more information, visit Foundations for a Brighter Future.
Event Listing Courtesy of the Afterschool Alliance
Event Listing Courtesy of the Afterschool Alliance
4th Annual PEAK Afterschool Events Announced
McREL and the National Partnership for Quality Afterschool Learning will host the 4th annual PEAK (Practices that Engage and Attract Kids) Afterschool Events on February 28-29 and May 1-2, 2008. The first PEAK event will take place in February in Kansas City, Missouri and will focus on arts and literacy. The second PEAK event will take place in May in Denver, Colorado, and will focus on mathematics and science. Together, these workshops offer extensive professional development in their corresponding fields of study. For further information, visit McREL.
Event Listing Courtesy of Afterschool Alliance.
Event Listing Courtesy of Afterschool Alliance.
Youth Voting in Record Numbers
Youth and the 2008 Election
Youth Service America recently launched a new website, ServiceVote, to serve as a hub of information for young people on the 2008 election. ServiceVote provides youth with news on the various races, candidates and defining issues. The website also provides space for youth to take action on issues that matter to them and allows them to post videos, images and audio files.
NBC News is giving students and teachers the chance to ask its political reporters questions about the 2008 presidential election on the website, HotChalk. Each Thursday, top political reporters, including Tim Russert, will provide a video answer to one question.
Note: This story originally appeared in the Afterschool Advocate (Vol. 9, Issue 2).
Personal note by Debra McLaughlin - For those of you who are working with older youth, you may be interested in this website and how they are engaging youth to become more responsible citizens.
Youth Service America recently launched a new website, ServiceVote, to serve as a hub of information for young people on the 2008 election. ServiceVote provides youth with news on the various races, candidates and defining issues. The website also provides space for youth to take action on issues that matter to them and allows them to post videos, images and audio files.
NBC News is giving students and teachers the chance to ask its political reporters questions about the 2008 presidential election on the website, HotChalk. Each Thursday, top political reporters, including Tim Russert, will provide a video answer to one question.
Note: This story originally appeared in the Afterschool Advocate (Vol. 9, Issue 2).
Personal note by Debra McLaughlin - For those of you who are working with older youth, you may be interested in this website and how they are engaging youth to become more responsible citizens.
Two Communities in Massachusetts Received National Coming Up Taller Awards
Boston and Pittsfield received national recognition for their efforts to promote the healthy development of youth from the nationally acclaimed Coming Up Taller Awards. The Coming Up Taller Awards is an initiative with the Institute of Museum and Library Services, National Endowment for the Arts and the National Endowment for the Humanities to showcase cultural excellence and enhance the availability of out-of-school arts and humanities programs to children.
The Barrington Stage Company Playwright Mentoring Project in Pittsfield and the Hyde Square Task Force in Boston received their $10,000 award in January by first Lady Laura Bush. The Coming Up Taller awards are given out nationally on an annual basis.
More detailed information about each of the awardees is below which may give all of you ideas about how your efforts could be eligible for a Coming Up Taller award next year.
Barrington Stage Company Playwright Mentoring Project, Pittsfield
The Playwright Mentoring Project is an intensive, seven-month after-school program, in which teens take troubling material from their personal lives and—with help from theater artists and mental health professionals—transform it into a poignant performance that expresses the truth of their lives. The program serves youth in one of the poorest areas of Massachusetts, many of whom are struggling with such issues as substance abuse, family violence, teen pregnancy and school failure.
The Hyde Square Task Force/ Ritmo en Acciόn, Boston
The Hyde Square Task Force established the Ritmo en Acciόn (Spanish for “Rhythm in Action”) youth dance troupe in 2001 to provide high quality dance instruction previously unavailable to teens in their predominantly low income, Latino and African American neighborhood of Boston. Under the program, two of Boston’s top professional Latin dancers, Burju Hurturk and Victor Perez, provide rigorous weekly instruction in Afro-Latin and contemporary dance on an ongoing basis at no charge to students. The teens perform at public events in the Boston area, and have performed by invitation at the West Coast International Salsa Congress and in Paris, France.
