Massachusetts 21st Century Community Learning Centers

Approaching Business: Getting Corporate Support for Your Non-Profit

2008-06-28T20:34:00.002-05:00

Pattie Johnson has written a thoughtful piece called Approaching Business: Getting Corporate Support for Your Non-Profit in the June issue of the NonProfit Times.

She outlines the various ways non-profits can partner with corporations as well as providing four key strategies on how to obtain corporate support. Her perspective is important because corporations need to be approached differently than non-profit or public entities.

New Resource! Non-Profit Times - The Leading Business Publication for NonProfit Management

2008-06-28T20:06:00.002-05:00

Need guidance as a non-profit executive or leader in your community? Check out the NonProfit Times - the leading business publication for nonprofit management.

The NonProfit Times offers resources such as a salary survey, free enewsletters, a resource directory, among other information to help non-profit executives more effectively manage their organizations and projects.

To sign up for their free magazine and enewsletters, click here.

Request Free Technology Donations by June 30

2008-06-28T19:39:00.005-05:00

Tech Soup Stock: Bringing Technology Donations to Non-Profits provides a comprehensive list of corporations that provide donated technology products to non-profit organizations. Some corporations offer their donated products between July 1 through June 30. So it is not too late to make a request for this fiscal year and then submit another request for products after July 1.

To find out more about this free resource, check out their Donation Program Section.

Tech Soup - The Technology Place for Non-Profits

2008-06-28T19:13:00.004-05:00

Confused about to use technology to improve the quality of your afterschool program? Look no further than Tech Soup - the Technology Place for Non-Profits.

This comprehensive website offers tools, tips and resources to help every non-profit with an array of their technology needs including free downloads and information on where you can get donated software and computer equipment. In addition to their on-line resources, they also offer two free newsletters. One provides information on technology resources and forums and the other provides information on products that are available for non-profits. To get on their mailing list, sign up here.

The Sustainable Non-Profit: Spending Your Web Dollars Wisely

2008-06-28T18:44:00.005-05:00

Karen Roberts, in her article, Spending Your Web Dollars Wisely, outlines five key steps to help non-profit organizations develop a quality website. She wisely points out that an unprofessional looking website may "alienate donors, volunteers, and corporate partners". There are do-it-yourself kits that can provide professional templates to help organizations develop a web presence. They can be purchased through hosting services such as Go Daddy among others. Non-profits also use volunteers to help them develop their new websites identified either through their Board or local colleges or universities.

In addition to providing a way to market your program, many websites also provide a way to raise funds for non-profit activities and programs on-line fundraising is a growing and successful method to raise money and should be considered as part of your overall sustainability strategy.

Free Newsletters from the Foundation Center

2008-06-27T21:13:00.002-05:00

The Foundation Center offers 8 different free electronic newsletters that may help you in your sustainability efforts. Among their topics are:

1) Arts Funding Watch
2) Education Funding Watch
3) Health Funding Watch
4) Marketplace Updates
5) PND News Alerts
6) PND Job Alerts
7) PND RFP Alerts
8) PubHub Alerts

In order to register to receive then, click here.

The Foundation Center Offers a Short Course in Proposal Writing

2008-06-27T20:54:00.003-05:00

The Foundation Center, the nationally recognized organization dedicated to philanthropy and grantseeking, has a wealth of information about the "art and science" of grantwriting. Among their many on-line resources, they offer an on-line Proposal Writing Short Course. In addition to English, they provide the course in five other languages including Spanish.

This is one place to start to get your questions answered about grantwriting. Check it out!

BELL Expands to Springfield, Massachusetts

2008-06-27T20:40:00.004-05:00

On Monday, BELL (Building Educated Leaders for Life) has announced it will expand their services to Springfield, Massachusetts. Currently, BELL serves more than 11,000 students in Boston, Baltimore, New York, and Detroit. They have decided to expand to Springfield, Massachusetts based on the need. They start their Summer Program on June 30 and will serve 800 students in grades 2,3,4, and 5 as well as 8th grade students.

For more information, read their press release.

New Resource! Great Science for Girls

2008-06-26T11:10:00.003-05:00

Great Science for Girls: Extension Services for Gender Equity in Science through After School Programs (GSG) works with Intermediaries to build the capacity of after-school centers to deliver evidence-based programming that will broaden and sustain girls' interest and persistence in STEM (science, technology, engineering and mathematics).

Check out their website for more information about evidence-based programs and websites for girls only science-based programming.

New Resource! The Preteen Alliance

2008-06-26T10:59:00.003-05:00

While based in California, the Preteen Alliance may offer some intriguing insights into the lives and minds of preteens. For those of you who primarily serve this population through your afterschool or summer program, you may want to look at their website where they have research and other resources of interest.

In particular, you might want to check out one of their new publications called Putting It All Together: Guiding Principles for Quality Afterschool Programs Serving Preteens .

Afterschool Alliance Promotes Three Key Resources

2008-06-25T16:21:00.003-05:00

Free Promotional Game Exclusive to First 350 Respondents - Apply Before July 3
For a limited time, Sports Camp Federation is offering a free trial package of the new family game coming out this fall called Guess What I Am. It is a modern twist on the classic guessing game, targeted to children age five through 12. The game includes 30 different character picture frames with four different playing games. Each free trial package will include the Guess What I Am retail game for the program, a program/game guidelines letter, and 50 picture frame magnets for children to take home. There will also be five Rubik's cubes included for older children to use during program time. Programs with children age five to seven and eight to 12 should apply before July 3. To apply for the promotion, contact Katie Logan at klogan@scfsports.com or 847/418-2015.

Program to Combat Child Obesity
The Alliance for a Healthier Generation, whose mission is to stop the increase of childhood obesity by 2010, recently introduced The Healthy Schools Program (HSP). The program's goal is to improve nutrition, physical activity, and staff wellness in America's schools. The program offers tools and resources to help schools improve access to healthier foods, increase opportunities for physical activity, and establish staff wellness programs. The HSP would like to see this initiative taken beyond regular school hours and into afterschool programs' meal plans. For more information on The Healthy Schools Program, call 1-888-KID-HLTH.

Literacy Program to Prevent Summer Learning Loss
Reader's Theater is offering a free resource to afterschool providers to help boost literacy skills through "edu-tainment" in the form of play-acting. The "Take Center Stage" playbooks provide an interactive environment for youth to read and learn. "Mini, the Super Watermelon," is available free for download and includes game instructions, playing cards, and playing tips. To access the materials, visit their website.

Text courtesy of the Afterschool Alliance.

Afterschool Part of National Task Force on Education Policy Reform

2008-06-25T16:08:00.003-05:00

In the latest issue of the Afterschool Alliance's newsletter, it featured some exciting information about a national task force that is calling for "A Broad, BOLDER Approach to Education Policy". The task force is convened by the Economic Policy Institute (EPI) and afterschool is one of the "pillars of education" they believe is central to improving the educational lives of low-income children.

Boston's former School Superintendent, Tom Payzant is one of the Co-Chairs of this effort.

To learn more, check out their website by clicking here.

Governor Patrick Releases Project Readiness Report

2008-06-25T15:33:00.005-05:00

After nearly a year of work, Governor Patrick's Project Readiness Task Force released its report today to the first joint meeting of all the state's education boards. The report called Ready for 21st Century Success: The New Promise for Public Education calls for a number of recommendations in four key goal areas.

Over 200 people participated in the Governor's Project Readiness Task Force in different sub-committees including a one that looked closely at the issue of extended learning opportunities. In this group, several members of the state's afterschool community participated.

To review the 44-page report that contains recommendations and information about the Project Readiness Task Force and its members, click here.

For more information from the Governor's Office that talks about his Education Action Agenda, click here.

Gloucester in the News - Teenage Pregnancy Pact Made?

2008-06-24T13:44:00.006-05:00

Gloucester, Massachusetts made huge headlines in the last few days when news spread that a group of teenage girls made a "pact" to become pregnant and raise their children together. According to Time in partnership with CNN, some of the girls had requested pregnancy tests as early as in 6th grade and had little supervision or support at home.

This news raises a lot of questions for the work we do in afterschool. While no program can be a substitute for a parent, it is a sobering reminder of what can happen when young people do not have the relationships they need with caring adults to understand the ramifications of their actions. For me, this situation dramatically underscores the importance of your good work.

To learn more about this story, click here.

Curious about Afterschool Workforce Development Issues?

2008-06-22T15:16:00.002-05:00

Maintaining a quality workforce in the afterschool field is a challenging task. Not only is this an issue in Massachusetts, but other states across the country are wrestling with this concern as well.

In an effort to help keep track of what is happening across the nation, NIOST has created a clearinghouse on workforce development initiatives. Searchable both by state and by category, this on-line database may be of interest to all of us who are trying to continually keep abreast of new efforts to maintain and improve the ASOST workforce.

Registration for NIOST Summer Seminars Closes July 1st!

