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Archived Information

Chapter 2

What Works: Components ofExemplary After-School Programs

Risk can be transformed into opportunity for our youthby turning their nonschool hours into the time of their lives.

A Matter of TimeCarnegie Corporation

December 1992

Quality after-school programs can provide

safe, engaging environments that motivateand inspire learning outside of the regularschool day. While there is no one singleformula for success in after-schoolprograms, both practitioners and researchershave found that effective programs combineacademic, enrichment, cultural, andrecreational activities to guide learning andengage children and youth in wholesomeactivities. They also find that the bestprograms develop activities to meet the

particular needs of the communities theyserve.

The types of activities found in a qualityafter-school program include tutoring andsupplementing instruction in basic skills,such as reading, math, and science; drug-and violence-prevention curricula andcounseling; youth leadership activities (e.g.,Boy Scouts, Girl Scouts, academic clubs);volunteer and community service

opportunities; college awareness andpreparation; homework assistance centers;courses and enrichment in the arts andculture; computer instruction; languageinstruction, including English as a secondlanguage; employment preparation ortraining; mentoring; activities linked to law

enforcement; and supervised recreation and

athletic programs and events.

However, many programs allow children tospend far too much time in passive activitiessuch as television or video viewing. Onereason for poor-quality after-schoolactivities may be inadequate facilities. Mostafter-school programs do not have the use ofa library, computers, museum, art room,music room, or game room on a weeklybasis. Too many programs do not have

access to a playground or park.

1

Otherreasons for poor-quality after-schoolprograms include large ratios of children tostaff, inadequately trained staff, and highturnover due to poor wages andcompensation.2

Looking at the big picture of after-schoolprogramsthose in schools, those run in thefacilities of community-based organizations,or those found in houses of faith

researchers have identified some commoncharacteristics necessary to developing high-quality programs that meet the needs of adiverse population of school-age children.3

Working for Children and Families 35


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Common elements of successful

after-school programs include:

Goal setting, strong management, andsustainability

Focus on the goals of the program

Solid organizational structure

Effective management and

sustainability

Meeting legal requirements

Quality after-school staffing

Role of the program administrator

Hiring and retaining qualified staff

Professional development for staff

Use of volunteers

Low staff-to-student ratio

Smaller group sizes

Attention to safety, health, and nutritionissues

Creating safe places with adequate

space and materials

Meeting nutritional needs

Effective partnerships with community-based organizations, juvenile justice

agencies, law enforcement, and youthgroups

Steps to building an after-school

partnership

Using community resources

effectively

Strong involvement of families

Involving families and youth in

program planning

Attending to the needs of working

parentsEnriching learning opportunities

Providing engaging opportunities to

grow and learn

Challenging curriculum in an

enriching environment

Coordinating learning with the

regular school day

Linking school day and after-school

curriculum

Linkages between school day andafter-school personnel

Planning time to maximize childrens

opportunities

Coordinated use of facilities and

resources

Evaluation of program progress andeffectiveness

Using data for improvement

Designing effective evaluations

These characteristics of high-qualityafter-school programs help ensure childrenscontinued growth, development, andlearning throughout the preadolescent andadolescent school years.4

Goal Setting, StrongManagement, andSustainability

Community coordination and collaborationare key to running successful after-schoolprograms. Programs need to set andcommunicate goals from the beginning,develop a solid organizational structure,manage effectively, and plan for long-termsustainability.

Focus on the goals of the program.

After-school programs should be clear abouttheir intended goals. Some after-school

programs are designed primarily as safehavens, some focus on recreation, and othershave a strong academic focus. Leaders,staff, parents, and community membersshould establish these goals throughcollaborative decisionmaking. Once the

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goals have been established, the programshould be managed to meet those goals. Bycreating an evaluation plan that focuses onthe goals, an after-school program can set acourse for continuous improvement in which

the goals may shift or be refined over time.

Communicating the goals of the program isa primary function of the leaders and staff.The programs goals influence and guide theallocation of funding, the structure andactivities of the program, the overall sizeand staffing, plans for long-termsustainability, and many other factors. Inaddition, a clear set of goals lets families andcommunity members know what the

program offers to children and how they canhelp.

Solid organizational structure.

Organization and management structuresvary across after-school programs. Theshape of these structures depends onwhether the programs are developed byschools or districts, by community-basedorganizations or other social serviceproviders, or in partnership with severalagencies or organizations. Regardless of thesponsoring group or groups, a successfulgovernance structure combines hands-on,site-based management with regularoversight and accountability to all partners.In programs focused on academicenhancement, school personnel andafter-school program administrators need asystem in place that allows for effectivecommunication, flexibility, andaccountability for actions and results.