The Barrington Stage Company Playwright Mentoring Project in Pittsfield and the Hyde Square Task Force in Boston received their $10,000 award in January by first Lady Laura Bush. The Coming Up Taller awards are given out nationally on an annual basis.
More detailed information about each of the awardees is below which may give all of you ideas about how your efforts could be eligible for a Coming Up Taller award next year.
Barrington Stage Company Playwright Mentoring Project, Pittsfield
The Playwright Mentoring Project is an intensive, seven-month after-school program, in which teens take troubling material from their personal lives and—with help from theater artists and mental health professionals—transform it into a poignant performance that expresses the truth of their lives. The program serves youth in one of the poorest areas of Massachusetts, many of whom are struggling with such issues as substance abuse, family violence, teen pregnancy and school failure.
The Hyde Square Task Force/ Ritmo en Acciόn, Boston
The Hyde Square Task Force established the Ritmo en Acciόn (Spanish for “Rhythm in Action”) youth dance troupe in 2001 to provide high quality dance instruction previously unavailable to teens in their predominantly low income, Latino and African American neighborhood of Boston. Under the program, two of Boston’s top professional Latin dancers, Burju Hurturk and Victor Perez, provide rigorous weekly instruction in Afro-Latin and contemporary dance on an ongoing basis at no charge to students. The teens perform at public events in the Boston area, and have performed by invitation at the West Coast International Salsa Congress and in Paris, France.
Tuesday, February 5, 2008
Philanthropy in Communities of Color
In collaboration with Channel 7/WHDH TV’s Urban Update program, the Urban League of Eastern Massachusetts (ULEM) is celebrating philanthropy in communities of color during the month of February. “Communities of color have a rich history and legacy of giving to our community, and we need to honor it, recognize it and promote it,” states Darnell L. Williams, CEO and President of ULEM. “Furthermore, it is essential that people of color see themselves not only as recipients of philanthropy, but as givers as well. This is especially critical at a time when violence dominates the media, negative images are heightened, and pessimism exists around the direction of our economy. We want to bring attention that, during these times, we need to remember that it is in these times that we all need to rise and give back to our community.”
During the month of February, every Sunday at 11:30am, Urban Update is featuring a series of philanthropy topics on communities of color: The History of Philanthropy in Communities of Color (Feb 3rd), Everyday Philanthropy: Giving Talent, Time & Treasure (Feb 10th), Youth & Philanthropy (Feb 17th), and Innovative Ways to Give (Feb 24th). These series will include a diverse perspective on philanthropy and ways in which people of color have made significant contributions for positive changes in our communities. Participants of the shows are from African American, Latino and Asian Pacific Islander communities. These shows will be viewed by 70,000 households, or 140,000 viewers.
The goal of this effort is to increase partnerships with media, non-profit organizations and diverse communities to recognize philanthropy in communities of color, increase giving in terms of time, money and talent, and create a collective community-based movement of giving. A part of this effort with WHDH TV is to counteract the negative and violent media images in communities of color by promoting healthier images of people of color. We hope that this will result in getting people of all racial and socio-economic backgrounds engaged in their respective communities.
“We need to recognize that a mass number of people who contribute from different backgrounds can make a significant difference. Participants from Mature Workers Program, a workforce development training program that works with over 145 organizations to successfully place mature workers over the age of 55 in jobs, are making financial contributions back to the program. Our constituents know how important it is to ‘give back’ and keep programs like this going so others can benefit from the service. It is a great domino effect,” explains Helen Credle, Program Director of ULEM’s Mature Workers Program.
Founded in 1917, the mission of the Urban League of Eastern Massachusetts is to deliver services and programs that aim to increase the economic self-reliance of African Americans and other people of color throughout our service area and to advocate for the core initiative [Empowerment through Math and English] and civil rights issues that critically affect their lives. For more than 90 years, the Urban League has successfully provided education, employment skills training, job placement, and advocacy for the betterment of African Americans and other people of color.