2008-06-22T14:55:00.002-05:00

Just a reminder that registration for NIOST's Summer Seminars closes in 9 days! Occurring on July 14-17 at the John Hancock Conference Center in Boston, take advantage of these excellent opportunities to deepen your expertise in four key areas:

A. Advancing School, Afterschool and Community Partnerships
B. Quality Advisor Training
C. Seminar for System Builders
D. Afterschool Program Assessment System (APAS)

For more information on how to register, click here.

New Links and Resources Added to the Blog!

2008-06-21T07:10:00.010-05:00

The World Wide Web continues to be a treasure trove of information for all of us who are passionate about our work in the afterschool field. In addition to the wide array of organizations devoted to the issue of afterschool, there are a number of other associations and networks that are promoting afterschool to their members that I found interesting and helpful. There are other entities and blogs that represent the latest trends and information about the best ways to serve youth and to secure funding for the work we do. As a result, I have posted new links and resources to the blog that may be of interest to you.

In the Sustainability Resources section, check out:

1) Center on NonProfits and Philanthropy - Urban Institute - useful briefs and information on both topics
2) Child Trends DataBank - statistics on afterschool participation nationally
3) Communities in Schools - a toolkit on afterschool programs
4) National Center on Charitable Statistics - a helpful grant writing resource
5) The Federal Register - the Bible of all federal funding sources
6) The Grantmanship Center - the title says it all

In the Promising Practices section, check out:

1) Afterschool Community and Learning Network - features the work of Dr. Terry Peterson
2) American Association of School Administrators - showcases their own toolkit on afterschool
3) Americans for the Arts - Youth Arts - comprehensive section on how to develop youth arts programs
4) ERIC Digests - a searchable database of scholarly articles on a range of education topics
5) Fight Crime: Invest in Kids - afterschool materials developed from a criminal justice point of view
6) International Bullying Prevention Association - resources on best ways to prevent bullying
7) National Endowment for the Arts - a wealth of information on arts and arts education opportunities
8) National School Boards Association - features strategies on how to engage school boards about afterschool
9) National Service Resources - tips and resources for volunteers and community service
10) National Youth Development Information Center - provides information for youth development workers
11) Institute for Youth Development - offers a range of resources emphasizing the importance of youth development
12) Tool Find - a searchable directory of youth measurement outcome tools organized by the United Way of Massachusetts Bay and Merrimack Valley

Last but not least, I have posted links to some other blogs that you might find helpful as well. They are:

1) 79 Grant Writing Resources You Can't Live Without - grant writing tools and tips
2) ARTS Blog - a blog maintained by Americans for the Arts
3) Donor Power Blog - thoughtful insights about charitable giving
4) Prevention Works - a blog maintained by the National Crime Prevention Council
5) Simply Grant Writing - grant writing tools and tips
6) Technology in the Arts - title says it all
7) The Artful Manager - addresses issues of arts management
8) The Grantwriting Coach - grant writing tips

Happy Solstice and summer reading!

Media Technology Class Project II

2008-06-18T13:23:00.002-05:00

Media Technology Class Project I

2008-06-18T13:15:00.002-05:00

Fresh Idea! Working with Utility Companies to Increase Outreach about Summer Food Programs

2008-06-17T13:52:00.003-05:00

The Food Research Action Center (FRAC), on their blog last month, announced strategies to increase outreach for summer feeding programs by working with local utility companies. While many of you may work with other state entities or provide food for young people in your summer programs yourselves, you may want to reach out to your local utility company as soon as possible. They can send information about available food resources in their monthly bills to customers and also could include an article in their newsletter.

With increased prices of household goods, food, utilities and gasoline, many families that you work with during the year may not be able to adequately provide enough food for their households. I know that not all of you provide summer programs, but for those who do, you may want to consider this strategy.

To learn more about summer food outreach strategies, click here.

New Features Added to the Blog!

2008-06-17T13:44:00.002-05:00

I wanted to point out that two new features have been added to the blog to help keep you current with all the happenings in the afterschool world. They are:

1) Links to other Blogs - There are a few blogs that are dedicated to afterschool issues or have implications for the work you all do for children and youth after school. Blogspot has made it possible for us to feature those blogs as another source of information for you. At the moment, there are only three listed but if you know of others, including your own, drop me a line at dmclaughlin@kunnusta.com.

2) New Media and Technology Section - As a result of a recent successful training on media and technology, we will be featuring links and other resources related to this important topic on the blog. Look for further updates and resources as this section is more fully developed.

Let us know what we are missing as we strive to provide content in this blog that will help you do your jobs.

Complementary Learning: A New Look at an Old Idea?

2008-06-12T14:19:00.000-05:00

Providing additional learning opportunities for children and youth has taken on different terms of late. Whether it is called "extended, expanded or extra learning opportunities", or "complementary learning", the intention is clear - children and youth learn in different ways and in different environments all throughout the day.

What is promising is that researchers, policymakers and funders are grappling with what these means in today's society and are beginning to collect research and write about how best to foster different types of learning experiences.

To learn more about the exciting efforts that are occurring all across the country, check out the section on the The Harvard Family Research Project's Complementary Learning web site.

Free Management Library for Non-Profits

2008-06-12T14:14:00.003-05:00

Managing non-profits and other community-based or volunteer efforts can be rewarding but complex experiences. Covering 650 topics with over 5,000 links, the Free Management Library has been created to help civic-minded folks figure out what works in key areas such as: fundraising, leadership and business planning among other key topics. Free on-line peer groups and free trainings are also available. These resources and tools may be of help as you continue to work with your Local Councils and continue your sustainability planning efforts.

Free Tips, Tools and Guides for Grantwriters by Grantwriters

2008-06-12T13:37:00.003-05:00

We have all been there - wandering in the grantseeking desert chasing the ever elusive dollar. It seems that a grantwriter who has been there, has created an oasis where fellow grantwriters can access a series of free web-based non-profit guides . These guides examples of clearly written proposal cover letters, budget sheets, and proposals written to public and private funders to help them through this seemingly complex process. To learn more about these free non-profit guides, click here.

One Stop Shopping for Federal Funding Sources! A New Searchable Database from The Finance Project

2008-06-12T13:22:00.006-05:00

Confused about finding federal funding for your afterschool program? Look no further than The Finance Project. They have created a new, on-line searchable database of federal funding sources that should help take the mystery out of what is available and how you can access it.

This project is part of a Clearinghouse on Expanding and Sustaining Youth Programs and Policies developed in collaboration with the Forum on Youth Investment.

Building the Future of Family Involvement: Harvard Family Research Project's View

2008-06-11T15:26:00.004-05:00

Many of you have talked about the challenges of getting parents and other caregivers involved in your afterschool efforts. Fortunately for us, the Harvard Family Research Project has been thinking about this too. Their recent Spring 2008 newsletter focuses on this issue and provides all of us with the latest research and strategies concerning this important topic. To read more, click on the highlighted link:Issue Topic: Building the Future of Family Involvement

You can also subscribe to their free newsletter which regularly provides providers and policymakers with cutting edge information on what works for children and youth in their afterschool hours.

The Finance Project Issues Tool for Funders: Investing in the Sustainability of Youth Programs

2008-06-09T19:08:00.003-05:00

The Finance Project, known for developing and issuing tools to help sustain quality afterschool and youth programs, has issued another tool. Called Investing in the Sustainability of Youth Programs: An Assessment Tool for Funders, this publication will assist the philanthropic community in determining how they can more effectively marshal their resources to help children and youth in the communities in which they fund.

This is another resource that may help you, as 21st CCLC Program Coordinators, reach out to funders in your communities to better support your afterschool programs.

Public Private Ventures Publishes Report on Serving PreTeens in Quality Afterschool Programs

2008-06-09T18:41:00.003-05:00

In April 2008, Public Private Ventures issued a report commissioned by the Packard Foundation on the best ways to promote quality while serving preteens in afterschool programs. The report, Putting It All Together: Guiding Principles for Quality After School Programs Serving PreTeens provides a succinct look at five essential elements that will help preteen make the important transition from their elementary school through their middle school years.

Grounded in youth development research, the six elements as quoted from the report are having a:

1) Focused and intentional strategy - programs have a clear set of goals, target specific skills and deliberately plan all aspects of the program with a youth development framework in mind.

2) Exposure, duration and breadth - programs are designed to: a) provide preteens with a sufficient number of hours per week over anextended period of time to achieve program outcome goals; and b) allow preteens to attend a variety of activities.

3) Supportive relationships - programs emphasize positive adult - youth relationships regardless of the curriculum.

4) Family engagement - programs strive to include families through various strategies, such as clear communication and a
welcoming environment.

5) Cultural competence - programs have diverse staff whose backgrounds are reflective of participants and who create practices and policies that: a) make services available to (and inclusive of) a variety of populations; and b) help participants
understand and value a broad range of cultures.

6) Continuous program improvement - programs strengthen quality through an ongoing and integrated process of targeted staff training, coaching and monitoring, and data collection and analysis.

Afterschool Classes More Popular than School in Gangnam

2008-06-09T16:57:00.003-05:00

Donga.com reported last month that students in two middle schools located in Gangnam, South Korea are attending their afterschool classes more than their academic classes.