Strong Resource Management Matters

Ankeny, Iowa, a community of 25,000,maintains programs for 5,000 children K-12 in nine public schools and a community

center. One school offers after-schoolactivities, adult education classes,substance abuse counseling, familyservices, recreation, meeting space forcommunity groups, and a juvenile justiceprogram. Funding for programs comesfrom a variety of sources, including userfees and registration fees, the parent-teacher association, federal and stategrants, local voluntary contributions, cityand school funds, and rental fees for

private use of facilities.

Effective management and sustainability.

Successful programs use annual operatingbudgets, accurate bookkeeping systems,affordable fee structures, and multiplefunding sources, including in-kind support.Program administrators search for fundingcontinuously and creatively, looking to bothnew sources (e.g., community foundationsand groups, such as the United Way, local

education funds, and employers) andtraditional sources (e.g., federal formula anddiscretionary programs, state programs,foundations, community agencies, andorganizations). In addition, a number ofmayors and governors are proposing newfunding for after-school programs. At thenational level, President Clinton and VicePresident Gore proposed and Congresspassed $200 million in 1998 and $453million in 1999 to expand after-school

programs through the 21st CenturyCommunity Learning Centers.



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Meeting legal requirements. Successfulprograms develop procedures and policiesthat protect children and staff by meetinglicensing requirements, addressing liabilityissues, carrying adequate liability insurance,

maintaining appropriate records, regularlyreviewing health and safety practices, andcomplying with the Americans withDisabilities Act requirements. Inclusion ofchildren with disabilities is part of a goodafter-school program.

Serving Kids with Disabilities in

After-School Activities

Kids of All Learning Abilities (KOALA),

a program of the Greater BostonAssociation for Retarded Citizens, isfunded by the Boston School-Age ChildCare Project and the MassachusettsDepartment of Mental Retardation. Theprogram helps children with disabilitiesget into after-school and recreationalprograms. KOALA helps place childrenin programs and provides support toparents and children during the transitioninto a new program. KOALA has

expanded the number of Boston programsthat can serve children with disabilitiesand, as a result, more children have beenplaced and served.

Quality After-SchoolStaffing

Staffing arrangements vary according to aprograms size, management structure, andgoals. But all programs need staff who are

qualified and committed, have appropriateexperience and realistic expectations, andcan interact productively with regular schoolstaff, whether or not the program is school-based. Staff usually include a programadministrator, teachers, paraprofessionals,

and college students along with parent andcommunity volunteers.Role of the program administrator. Theprogram director plays an important part inensuring that the after-school program

provides high-quality services that meet theneeds of program staff, students, andfamilies. Effective administrators alsodevelop strong relationships with the schoolsthat the participating children attend andwith important community partners.

Hiring and retaining qualified staff.

Children in school-age programs indicatethat warm, caring, and stable adultrelationships are important to their success

in an after-school program. This isespecially critical for children and youthwho may not have the support and guidancethey need at home. Having a staff withhigher levels of education is related to fewernegative interactions between staff andchildren and greater parental satisfaction.As such, programs should hire skilled andqualified staff who are experienced inworking with school-age children onlearning, enrichment, and recreationalactivities.5

Programs should also be willing to provideattractive compensation and workscheduling packages to retain quality staff.For example, teachers who are part of anafter-school program may participate on thebasis of a staggered school day that begins at11 a.m. and ends at 6 p.m.



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Looking at the School Day in a New

Way

Five days a week, year-round, nineelementary schools in Mufreesboro,

Tennessee, are open from 6 a.m. to 6 p.m.At Cason Lane Academy (grades K-8),each day is divided into three distinctparts: traditional academics such asreading, until 10 a.m.; contemporaryeducation, with small group work,individual instruction, and music and artclasses for every student, 10 a.m. to 3p.m.; and increased opportunities, inwhich parents may choose academicstaught by regular Cason Lane teachers, art,

recreation, or life skills classes for theirchildren from 3 to 5 p.m.

During the year, 90 percent of CasonsLanes 950 students participate in theafternoon session at some time. CasonLane uses flex-time scheduling to makecertified teachers available to teachacademics after regular school hours.Mid-day assistants, usually collegestudents, relieve teachers and supervise

lunch. Ancillary staff, coaches, and musicteachers work from 9:30 a.m. to 5 p.m.