Join the Urban League’s movement of giving by signing up to become a member at www.ulem.org.
During the month of February, every Sunday at 11:30am, Urban Update is featuring a series of philanthropy topics on communities of color: The History of Philanthropy in Communities of Color (Feb 3rd), Everyday Philanthropy: Giving Talent, Time & Treasure (Feb 10th), Youth & Philanthropy (Feb 17th), and Innovative Ways to Give (Feb 24th). These series will include a diverse perspective on philanthropy and ways in which people of color have made significant contributions for positive changes in our communities. Participants of the shows are from African American, Latino and Asian Pacific Islander communities. These shows will be viewed by 70,000 households, or 140,000 viewers.
The goal of this effort is to increase partnerships with media, non-profit organizations and diverse communities to recognize philanthropy in communities of color, increase giving in terms of time, money and talent, and create a collective community-based movement of giving. A part of this effort with WHDH TV is to counteract the negative and violent media images in communities of color by promoting healthier images of people of color. We hope that this will result in getting people of all racial and socio-economic backgrounds engaged in their respective communities.
“We need to recognize that a mass number of people who contribute from different backgrounds can make a significant difference. Participants from Mature Workers Program, a workforce development training program that works with over 145 organizations to successfully place mature workers over the age of 55 in jobs, are making financial contributions back to the program. Our constituents know how important it is to ‘give back’ and keep programs like this going so others can benefit from the service. It is a great domino effect,” explains Helen Credle, Program Director of ULEM’s Mature Workers Program.
Founded in 1917, the mission of the Urban League of Eastern Massachusetts is to deliver services and programs that aim to increase the economic self-reliance of African Americans and other people of color throughout our service area and to advocate for the core initiative [Empowerment through Math and English] and civil rights issues that critically affect their lives. For more than 90 years, the Urban League has successfully provided education, employment skills training, job placement, and advocacy for the betterment of African Americans and other people of color.
Join the Urban League’s movement of giving by signing up to become a member at www.ulem.org.
Friday, February 1, 2008
Corporate Voices/Working Families Issues Report on Youth Development
Corporate Voices/Working Families has issued a new report called Business Leadership: Supporting Youth Development and the Talent Pipeline. This report explores what young people need to compete in the ever growing global economy and what policymakers and business leaders are doing and need to do to prepare them for this task.
Corporate Voices/Working Families also has developed a series of afterschool toolkits that explores how to better engage business and community leaders in support of afterschool. The free toolkits available for download from their website are:
1) Afterschool Business to Business Toolkit
2) Afterschool Business to Community Toolkit
3) Afterschool Community to Business Toolkit
These resources will be helpful to you as you continue to work with your Local Council members in your sustainability efforts.
Corporate Voices/Working Families also has developed a series of afterschool toolkits that explores how to better engage business and community leaders in support of afterschool. The free toolkits available for download from their website are:
1) Afterschool Business to Business Toolkit
2) Afterschool Business to Community Toolkit
3) Afterschool Community to Business Toolkit
These resources will be helpful to you as you continue to work with your Local Council members in your sustainability efforts.
Promising Practices in Afterschool
Sign up for a free listserv that promotes promising practices in afterschool all across the country. Administered by the AED Center for Youth Development and Policy Research, Promising Practices in Afterschool or PPAS provides a searchable database of best practices in seven key areas. These areas are:
1) Community & Family Involvement
2) Programming
3) Management & Administration
4) Staffing & Training
5) Financing
6) Research, Evaluation, & Knowledge Base
7) Policy & Advocacy
You can also contribute your own best practice to their growing database as well as get key questions answered from afterschool researchers and practitioners all across the country.
1) Community & Family Involvement
2) Programming
3) Management & Administration
4) Staffing & Training
5) Financing
6) Research, Evaluation, & Knowledge Base
7) Policy & Advocacy
You can also contribute your own best practice to their growing database as well as get key questions answered from afterschool researchers and practitioners all across the country.