A survey conducted by the Gangnam Department of Education found that students enjoy their afterschool programs more because the class size is smaller and they have more of an opportunity to work on their academics instead of focusing on grades. Part of the increased popularity is attributed to how the afterschool programs operate. Last year, they grouped two to five schools together with one acting as a base to offer afterschool programs. As a result, enrollment rose not only in the two middle schools but the other 8 "base" schools increasing participation from 2,856 students in 2007 to 8,508 as of May 15 this year.

To learn more what is working internationally with young people, click here.

Six Communities in New York State Receive Over $4M in 21st CCLC Funds

2008-06-09T16:37:00.003-05:00

Ever interested in learning what gets funded in other states?

The Olean Times Herald reported last week that six communities in Allegany County, New York are the beneficiaries of a $4.05M grant to to fund six 21st CCLC middle school sites. The program will serve nearly 900 students annually through afterschool and summer activities. This grant will also fund home-school liaisons as well as providing in-home GED services to 15 youth.

To read more, click here.

Afterschool Voc-Ed Program Teaching At-Risk Youth to Repair Computers

2008-06-09T16:09:00.005-05:00

The Fundamentalist, which is the Jewish Telegraphic Association's (JTA) new philanthropy blog, reported yesterday about an exciting effort combining afterschool, career development and training for "at-risk" youth.

On a recent media tour to Negev, correspondents toured Net@. According to their blog entry, "Net@ is a four-year-long after-school program run in lower-income areas that teaches high school students how to become computer repair technicians. When the students complete the course, they receive an internationally recognized certificate that qualifies them as IT techs. Open to “at-risk” students, the program seeks not A+ students, but those just a cut below, according to Net@ officials. The idea is to help students who might not have great financial prospects to find good-paying middle class jobs. And, it tries to attract girls, who are normally less likely to go into the IT filed."

According to their report, 100 youth are served with a budget of $175,000. However with the falling dollar, they may have to reduce the program by half in the coming year.

This model may provide some ideas about the best ways to help teens develop new skills in your community while preparing them to compete in the global economy.

To read more about this compelling program, click here.

Teens Making Better Decisions

2008-06-09T16:06:00.000-05:00

The Centers for Disease Control (CDC) released findings from the 2007 Youth At-Risk Behavior Survey of high school students in the United States. Conducted every two years, this survey charts how teens make decisions as they contemplate engaging in at-risk behaviors such as smoking, premarital sex, drinking and taking drugs.

As reported by USA Today, the latest survey reveals that overall fewer teens across the United States are drinking, smoking and having less sex than their peers in 1991. Other data indicate the following: :

TEENS' RISKY BEHAVIOR

Rarely or never wore a seat belt (when riding in a car driven by someone else):
1991: 25.9%
2007: 11.1%

Rode with a driver who had been drinking alcohol
1991: 39.9%
2007: 29.1%

Current cigarette use (smoked cigarettes on at least 1 day during the 30 days before the survey)
1991: 27.5%
2007: 20.0%

Current alcohol use (had at least one drink of alcohol on at least 1 day during the 30 days before the survey
1991: 50.8%
2007: 44.7%

Used a condom during last sexual intercourse (among students who were sexually active)
1991: 46.2%
2007: 61.5%

Source: Centers for Disease Control and Prevention, Youth Risk Behavior Survey

Reviewing this data more closely may help providers of teen providers determine the best strategies to engage youth to help prevent these behaviors while focusing promoting their leadership ability.

To read more of the USA Today report, click here. To review the CDC Youth Risk Surveillance Data, click here..

Canada Recognizes 20 Youth under 20 and Pairs Them with Mentors

2008-06-05T12:36:00.004-05:00

Canada recognizes 20 youth under 20 and will pair them with Order of Canada Award Recipients as mentors for the upcoming year. Soliciting applications from all the country, 20 youth were chosen for their volunteerism and selected by Youth in Motion. In existence for the past five years, this is the first year award winners will be paired with mentors.

"Ms. Peoples says the Top 20 program is a strong reminder that there is much to be celebrated about today's youth".
"All we have to do is turn on the TV or radio and we hear all the negativity associated with young people — cyber-bullying, guns, violence, disenchanted me generation," she notes."Hopefully, Top 20 Under 20 is a domino effect about the good things. There are a lot of very talented, very positive young people that are doing just incredible things."

To read more about this exciting program, click here.

E.N. White School in Holyoke Fights Obesity After School

2008-06-05T12:19:00.004-05:00

With funding from the Holyoke Food and Fitness Council supplied by the Kellogg Foundation, elementary and middle school students at the E. N. White School are fighting obesity after school. This weekly program promotes physical activity through games such as flag football, basketball and soccer. In addition to moving around, students are learning to build friendships with other youth at their school as well as with caring adults. Over 150 youth are participating in this popular program which also provides a healthy snack and a lesson on nutrition.

This is yet another example of how Massachusetts schools and community-based providers are working to promote the health and well-being of its youth through afterschool programs.

Ohrenberger Students Learning Hip Hop After School

2008-06-05T12:10:00.002-05:00

Students who attend the Ohrenberger School in Roslindale are "busting moves" hip hop style after school with the help of professional dancers provided by BalletRox. A group of 11 4th and 5th graders are creating a dance that will be performed as part of their school assembly before the end of the year.Over 30 2nd and 3rd graders also participate in this two-month experience and it is hoped that the program will expand to the Ohrenberger Community Center and the Beethoven Elementary School this coming year.

To learn more about how you might be able to start something similar in your own community - read more here.

Bayer Partners with Carnegie Science Center to Create Environmental Programs for Children and Teens

2008-06-05T11:49:00.002-05:00

The Corporate Responsibility News reports today that the Bayer Corporation is working with the Carnegie Science Center to create environmental programs for at-risk children and teens.

As quoted from their press release, this program is "to help foster a new generation of environmentally literate elementary-, middle- and high-school students, Bayer Corporation, as part of its Making Science Make Sense(R) initiative, has teamed with Carnegie Science Center on World Environment Day to create a new six-week environmental curriculum for the Science in Your Neighborhood (SIYN) program that is scheduled to launch this summer in city neighborhoods and at the Science Center.

The new program is designed to connect at-risk teens with academic and career opportunities in science, technology, engineering and mathematics (STEM) fields and help them become science literate. By joining with the Science Center on this initiative, Bayer is continuing its support of programs that help diversify the STEM pipeline by bringing more females and underrepresented minorities into STEM fields."

While this effort is based in Pittsburgh, PA, it provides an example of what corporations can do with schools and other community-based organizations to help prepare youth for the 21st Century.

Click here to learn more and how it may spur your own local program.

Youth PSA Competition - Deadline August 31, 2008

2008-06-05T11:40:00.002-05:00

Looking for a way to involve youth this summer? The Afterschool Alliance reports on their website that "the By Kids for Kids and DoSomething.org are encouraging youth to discover the social issue or cause that matters most to them and then "Do Something" to raise awareness about it. Youth are invited to create Public Service Announcements (PSAs) for the "Advertise Your Cause: Media Challenge. Organizers will award the most clever and powerful PSA that has the broadest impact..

Contest winners will receive $10,000 and national media exposure for the winning PSA. The deadline is August 31. The competition is open to students ages five through 19 who have not yet graduated from high school.".

Text courtesy of the Afterschool Alliance.

Students Learning Spanish After School

2008-05-29T23:52:00.005-05:00

First and second graders in the Mary K. Goode School in Middleboro, Massachusetts will be learning Spanish afterschool as part of their participation in the Global Child Program for the second year in a row. Since research shows that children in the first and second grades are better able to learn another language, Middleboro and 25 other communities in Massachusetts are making this opportunity available. For more information, check out the Global Child website.

Baltimore Symphony Orchestra Launches Inner City Afterschool Program

2008-05-29T23:13:00.002-05:00

Inspired by a countrywide program in Venezuela that brings music to several hundred thousand low-income children, the Baltimore Symphony Orchestra has launched OrchKids. OrchKids will be piloted initially in an elementary afterschool program where students will be taught the basics of music in the first year and will choose an instrument to study in subsequent years.

JC Penney Customers Contribute $840,000 for Afterschool Programs

2008-05-29T22:40:00.004-05:00

Last month, the JCPenney Corporation embarked on their Afterschool Round-Up Campaign. Over a 10-day period, JCPenney customers had the option of rounding up the amount of the purchases to the nearest whole dollar and donate the difference to JCPenney's Afterschool Fund. As a result, customers donated $840,000 in which JCPenney contributed an additional $500,000 to make available $1.3M for afterschool programs nationally.

BOSTNet and United Way Sponsor Families Matter 2008 Conference - June 6

2008-05-29T22:26:00.003-05:00

Just a reminder that BOSTNet and the United Way of Massachusetts Bay and Merrimack Valley will be sponsoring the Families Matter 2008 Conference next Friday, June 6 from 8:30 AM to 12:30 PM at the United Way. This conference will focus on the tools, tips and techniques for afterschool providers who work in the field.

Click here to register.