Professional development for staff. Inorder to sustain a quality program, staffshould be provided with training andlearning opportunities to prevent high ratesof turnover. Staff training often includeshow to work with children, how to negotiate,and how to adapt to the needs of children ofdifferent ages, races, or cultures and children

with disabilities. Training can also giveemployees ideas for enrichment and hands-on activities, greater expertise in academicsubject matter, knowledge in assessingstudent progress, and strategies for thedifferent program components of academics,

enrichment, and recreation. Training iscritical to retention of quality staff membersand volunteers.

Use of volunteers. Most after-school

programs welcome volunteers. Volunteerscan include parents, grandparents, caringsenior citizens, federal work-study collegestudents, or national service (e.g.,AmeriCorp, VISTA, Foster Grandparents)personnel. Their use can dramaticallyreduce the price of a program while reducingthe staff-to-child ratio and creating acommunity of learners. Volunteers shouldhave meaningful experiences that build oftheir skill levels and interests. As with the

regular after-school employees, volunteersshould be oriented to working with childrenand youth before entering the program andgiven the opportunity to participate in staffdevelopment.

Low staff-to-student ratio. For truestudent enrichment, the staff-to-student ratioshould be low, especially when tutoring ormentoring. Staff-child ratios vary accordingto the ages and abilities of children.

Usually, the ratio is between 1:10 and 1:15for groups of children age six and older.Larger staff-child ratios (greater than 1:13)are associated with more time waiting in lineand with staff exhibiting poorer behaviormanagement skills.6



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Community Assessment Leads to

After-School Program

Results from a 1990 survey by theAmerican Association of University

Women led to the development of theBefore- and After-School Explorers(B.A.S.E.) Program in Lansdale,Pennsylvania. Since 1991, the school-based program has more than doubled insize, yet it still maintains a desirable 1:12teacher-student ratio.

Smaller group sizes. Group size alsomatters when undertaking learning andenrichment activities, depending on the type

and complexity of the activity. Group sizeshould not exceed 30 in any case. Bylimiting group sizes, children have morepositive interactions with staff members andother children. Programs in which childrenare in groups that exceed 30 tend to losetheir learning function. Ratios and groupsizes should be kept small when students arelearning a new or difficult skill. This is alsotrue for activities involving equipment thatcould be dangerous if children are not

supervised properly.7

Attention to Safety,Health,and Nutrition Issues

Creating safe places with adequate space

and materials. Programs should be safe,close to home, and accessible to all childrenand youth who want to participate. Theyshould have adequate space for a variety ofindoor and outdoor activities and age ranges,and age-appropriate materials for enhancinglearning opportunities. Safe transit can be provided through such methods as staffescorts and crossing guards.

Safe Places Cut Crime

To create safe places for kids, BaltimoresPolice Athletic League (PAL) opened upafter-school activity centers in the citys

fledgling recreation centers from 2 to 10p.m. Today there are more than 27 centersthat serve as safe places for neighborhoodkids. Crime involving youngsters hasdropped markedly in neighborhoodswhere the centers are located. The PALcenter becomes an anchor in thecommunity and makes the entirecommunity safer.

Safe, Drug-Free Havens

The Beacon Schools Initiative was formedbased on recommendations of a task forcecharged with developing an anti-drugstrategy for New York City. To createsafe, drug-free havens for children, youth,and families, Beacon schools are requiredto be open at least 42 hours a week, sixdays a week, and year-around, includingsummers and holidays. Typically, Beaconschools are open from 3 - 10 p.m.

everyday, including Saturdays. Participantenrollment at the Beacon schools averages1,700 student participants, pluscommunity residents. Beacon schoolsoffer such activities as sports andrecreation, arts and culture, educationalopportunities, vocational training, healtheducation, and the opportunity forcommunity meetings, substance abuseprevention education, and neighborhoodsocial activities. The New York City

Department of Youth and CommunityDevelopment funds the program. EachBeacon school receives $400,000annually, along with $50,000 for custodialservices. Several private foundations also



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provide funds to enhance the Beaconschools programming.

Safe Havens for Enrichment and

Recreation

By employing teachers and other staff,LAs BEST (Better Educated Students for

Tomorrow) provides 10,000 students in 62schools across the city with academictutoring and instruction, a safe haven forenrichment and recreation, and anopportunity to develop self-discipline,self-confidence, and interpersonal skills.Through a partnership of the Los AngelesUnified School District, the City of LosAngeles, California Department ofEducation, and private sector companies,the program runs until 6 p.m. after school,

Monday to Friday, serving children inneighborhoods vulnerable to gangs, crime,and drugs.