Child Trends Issues New Evaluation Resources for Afterschool Providers
Child Trends has issued a series of briefs that provide tools and resources geared specifically about the importance of evaluating afterschool programs. Briefs include information on both outcome and process evaluations as well as the reasons why evaluation can help afterschool programs.
National Afterschool Association Holds 20th Annual Conference
The National Afterschool Association (NAA) holds their 20th annual conference in Fort Lauderdale on March 12-14, 2008. Their program offers a diverse and rich array of workshops and trainings. Register through their website.
Afterschool Alliance Announces Dates for 7th Annual Afterschool Challenge
The Afterschool Alliance has announced dates for its 7th Annual Afterschool Challenge. The Challenge this year will be held in Washington DC on May 13 and May 14. This year they are collaborating with the National League of Cities and their National Summit on Afterschool. The highlighted link provide additional information.
Increases in 21st CCLC Funding
Late last year, the U.S. Congress passed $100M increase for the nation's 21st CCLC grant program. Funding now stands at $1.1 billion dollars. What does this mean for Massachusetts? As all of you know, the state saw a steady decline of funding for its efforts from its all time high of $21M. FY07 funding for Massachusetts 21st CCLC efforts stood at $14,406,511. With the additional proposed funds, the Commonwealth is estimated to receive $17,002,191 - an increase of approximately $2.5M. While this is good news, the state still has $4M less for afterschool programs than it did a few years ago.
More information will be forthcoming about how the Department intends to distribute this new funding. Stay tuned for additional details.
More information will be forthcoming about how the Department intends to distribute this new funding. Stay tuned for additional details.
Afterschool Highlights from Governor's FY09 Budget
Greetings.
Governor Deval Patrick released his budget last week which contained many new proposed initiatives that impact afterschool and out of school time.. While a more detailed analysis needs to occur, here are some highlights that pertain to the afterschool field statewide:
1) DOE's Afterschool and Out-of-School Time (ASOST) Program was level funded at $2M (7061-9611).
2) DOE's Extended Learning Time (ELT) Grant Program was increased by $13M to $26M (7061-9412).
3) DPH's Violence Prevention Grants was increased by nearly $7M to $8,950,000 from $2M (4590-1506). This grant program targets older youth and uses afterschool as a primary strategy to prevent violence.
4) EOPS's Shannon Grant Program (or Gang Prevention Grant Program) was increased by $4M to $15M (8100-0111).
5) The Summer Youth Jobs Program was increased by $2.5M to $9.2M (7002-0012).
Overall, this represents a $26.5M increase in programs that serve children and youth in afterschool and summer programs.
The House and Senate respectively will be working on their budgets for FY09. We'll try and keep folks informed via the blog about budget developments that will be of interest to you in the afterschool field.
Governor Deval Patrick released his budget last week which contained many new proposed initiatives that impact afterschool and out of school time.. While a more detailed analysis needs to occur, here are some highlights that pertain to the afterschool field statewide:
1) DOE's Afterschool and Out-of-School Time (ASOST) Program was level funded at $2M (7061-9611).
2) DOE's Extended Learning Time (ELT) Grant Program was increased by $13M to $26M (7061-9412).
3) DPH's Violence Prevention Grants was increased by nearly $7M to $8,950,000 from $2M (4590-1506). This grant program targets older youth and uses afterschool as a primary strategy to prevent violence.
4) EOPS's Shannon Grant Program (or Gang Prevention Grant Program) was increased by $4M to $15M (8100-0111).
5) The Summer Youth Jobs Program was increased by $2.5M to $9.2M (7002-0012).
Overall, this represents a $26.5M increase in programs that serve children and youth in afterschool and summer programs.
The House and Senate respectively will be working on their budgets for FY09. We'll try and keep folks informed via the blog about budget developments that will be of interest to you in the afterschool field.
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