BOSTNet's Inclusion Network

2008-05-29T21:55:00.004-05:00

BOSTNet's has developed an important resource for afterschool program providers who work or want to work with children and youth with special needs. The Inclusion and Referral Network provides information in the following areas:

* Arts and Inclusion
* Behavior and Inclusion (coming soon)
* Literacy and Inclusion
* Sports and Inclusion

They have also created an interactive map where you can locate a specific disability resource based on the disability that a child has.

Afterschool providers can also join a group where "members [can] communicate ideas, latest trends, resources or ask questions and create partnerships. You can join this group by clicking this link: http://groups.google.com/group/bostnetinclusion

Sharing What Works: Sustainability Models and Plans

2008-05-29T21:28:00.007-05:00

I attended a great meeting yesterday where a cohort of MA 21st CCLC Project Coordinators shared their sustainability plans. Skillfully facilitated by Beth Newell, folks were able to share what inspires them as they work in their communities to sustain their quality afterschool programming.

Barbara Sargent, Worcester's 21st CCLC Coordinator, shared a model created by Harvard's Public Education Leadership Project (PELP) called the PELP Coherence Framework. This framework is designed to "help leaders identify the key elements that support a district-wide improvement strategy and to bring these elements into a coherent and integrated relationship. School district leaders leverage this framework to develop strategies that work towards improving student performance throughout the district."

And how does this relate to sustaining afterschool programs? As ably described by Ms. Sargent, this framework contains all the components that are necessary to successfully operate quality afterschool programs as well. It has an added benefit of building off the educational trajectory that starts in the school day so that young people can benefit from a great educational experience after school.

Exciting work is being done across the MA 21st CCLC sites to sustain this important work. Your ideas, plans, and models will continued to be shared here, in the newsletter and in meetings so that we can all continue to learn what works!

Massachusetts Senate Increases Funding for Afterschool Programs

2008-05-23T16:34:00.004-05:00

The Massachusetts Senate voted last night to increase funding for the ASOST Quality Grant Program by $450,000. Earlier this month, the Massachusetts House of Representatives increased funding for this important program by $3M. Overall this means that $5.45M will be available for afterschool programs in FY09, an increase of $3.45M from last year.

Co-Chairs, Senator Thomas McGee and Representative Marie St. Fleur, Co-Chairs of the Massachusetts Special Commission on After School and Out of School Time are to be commended for their leadership during the budget debate. These additional resources is a very exciting development for the field, particularly considering the difficult fiscal climate the state is facing this coming year.

The Massachusetts Department of Elementary and Secondary Education, who administers the ASOST Quality Grant Program, will continue to work on the grant requirements for this coming year. Look to this blog for additional details as they become available.

FRAC's Afterschool Resource Center

2008-05-20T19:32:00.003-05:00

The Food Research and Action Center (FRAC), is the leading national nonprofit organization working to improve public policies and public-private partnerships to eradicate hunger and undernutrition in the United States. FRAC works with hundreds of national, state and local nonprofit organizations, public agencies, and corporations to address hunger and its root cause, poverty.

FRAC’s has created an Afterschool Resource Center. This Center provides a variety of information, best practices, outreach materials, tools and strategies to help afterschool providers and anti-hunger advocates get more healthy snacks and meals to children including a Summer Outreach Toolkit and a Child Nutrition Blog.

Text courtesy of FRAC's website.

USDA Issues Request for Written Comments - Due October 15, 2008

2008-05-20T19:06:00.006-05:00

USDA Issues a Request for Written Comments for Improving the Child Nutrition and WIC Programs in 2009 Reauthorization

Today USDA issued a request for public comments in the Federal Register: Request for Public Comments for Use in Preparing the 2009 Reauthorization of the Child Nutrition and the Special Supplemental Nutrition Program for Women, Infants and Children.

There is plenty of time to respond. The comment period ends October 15, 2008. FRAC will provide model comments and various other materials during the period leading up to October 15th, with enough lead time to make follow-up easy.

USDA states that "Commenters will be asked to address, but not be limited to, issues related to specific aspects of WIC, the WIC Farmers' Market Nutrition Program, National School Lunch Program, School Breakfast Program, Child and Adult Care Food Program, Summer Food Service Program, Fresh Fruit and Vegetable Program, and Special Milk Program. Key among these are:

• Strengthening program management and improving nutrition services,
• Ensuring that all eligible persons have access to program benefits, and
• Advancing technology and innovation."

These three points are the same as those generally being announced as key topics for the regional listening sessions. They are important topics, but advocates and providers should by no means feel limited by them. For example, while USDA's situation may lead it to emphasize "ensuring that all eligible persons have access to program benefits," individuals and groups should also point out ways to improve eligibility rules so that all people in need have access and the programs are more efficient and effective. And USDA does say it expects and wants comments beyond these three important topics.

In short, we encourage you to describe all the ways in which you believe Congress should improve these programs. This comment period and the regional hearings will be important opportunities for anti-hunger, healthy eating, children's health, out-of-school time and education advocates, service providers, program administrators, state and local officials and others to provide recommendations on improving access, meal quality and nutrition in the programs that are due for reauthorization: school breakfast and lunch, summer feeding, afterschool and child and adult care food programs, fresh fruit and vegetable program, WIC and the WIC farmers' market nutrition program.

For a copy of the USDA request for public comments go to FRAC's website:

FRAC Contacts:
Ellen Teller (202) 986-2200 ext. 3013 eteller@frac.org
Crystal FitzSimons (202) 986-2200 ext. 3006 cfitzsimons@frac.org
Child Nutrition and WIC Reauthorization Center: http://www.frac.org/html/federal_food_programs/cnreauthor/cnrc.htm

About Us: The Food Research and Action Center is the leading national organization working for more effective public and private policies to eradicate domestic hunger and undernutrition. Visit our Web site to learn more.

Listing courtesy of FRAC.

Editor's Note: For those of you who provide afterschool snacks and/or food for your summer afterschool program, you may want to consider providing comments.

National League of Cities Creates City Platform to Better Support Families

2008-05-15T16:07:00.000-05:00

The National League of Cities has created a City Platform for Strengthening Families and Improving Outcomes for Children and Youth. Grounded in real examples, this document is designed to help city leaders thoughtfully plan and sustain how they can better support children, youth and families. They provide sample resolutions, how to form a Mayor's Youth Council and outline other important tasks.

For those of you who are seeking to strengthen your relationship with your local officials, this resource may offer an important blueprint for action.

School Children in Queens Talk to Astronaut in Space as Part of Afterschool Program

2008-05-15T15:12:00.004-05:00

Michael Meenan of New York 1 reported that NASA made arrangements for astronaut Garrett Reisman to speak to students in a Queens afterschool program and from a California school recently. NASA is encouraging young people to think about future careers in space exploration.

"If anyone is going to the moon in 2020 and then Mars in 2030, it's not gonna be me or you. It's going to be someone sitting in an elementary or middle school classroom,” said Frank Scalzo of NASA. “So we're trying to teach the kids to reach for the stars."

Read Michael Meenan's piece further for more information.

Governor's Office Seeking Youth to Serve on Statewide Youth Council - Applications Due May 30, 2008

2008-05-15T13:55:00.006-05:00

Governor Patrick's Office is seeking 28 youth (2 youth from each of the 14 counties in the Commonwealth) to serve on the Governor's Statewide Youth Council. "The Governor’s Statewide Youth Council is one part of Governor Patrick's commitment to engaging all citizens of the Commonwealth in their communities and their government. The Youth Council initiative will encourage and motivate young people to be involved in their communities and to participate in problem solving through assuming leadership and planning roles. Once established, the Youth Council will focus on the Governor’s priorities of education, economic development, civic engagement, and community outreach, advising the Governor as representatives of all Massachusetts young people. Young people ages 14-20 are encouraged to apply by May 30, 2008."

* Learn more about the Statewide Youth Council
* Apply to be a Youth Council member
* Contact the Youth Council

For those of you who work with young people ages 14-20, this might be a great opportunity for them to help advise the Governor's office on how best to support their needs.

Some text courtesy of the Governor's Office website.

Seeking Young People ages 12 - 25 to Participate in an International Survey on Spirituality

2008-05-14T16:32:00.000-05:00

I received an e-mail today from a colleague who heads up the New England Network on Children, Youth and Families. The Search Institute has contracted with them to help conduct an international survey on youth and spirituality. (See description below.) They need a lot of young people, ages 12-25, to fill it out in the next six weeks. The survey is not being confined to young people who attend afterschool or other programs, but even your own kids can participate!

I've been informed that the survey is long -- but it’s interesting. It can be done individually/ electronically, or printed out on paper and done in a group setting. They need 250 kids and they are reaching out to everyone to help gather data on this compelling topic.

If you can help them, please contact Melanie Wilson, mwilson@nenetwork.org. To view the survey, click here:

MEANING, PURPOSE, JOY: ARE YOUR YOUNG PEOPLE FINDING IT?

Where are you on your lifelong journey toward meaning, joy and hope? Where are the young people in your care? As someone who has contact with young people, we are asking for your help in involving them in an international research effort that investigates how young people ages 12-25 think about and use spirituality in their daily lives. Research shows a clear connection between spiritual development and pro-social behaviors in young people, and child development experts now consider spiritual development to be a critical part of the journey to maturity.

The project, led by the Minneapolis-based Search Institute, is aimed at understanding spiritual ideas and development in young people across cultures. Search Institute is one of the country’s leading researchers on child- and adolescent well-being. It also has a long history of work with faith communities; two years ago it launched a Center for Spiritual Development in Childhood and Adolescence.

In this new project, Search treats spirituality as a broad concept that includes both religious and non-religious beliefs. The survey is meant to capture many different cultural concepts, beliefs and attitudes, meaning that all youth, religious or not, are welcomed and encouraged to take it. The survey will be administered to thousands of youth in the US, Canada, Australia, Thailand, Ghana, Ukraine and other countries, making it the largest effort of this sort ever undertaken. The New England Network (NEN) also has a national reputation for its research on spirituality and young people. NEN has published three groundbreaking studies on spirituality and at-risk youth, and offers trainings youth-serving organizations and congregations to help integrate this and related research into their youth development work.

Search has contracted with NEN to be one of several research partners in this study. We are asking you to administer the survey to young people who participate in your programs. The survey can be taken online or on paper, individually or in groups, and makes an excellent springboard for group discussions. NEN will sponsor a pizza party for groups of five or more young people who take the survey. To arrange "pizza money" and/or to receive paper surveys, contact Melanie Wilson at mwilson@nenetwork.org or (603) 778-6010.

National League of Cities Announces Afterschool Policy Advisors Network - May 21 Web Seminar Scheduled

2008-05-14T16:04:00.000-05:00

The National League of Cities' Youth, Education and Families Institute has created a new on-line community for municipal leaders. "The Afterschool Policy Advisors Network (APAN) is an interactive, online resource center to help municipal leaders find, share, and discuss knowledge on how to build citywide systems of high-quality out-of-school time programs. The YEF Institute will host a web seminar on May 21, at 2:00 p.m. Eastern Time to demonstrate how city officials can use the APAN Online Community to improve their afterschool efforts."

Click here to register for the APAN Online Community and the May 21 Web Seminar.

For those of you who have strong relationships with your local elected officials, this could be a valuable tool to help support their efforts to support you.

Some text courtesy of The National League of Cities.

Youth Development Approaches to Youth Violence Prevention Conference - June 2 at Holy Cross

2008-05-14T15:34:00.000-05:00

Youth Development Approaches to Youth Violence Prevention Conference
Monday, June 2, 2008
Hogan Center, College of the Holy Cross
1 College Street, Worcester, Massachusetts

Conference Overview
The Massachusetts Department of Public Health Youth Violence Prevention Program, in collaboration with the Massachusetts Department of Elementary and Secondary Education and the Massachusetts Coalition for Youth Violence Prevention, will be hosting the 1st Annual Youth Development Approaches to Youth Violence Prevention conference on Monday, June 2nd, 2008 at the College of the Holy Cross in Worcester, MA.

Conference Goals
This statewide conference will provide a forum for a diverse array of practitioners and stakeholders from the intersecting arenas of youth development promotion and youth violence prevention to share ideas, network with one and other, learn about innovative prevention strategies and promising practices, and identify opportunities for future collaboration. The conference will include prevention practitioners representing a broad spectrum of youth violence including community violence, teen dating violence, gang violence, workplace violence, school violence, sexual violence, witnessing violence, and bullying and harassment. Workshop presenters will include representatives from mentoring programs, after school and out-of-school time programs, employment readiness programs, conflict resolution programs, street outreach workers, and other youth development centered programs. It will also include a number of workshops focusing on innovative approaches to violence prevention currently underway in Massachusetts.

There is no fee for this conference. A continental breakfast and lunch are included. To sign up, click on this
conference registration button.

NIOST Wins $2.1M Grant Over 5 Years to Continue Important Work

2008-05-06T19:36:00.001-05:00

$2.1 Million Awarded for 5-Year Afterschool Matters Initiative to National Institute on Out-of-School Time at Wellesley Centers for Women

WELLESLEY, Mass., April 14 (AScribe Newswire) -- The Wellesley Centers for Women (WCW) is pleased to announce that the Robert Bowne Foundation is awarding more than $2.1 million over five years to the Centers' National Institute on Out-of-School Time (NIOST) for the National Afterschool Matters Initiative which will promote research and professional development for the out-of-school time industry.

"The Wellesley Centers for Women is committed to making the world a better place for women and their families through our research and action programs. NIOST's careful evaluation programs, comprehensive trainings, and advocacy for professional standards are examples of how we do this," says Susan McGee Bailey, Ph.D., WCW executive director. "Expanding the Afterschool Matters Initiative through NIOST advances both the field of out-of-school time and our organizational mission."

The primary objective of this award is to ensure the continuation of the well-established Afterschool Matters Initiative, which includes a Practitioner Fellowship Program; the production of the Afterschool Matters publications; the Edmund A. Stanley, Jr. Research Grantee program; and the Research Roundtables, as forums for connecting research and practice.

"Out-of-school time remains a critical issue for working families in the U.S. and I am proud that the Robert Bowne Foundation is entrusting this important initiative to us - it is an ideal fit," says Ellen Gannett, M.Ed., director of NIOST. "For more than three decades now, NIOST has broken ground to move this industry forward and our work with the National Afterschool Matters Initiative will only further enhance the quality of OST programming and the preparation of staff who support our children and youth."

The Practitioner Fellowship Program for out-of-school time professionals emphasizes reflection on practice towards improved program quality and outcomes for children and youth. Its goals include identifying and disseminating effective practice and strategies for program improvement; building a network of practitioners, scholars, educators, and policymakers working in and studying out-of-school time programs; and contributing to basic knowledge and the improvement of practice and policy in the area of out-of-school time programs.

NIOST is excited to be partnering with the National Writing Project (NWP) in the national expansion of the Practitioner Fellowship program. Additionally, Sara Hill, Ed.D., who has directed this project for the Robert Bowne Foundation for the last five years, will continue to bring her expertise to the Initiative.

The Afterschool Matters Journal is a high quality, peer reviewed journal which will continue to be a vehicle for disseminating cutting-edge research in the field of out-of-school time and also provide a forum for practice and program improvement findings from the Practitioner Fellowship program.

The existing Edmund A. Stanley, Jr. National Research Grant program of the Afterschool Matters Initiative will also continue under NIOST's direction. Currently, four grants of $10,000 are awarded to support research about community-based youth programs during out-of-school time hours. The grantees join with the practitioner fellows to present their work at Research Roundtables.

"We need to continue to examine the many facets of out-of-school time - environments, professional development, programming, engagement, funding - so that we may recommend best practices and policies that will not only improve outcomes for kids, but also further improve the industry benefits for youth workers and educators," stresses Georgia Hall, Ph.D., senior research scientist at WCW and Afterschool Matters project co-director. "The National Afterschool Matters Initiative allows us to expand practitioners' opportunity to reflect on and improve program practices which we know can make a real difference to these professionals and to youth outcomes."

Since 1974, the Wellesley Centers for Women has helped shape a better world through its research and action programs. Work at the Centers addresses three major areas: the status of women and girls and the advancement of their human rights both in the United States and around the globe; the education, care, and development of children and youth; and the emotional well-being of families and individuals. Issues of diversity and equity are central across all the work as are the experiences and perspectives of women from a variety of backgrounds and cultures.

For almost 30 years, the National Institute on Out-of-School Time (NIOST), formerly known as the School-Age Child Care Project, at the Wellesley Centers for Women, Wellesley College, has successfully brought national attention to the importance of children's out-of-school time. Through research, training, evaluation, and program development, NIOST has continued to be at the forefront of advances in the field, and has acted as a leader in many areas of out-of-school time policy development, increased quality standards, professional recognition, and community action.

The Robert Bowne Foundation supports the development of quality programs that offer literacy education to children and youth of New York City, in the out-of-school hours, especially for those living in economically disadvantaged neighborhoods. Afterschool Matters serves as this initiative name and a statement of the Foundation's belief: to children, adolescents, families, and communities, afterschool and other out-of-school-time programs matter a lot.

- - - -

CONTACT: Donna Tambascio, WCW Communications, 781-283-2552, dtambasc@wellesley.edu

NIOST Announces its Annual Summer Seminar

2008-05-06T19:26:00.002-05:00

The National Institute for Out of School Time (NIOST) will host its annual summer seminar in Boston, Massachusetts on July 14-17, 2008. Seminar topics include Advancing School, Afterschool and Community Partnerships; Quality Advisor Training; System Building; and Afterschool Program Assessment System. The seminars are in-depth, research-based events designed to empower providers with the tools necessary to elevate their programs. For more information, visit National Institute for Out of School Time.

Listing courtesy of the Afterschool Alliance.

Editor's Note: Interested parties are encouraged to register as soon as possible as space is limited.

BOSTNet and United Way Announces Engaging Families Conference

2008-05-06T19:15:00.005-05:00

BOSTNet and the United Way of Massachusetts Bay and Merrimack Valley have announced the upcoming Engaging Families conference that will be held at the United Way offices on June 6, 2008. More information from BOSTNet's website appears below:
**************************************************************************************************

Families Matter!
Creating Opportunities for Family Voice, Empowerment and Leadership

Join BOSTnet and United Way on June 6th for the 2008 Families Matter! Conference to celebrate family involvement throughout the ages and stages of child and youth development. You'll learn how to design responsive programs, enhance parent communications, and improve outcomes for youth of all ages.

Panel Discussion
Hear from empowered parents, leading experts, and staff from out-of-school time programs that support family engagement strategies for young children, middle school students and teens.

Special Bonus Resources for Families: Receive copies of the NEW BOSTnet 2008-2009 Guide to Boston's Before and After School Programs!

Workshop Offerings
Guided working sessions will help you adapt strategies to your own programs. Click here for a description of each workshop.
Topics include:

* Including Family Voice and Leadership in your Programs: Going Beyond Family Night
* Developing a Family Focused Staff
* The Power of the 2 Minute Check-in at Pick-Up Time
* Engaging Families in Programs with Teens
* Accessing Community Cultural Resources

Event date: Friday, June 6, 2008
Time: 8:30 am- 12:30 pm
Location: United Way, 51 Sleeper Street, 1st floor Boston, MA 02210
Cost: This is a free event (breakfast and lunch included)

Questions? Contact Manosi Datta, Program Director, Evaluation and Operations at BOSTnet at 617.720.1290 x 210 or datta@bostnet.org.

Lawrence Music Afterschool Program Profiled

2008-05-06T18:55:00.003-05:00

"For many at-risk youth in Lawrence, the violin offers a path to a gang-free life. Kids are "in gangs because they lack a sense of identity and belonging," Marcia Lier, director of Community Strings of Lawrence, told the Boston Globe. "A lot of kids in our program have difficult home lives, but [playing the violin] builds such self-confidence, such pride. I've seen some big-time attitudes fall by the wayside." Community Strings offers free violin lessons before, during and after school, on Saturdays and throughout the summer to more than 75 students in second through eighth grades. The program teaches students to give back to the community as well, scheduling performances in local hospitals, nursing homes and rehabilitation centers."

Listing courtesy of the Afterschool Alliance.

Editor's note: This is an example of an arts-based afterschool program and how the arts provide engaging and enriching alternatives for the Commonwealth's young people that can make a real difference in their lives.

Massachusetts House Votes Increases in Afterschool Line Items

2008-05-06T18:02:00.005-05:00

This past week-end, the Massachusetts House of Representatives finalized their budget for FY09. It is exciting to share that several statewide programs that fund afterschool programs saw important increases. This is particularly exciting considering the current fiscal climate in the state.

Representative Marie St. Fleur, the Vice-Chair of the House Committee on Ways and Means and the Co-Chair of the Massachusetts Special Commission on After School and Out of School Time, was successful in her efforts to increase funding for the Afterschool and Out-of-School Time (ASOST) Program Quality grant from $2M last year to $5M this year.

The Shannon Grant Program which provides funding for afterschool programs as part of its gang prevention efforts, saw a $2M increase from last year. Now $13M is available for funding statewide instead of $11M.

The Department of Public Health's Youth Violence Prevention grant also received more funding - $3M this year versus $2M from last year.

The Extended Learning Time Initiative also received more funding in the House budget. Funded last year at $13M, now $17.5M is available statewide to continue to help schools lengthen their school day.

The Senate will be releasing their version of the state budget later this month and it is hoped that the Senate will also recognize the value of afterschool programs as they deliberate the budget.

Great to see you all yesterday

2008-05-06T17:48:00.002-05:00

Howdy folks - great to see you all at the 21CCLC Coordinator meeting yesterday. I hope the little primer on the blog was helpful to folks as we continue to figure out the best ways to get information to you.

Do contact me if you have any questions about how to use the blog at dmclaughlin@kunnusta.com.

Cheers,

Deb

SAYO-Y Due Date

2008-05-05T11:57:00.001-05:00

The due date for completed SAYO-Y surveys will be June 13, 2008.

New Grants Database on Corporate Donations Announced

2008-04-30T21:44:00.004-05:00

The NonProfit Times and NOZASEARCH recently unveiled a searchable database of more than 4,000 $1 million-plus corporate donations. The free service requires no registration and individuals can search for specific businesses or create an instant list by location or cause.

Listing courtesy of the Afterschool Alliance.

2008-04-29T13:35:00.002-05:00

Hello All, I just read Deb McLaughlin's April 14 post about structured reading programs, especially for readers who are behind in skills. I wanted to add another interesting idea from the magazine Educational Leadership written in last fall's October 07 issue on providing interesting books with no timeable as a way to get disinterested readers to "break through". Research says there is overwhelming evidence that free voluntary reading of interesting books develops literacy. This means no book reports, no comprehension questions, and the freedom to put down and pick up the book whenever one chooses. There are many interesting books for low readers too.There is also evidence that children who get involved in free reading often end up picking what experts would call "good books". (That is heartening!) Based on this article among many and much other brain-based research on reader development, the belief that "once a poor reader always a poor reader" is just not true.

Penny Cuninggim

Rural Communities Across the United States Need Additional Learning Opportunities

2008-04-16T16:51:00.000-05:00

The Center for American Progress issued a new report this month - Additional Learning Opportunities in Rural Areas. Written by Roy Forbes, this report focuses on the needs, challenges and opportunities facing young people in rural America. Forbes' research revealed that students who live in rural areas are more at risk of dropping out of high school and perform less well on academic tests.

The natural inclination to expand learning opportunities, an effort being implemented in urban and suburban communities, is more challenging in rural communities due to lack of resources among other factors.

Structured Reading Programs After School Can Have an Impact if Implemented Properly

2008-04-14T16:12:00.001-05:00

A study recently released by Aridce Hartry, Robert Fitzgerald, and Kristie Porter profiled the opportunities and challenges in providing structured afterschool reading programs for fourth, fifth and sixth graders. Their work focused on this group of students who were low-performing and structured reading programs after school was thought to be an effective strategy to help increase their literacy skills. Not surprisingly, the impact of this strategy was linked to how effectively it was being implemented.

Read their full article on-line courtesy of Red Orbit that was posted on Sunday, April 13, 2008.

The Afterschool Investments Project Provides New Resources

2008-04-14T15:49:00.000-05:00

The Afterschool Investments Project is funded by the Child Care and Development Fund through the U.S. Department of Health and Human Services and provides a series of tools and information to help states assess their school age child care efforts.

State Child Care Subsidy Administration Policies Audio Conference
On January 31, 2008, the Afterschool Investments project held an audio conference for State and Regional Office staff on subsidy administration policies for school-age care, with a focus on state strategies for facilitating transitions between the regular school year and school breaks. This event was based on a new strategy brief released by Afterschool Investments. Please click here for more information about this event.

Using Quality Rating Systems to Promote Quality in Afterschool Programs
Executive Summary: Most tiered quality ratings systems were designed with early care providers in mind, but are readily adaptable to providers that care for school-age children. For those providers who only serve school-age children, adapting the ratings systems is more challenging. This brief outlines issues in adapting tiered quality ratings for those caring for school-age children; offers suggestions for adaptations; and provides examples of innovative solutions that states are proposing.

School-Age Children in Regulated Family Child Care Settings
This publication explores the role of licensed family child care providers in caring for school-age children. It outlines steps that states can take to better support these providers in serving school-age or mixed-age groups and addresses information gaps in the field where further research is needed.

Building Professional Development Systems for the Afterschool Field
Executive Summary: This publication provides a snapshot of state and local approaches to building professional development systems for school-age care professionals, highlighting the shared challenges these systems face and the common components of sustainable professional development systems.

State Child Care Subsidy Administration Policies for School-Age Care
This strategy brief examines subsidy administration policies and practices with regard to how they promote access to care for school-age children. It explores how states establish provider reimbursement rates for school-age care, determine co-payments for families with children in school, and develop strategies to facilitate the transitions between part-time care during the school year and full-time care during school and summer breaks.

State Afterschool Profiles
These annually updated profiles provide a snapshot of the “state of afterschool" in every state as well as an opportunity to compare afterschool activities across the country. Profiles highlight key data and descriptions of the afterschool landscape, which include a range of out-of-school time programming that can occur before and after school, on weekends, and during summer months. They are designed to serve as a resource for policymakers, administrators, and providers. Please click here for updated profiles for all fifty states and the District of Columbia.

Federal Resources for Afterschool Providers
This resource list offers a sample of information available on the Afterschool.gov website, including tips on starting and operating an afterschool program, accessing resources for program funding and financing, delivering fun and innovative curriculum and activities, and addressing issues facing America's youth.

Source: The Afterschool Investments Project website

WGBH Wins Prestigious Award for Work on Afterschool Training Toolkit

2008-04-14T15:47:00.000-05:00

January 18, 2008

Partner WGBH Wins CINE Award for Toolkit Videos

WGBH Educational Foundation, one of the seven partners in the National Partnership for Quality Afterschool Learning that is supported by the US Department of Education 21st Century Learning Centers program, has won a highly acclaimed CINE Golden Eagle Award for video production on the Afterschool Training Toolkit.

The Golden Eagle Awards recognize excellence in documentary and informational film and video production. Recipients of CINE Golden Eagles include Steven Spielberg, George Lucas, John Lasseter, Barbara Kopple, Charles Guggenheim, Ken Burns, Martin Scorsese, Ron Howard, Robert Zemeckis, Mike Nichols, Robert Altman, George Lucas, Spike Lee, Mel Brooks and many others distinguished for their work with film and video.

The three winning videos were "Rehearsing The Tempest," "Integrating Science Across the Curriculum," and "Investigating Science Through Inquiry." Cynthia McKeown, video producer at WGBH, worked with associate producer Jayne Sportelli, editors Karen Silverstein and Mary-Kate Shea, and executive producer Amy Tonkonogy worked to create all the videos for the site.

McKeown says, "It is an honor to be recognized by CINE with a Golden Eagle Award, and it is also very gratifying to know that the Partnership's important work in promoting promising practices in afterschool is being honored as well."

CINE’s Golden Eagle Film and Video Awards event has been held annually since 1957. Originally founded to present a realistic view of the U.S. by showcasing the best American documentary films to overseas audiences, CINE’s mission has broadened to include recognizing and fostering overall excellence in film and video production, especially among new and emerging talent.

From: National Partnership for Quality Afterschool Learning

A question for all of you

2008-04-11T17:42:00.003-05:00

Hello, 21st Century Community Learning Center peeps,

I have met many of you but for those I haven't yet had the pleasure of meeting in real life, let me virtually introduce myself. I am a consultant and I work mostly with government agencies, nonprofits and philanthropic organizations, or "mission-driven" organizations, as I like to call them.

Many of my clients are now talking about how they can help (through their programs, grants or technical assistance) create multiple pathways to higher learning. These programs, grants and TA are generally their response to a rather upsetting question:

How the heck are we going to cope with the reality that a) so many kids don't graduate from high school and b) of those that do, a very small percentage enter college, and c) even among those who enter college, the completion rates are just too low?

What do these things mean in a society which has an economic dependence on a trained, highly skilled, i.e. well-educated workforce?

My question to you (finally, you might rightfully be thinking!) is this: while community colleges, K-12 systems, adult basic education systems are wrestling with these stats, these projections and these problems, what is the role of OST in helping to design new pathways and help to create new educational offerings that might help some of those who are currently left behind?

I'm grateful for your insights, observations and thoughts, by email (Liz@strategymatters.org) or through the comments here.

Best to all,
Liz

NIOST Publishes 2008 Fact Sheet

2008-04-04T21:42:00.002-05:00

The National Institute on Out -of-School Time (NIOST) has published their 2008 Fact Sheet called Making the Case: A 2008 Fact Sheet on Children and Youth In Out-of-School Time. This fact sheet is chock full of information about the impact of afterschool and out-of-school time programs upon the lives of children and youth, the continuing need for programs, characteristics of the workforce among other key themes.

This easy to read fact sheet can be a valuable tool when you are preparing your presentations, grants, and other reports.

Addressing Loss of Learning Over the Summer

2008-04-04T21:20:00.004-05:00

Dr. Ruth Peters, a contributor to MSNBC, talks about the best ways for parents to prevent the loss of learning for their children over the summer months. Research indicates that students can lose up to two months of knowledge over the summer and that loss is even greater for low-income students. Click here for the article and video about this important topic.

Harvard Family Research Project Publishes New Issue Brief

2008-04-04T20:44:00.004-05:00

A new issue brief from the Harvard Family Research Project (HFRP) highlights ten years of research demonstrating the value of afterschool programs, and poses a series of forward-looking questions for program providers.

"After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It," by Priscilla M.D. Little, Christopher Wimer and Heather B. Weiss is the tenth in HFRP's series of issue briefs covering a variety of topics related to afterschool research and evaluations. It highlights key research on afterschool programs' impact on academic success; social and emotional development; drug, alcohol and sex prevention; and health and wellness.

The brief identifies key building blocks for program success, including quality programming, sustained participation, partnerships with schools and community organizations, family participation and more. It concludes by framing a series of questions for the afterschool community. Among them: how to ensure that effective afterschool practices are broadly implemented, and how programs can work with schools and community partners to "ensure a complementary array of learning and developmental supports."

The brief is part of HFRP's "Issues and Opportunities in Out-of-School Time Evaluation" series.

Reprinted from the Afterschool Alliance.

Coalition for Community Schools Holds its National Forum on April 30 - May 2

2008-04-03T14:46:00.003-05:00

The Coalition for Community Schools will host its National Forum 2008 in Portland, Oregon. The theme is "Community Schools for All." Participants will learn to mobilize local leadership as champions for community schools system-wide; increase their capacity to advocate with national, state and local policy makers; plan and organize at the school and community levels; utilize research data and information; apply best practices; and more. For information, visit the Community Schools website.

Listing courtesy of the Afterschool Alliance.

The Center for Summer Learning Holds Their National Conference on April 17-18

2008-04-03T14:35:00.004-05:00

The Center for Summer Learning will host its National Conference in Albuquerque, New Mexico from April 17-18. Attendees will hear about the latest research, discuss effective program management strategies, learn to influence public policy, advocate for high-quality summer learning programs, network with like-minded colleagues, and more. For information, visit the Center for Summer Learning.

Listing courtesy of the Afterschool Alliance.

Afterschool and Family Involvement

2008-04-03T13:59:00.003-05:00

Last month, the Afterschool Alliance issued a new Issue Brief, Afterschool: Supporting Family Involvement in Schools that talks about the natural link afterschool programs provides to parents. Research indicates that parental involvement makes a real difference in how their children perform in school. Check it out!

New England 21st CCLC Conference Focuses on Leadership

2008-04-03T13:39:00.002-05:00

The third annual New England 21st CCLC conference was held in Cambridge last week from March 25 to March 26. Attended by over 300 people, the conference focused on leadership and sustainability - a popular theme in Massachusetts for the past year or so.
Conference attendees were treated to a range of interactive workshops and lectures including learning more about our individual leadership styles using the Gregroc methods.

Congratulations to all the conference organizers for a job well done!

Playground games boost self control

2008-04-03T13:10:00.004-05:00

Leading research by Dr. Adele Diamond, reveals that playground games helps children gain skills such as "executive control" which helps them to think twice before they make a decision. Executive control also helps young people make conscious and deliberate choices and improve working memory. Working memory is what is needed when solving math problems for example. "You need these kinds of skills in all facets of your life," said Adele Diamond, co-author of the study that appeared last November in the journal Science. This research shows that executive control are predictors of future success in school and IQ tests. Researchers claim that these kinds of skills can be taught like academic skills and may be a tool to help teachers work with children who may be considered hyperactive.

Social and emotional learning matters!

2008-03-28T09:18:00.002-05:00

Hello All,

The ASCD (Association for Supervision and Curriculum Development) has just announced the release by CASEL of a preliminary report about the impact of social-emotional learning (SEL) on academics. This study supports the research principle related to brain-based teaching that says: The brain/mind is social--how important social interaction and good social skills are for developing optimum performance in learners. The study involved over 300,000 children and concludes that students who participate in SEL programs improve significantly in social emotional skills, attitude toward selves, classroom behaviors, stress levels, and achievement test scores (by 11 percentile points). Learning good socio-emotional skills actually enhances academic performance. Rather like the health study that talks about how sleep impacts on obesity--too things that don't have, at first glance, a logical relationship. In addition, this CASEL study supports the findings of an earlier study this group did demonstrating the positive impact of after-school programs that focus on social skill development.

This announcement is part of The Whole Child initiative of ASCD (www.wholechild@ascd.org)--the organization's latest 'take' on the best principles to use when crafting school programs. The five elements of whole child programs are: health, safety, engagement, support and challenge. Funny, mine for both school and after-school would be something like...: healthy, connected, empowered, purposeful and creative.

It is an interesting exercise to try to write out one's most important values related to school and after-school services. Not an easy task. The one that is the hardest to state for me is the centrality of looking at children through the lens of brain-based and neuro-science research regarding how a child's brain learns and relates best.

Has anyone out there attempted to create their own value statement about after-school programming? Or a word or phrase that sums up brain-based research? I would love to hear what you have come up with.

Meanwhile, it is wonderful to see the research being done now on the importance of non-academic learning on academic achievement.

Penny Cuninggim

After-school programs can increase physical activity of adolescent girls

2008-03-17T23:42:00.000-05:00

Afterschool programs can modestly increase the amount of physical activity among girls in middle school, according to new results from the Trial of Activity for Adolescent Girls (TAAG), a multiple site, community based study supported by the National Heart, Lung, and Blood Institute (NHLBI) of the National Institutes of Health.

Results are published in the article, "Promoting Physical Activity in Middle School Girls," in the March issue of the American Journal of Preventive Medicine.

The study found that programs which linked schools in 6 geographic regions of the U.S. with community partners (such as the YMCA or YWCA, local health clubs, and community recreation centers) increased time spent in moderate-to-vigorous physical activity among the middle-school female students by about 2 minutes per day, or 80 calories a week. This finding occurred after three years of the intervention but not after two years. Physical activity was measured using accelerometers (a device for measuring the acceleration of motion), rather than self-reported. The authors write that results suggest this improved level of activity could prevent excess weight gain of about 2 pounds per year (or 0.82 kg per year), which, if sustained, could prevent a girl from becoming overweight as a teenager or adult.

In addition, TAAG showed a reduction of 8.2 minutes of sedentary behavior in girls in the intervention schools. Furthermore, the best results were seen in programs offered between 2 p.m. and 5 p.m. on weekdays, which suggest that afterschool programs are more effective than programs offered at other times, such as morning weekdays and weekends. The study results support the need for schools and community programs to work together to provide opportunities for physical activity programs in afterschool settings.

Researchers have found that as youth, especially girls, become adolescents, their level of physical activity decreases, putting them at risk for becoming overweight.

Listing courtesy of EurekAlert!

Massachusetts Catalogue for Philanthropy Seeking Applications - Deadline April 4, 2008

2008-03-13T15:15:00.002-05:00

The Massachusetts Catalogue for Philanthropy was the first of its kind – conceived in November 1996, as a project of the Ellis L. Phillips Foundation. From the outset, it was designed to be the nucleus of interrelated and mutually reinforcing elements, engaging all constituencies of philanthropy in a comprehensive, institutionalized system for promoting philanthropy itself. This project includes the Generosity Index, a website, statewide systems for Venture Philanthropy, Special Projects, and Capital Campaigns for Small Charities; state Giving Days following Thanksgiving; and various stylistic and substantive elements. The catalog engages charities, grant makers, community foundations, fundraisers, donors, the media, scholars, and financial and philanthropic advisors.

Publication in the annual Catalogue for Philanthropy that is distributed to 80,000 households and small private or family foundations in Massachusetts, marketing and communication, and listing on the website, which is promoted to the general public locally and nationwide, and features every charity ever listed by the Catalogue.

Applications are due April 4, 2008 and eligible applicants are tax-exempt, not-for-profit organizations with 501 (c) 3 status in Massachusetts with budgets up to $3 million.

For more information: Carl Mastandrea, Catalogue for Philanthropy, 124 Watertown St., Suite 3B, Watertown, MA 02472, telephone: (617) 923-8401, website: www.catalogueforphilanthropy.org/ma/applynow/index.html.

Listing courtesy of the Mayor Menino's Office of Intergovernmental Affairs - Funding Update

A Lesson from Providence, Rhode Island: Afterschool an Opportunity to Engage "Troubled Youth"

2008-03-11T20:18:00.000-05:00

Sunday's edition of the Providence Journal featured an innovative approach to addressing in-school disciplinary issues of school students. Instead of keeping students afterschool in detention, they are kept afterschool to learn emotional and social skills as well as complete reading and writing assignments. They focus on support versus punishment in what they call afterschool engagement.

New Afterschool Research Show Programs Work

2008-03-11T19:49:00.001-05:00

The California Afterschool Network featured the latest studies of two very distinguished researchers at one of their forums in January 2008. Denise Huang, co-author of The Long-Term Effects of After-School Programming on Educational Adjustment and Juvenile Crime: A Study of the LA’s BEST After-School Program and Deborah Vandell, author of Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs presented their work.

The highlighted links provide access to their PowerPoint presentations and their research.

Doodle4Google - Register by Friday, March 28

2008-03-10T16:17:00.001-05:00

Ever expanding their ways to involving schools, Google is sponsoring Doodle4Google, a competition for children and youth K-12 to help design logos for Google commemorating special holidays and other occasions. Registration must be completed by March 28 and final entries are due April 12. A panel of judges will select 40 finalists and the public will vote on the one they want to be posted on Google on May 22. Here is a chance for the budding artists in your afterschool programs to be discovered!

Afterschool Alliance Issues 2007 Year in Review

2008-03-10T15:52:00.000-05:00

The Afterschool Alliance helps to remind us all what strides the field of afterschool made in 2007 by issuing 2007 Afterschool Year in Review: A Year of Challenges and Growth. Released earlier this year, this document profiles increases in afterschool funding, both nationally and in various states. It also provides sections on the latest research that demonstrates the effectiveness of afterschool programs and how support for afterschool is growing.

Youth Programs Resource Center Issues Monthly Funding Tips

2008-03-07T15:38:00.006-05:00

The Finance Project, through its Youth Programs Resource Center issues monthly funding tips to help programs sustain their work. The monthly series began in June 2007 and their website maintains an archive of all the monthly tips.

February's monthly tip addresses how to partner with other organizations in rural communities to improve transportation.
Check them all out!

Akron Afterschool: A Case Study in Sustainability

2008-03-07T14:35:00.007-05:00

The Cleveland Plain Dealer reported yesterday that Akron Afterschool, the city's afterschool program, is being used as a case study for other afterschool programs in Ohio because of their ability to raise funding to operate their programs. Their $1.5M program serves 2,000 - many who are low-income children. They have been able to sustain their efforts by working with 60 different organizations as well as the school district and city government. The study is being done in cooperation with Ohio State University and the Ohio Department of Education. State officials are hoping to replicate their model elsewhere in the state.

Once this is published, we'll distribute the link to you so you can see what lessons may apply to your ongoing sustainability efforts.

The Nation's Top 60 Philanthropists

2008-03-03T18:07:00.003-05:00

Curious about who gives big money in the United States? Slate has compiled a list of 60 of the wealthiest philanthropists as part of their special issue on philanthropy. Check out their rankings and donations.

Extended Learning Time Initiative Appears to be Working; Cost is a Factor

2008-03-03T17:44:00.004-05:00

The Boston Globe reported last month that early results of the Massachusetts Extended Learning Time Initiative show it to be working.

Despite its early and promising returns, many observers also express concern about the costs of expanding and maintaining it across the Commonwealth.

The article reveals additional for your review.

Device Helps Overweight Children Watch Less TV

2008-03-03T17:14:00.003-05:00

The Scientific American reported on a study published today in the Archives of Pediatric & Adolescent Medicine, by Leonard Epstein of the University at Buffalo, the State University of New York. The study revealed that a monitoring device cut TV watching and computer time in half thereby helping overweight children eat less and lose weight. The device gradually reduced the amount of time a young person could watch TV or be at their computer by 50% . The use of this device also reduced the amount of conflict between a parent and child once the initial decision was made to use it.

The article provides additional information.

Afterschool Team Sports and Overweight Children

2008-03-03T16:50:00.007-05:00

The Archive of Pediatrics and Adolescent Medicine recently reported their results of the Stanford Sports to Prevent Obesity Randomized Trial (SPORT). As a result of their six-month study of low-income children who played soccer, they learned that their body mass significantly decreased in three and six month intervals and the level of their physical activity rose during this time period. Their conclusion? Playing soccer afterschool was an effective means to keep children healthy.

Review the study to learn more.

Chicago Adopts Gaming for Afterschool Math Programs

2008-03-03T16:21:00.005-05:00

The March 2008 issue of T.H.E. Journal reports that the city of Chicago is incorporating elements of gaming to teach students pre-algebra and algebra in four of its afterschool centers. Utilizing software from Tabula Digita, students go out on missions to score points as part of tournament style games. Multi-school competitions are then held for students and teachers alike.

"Our millennium students are digital learners and as such their brains are wired differently," said Sharnell Jackson, chief eLearning officer for Chicago Public Schools, in a statement released last week. "We felt compelled to identify exceptional teaching and learning tools for our after-school programs that offer a high-level of engagement, are rich in competition, and correlate to the core instruction being given in the classroom."

21st CCLC may be interested in reading more to see how they are using digital learning in afterschool environments.

New Resource: Request for Proposal (RFP) Database

2008-02-28T15:34:00.007-05:00

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!

More Resources for Afterschool Program Providers in Rural Areas

2008-02-28T15:08:00.003-05:00

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.

After School Programs and English Language Learners

2008-02-28T14:43:00.005-05:00

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.

Important Resource: Afterschool Alliance's Issue Briefs

2008-02-28T14:08:00.005-05:00

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.

Afterschool Alliance Reports on Congressional Briefing on Afterschool in Rural Communities

2008-02-28T13:53:00.005-05:00

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."

21st CCLC Announces Summer Institute in Dallas, Texas

2008-02-28T13:13:00.004-05:00

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.

Getting the Grant: A Guide to Securing Additional Funds for After School

2008-02-24T08:14:00.000-05:00

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

Joining the group

2008-02-22T10:49:00.004-05:00

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

Building Healthy Teen Relationships -- Call for Proposals Released

2008-02-21T11:07:00.001-05:00

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.

New Study Shows Afterschool Programs Work

2008-02-21T10:11:00.007-05:00

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.

February 29 Deadline for Community and Police Partnership Awards

2008-02-20T14:19:00.006-05:00

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.

Gloria Barron Prize for Young Heroes Seeks Nominations

2008-02-20T13:59:00.007-05:00

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.