The program includes homeworkassistance and learning activities, clubsranging from computers to cooking,organized sports, field trips, and the arts.Diverse and creative enrichment activitiesinvolve children in dance, music, science,and art. A significant number of parents

and volunteers participate in LAs BESTprograms on-site and in regional andcitywide activities.

Independent evaluations have shown thatchildren who participate in LAs BEST getbetter grades, have greater enthusiasm forregular school and show positive changesin behavior. Schools running an LAsBEST program have shown a reduction inreports of school-based crime.

Meeting nutritional needs. Goodafter-school programs provide a nutritioussnack and other meals when appropriate, forrelaxation and socializing and to promote



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sound nutrition for participants. Federalfood and nutrition programs offered by the

U.S. Department of Agriculture are availableto school- and community-based programsto help meet the nutritional needs ofstudents.

U.S. Department of Agriculture Foodand Nutrition Program

The U.S. Department of Agricultures(USDA) Food and Nutrition Servicesponsors a number of food programsaimed at improving nutrition for thenations students. Services that can beused in before- and after-school andextended-learning programs include theNational School Lunch Program, the

School Breakfast Program, the SummerFood Service Program, the Child andAdult Care Food Program, and the SpecialMilk Program. For more information, call703-305-2286 or find program fact sheetson the USDA Web site at usda.gov/fcs.

Effective Partnerships withCommunity-BasedOrganizations, JuvenileJustice Agencies, LawEnforcement, and YouthGroups

Running quality after-school programs withactivities such as tutoring in reading, artsand music classes, conflict resolution,mentoring to prepare students for college orcareers, homework help, computer classes,organized sports, and drug-preventionclasses requires solid support from parents,

educators, and community residents.Successful programs also have support fromlaw enforcement agencies, service providers,community-based and civic organizations(e.g., the United Way, YWCAs or YMCAs,Girl Scouts, Boy Scouts, Junior



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Achievement, Boys and Girls Clubs),colleges, employers, arts and culturalinstitutions, museums, park and recreationservices, and public officials.Effective programs draw on all of the

communitys diverse resources, includingthe participation of children and youth inprogram planning, in order to best addressthe concerns of an entire community.

Steps to building an after-school

partnership. Collaboration often requireschanges in traditional roles, responsibilities,expectations, relationships, and schedules.These changes can frustrate even the best ofefforts if the men and women who run the

new program do not share common goals, avision for what the after-school program canaccomplish, and an understanding of thepopulations the program will target. Theprograms leaders must also agree on thestrategies to be used. Schools, parents,after-school staff members, and communityleaders can take several steps to ensure thesuccess of an after-school program.8 Theymust:

Build consensus and partnerships

among key stakeholders to convey theimportance of the after-school orsummer program and involve them in itsplanning.

Assess school and community needs

and resources to operate before- andafter-school programs.

Design a program that provideslearning opportunities for both childrenand families within the school and thecommunity at large.

Address logistical issues, including theuse and maintenance of facilities, legaland liability concerns, and institutionalpolicies.

Obtain qualified employees and

volunteers and clearly define their rolesand responsibilities.

After-School Includes the EntireNeighborhood

The Chicago YouthNet Program is anetwork of youth development siteslocated in 20 of the citys 25 policedistricts, and is funded by City of Chicagocorporate funds. The program includesactivities such as educationalenhancement, support services, andrecreational, cultural, and community

activities including newly expanded jobreadiness and family counseling programs.The program uses the communityresources of the local police district, localpublic schools and parks, neighborhood-based service providers, and communityand religious organizations to provide acomprehensive joint venture program.



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Public-Private Partnerships

The After-School Corporation (TASC) inpartnership with the City of New York,New York State, and the New York Board

of Education is currently providingafter-school funding to 100 sites located inschools in New York City and nine sites inupstate New York and Long Island. As ofFebruary 2000, TASC funded programsare serving more than 25,000 schoolchildren. The program is open from 3 to 6p.m. every day and available to childrenenrolled in that public school. Activitiesinclude: arts enrichment, recreation,literacy and language arts, sports, cultural

awareness, technology literacy,mathematics and science, communityservice, career preparation, and collegepreparation.

TASC provides funding to community-based organizations that manage and staffprojects at each school site.

Using community resources effectively.

Effective collaboration between the

after-school program and the community,whether through partnerships or developednetworks, gives students more options andhelps to extend the resources available forafter-school learning, enrichment, andrecreation. Communities can provide a widerange of resources for developing high-quality programs, such as funding, facilities,materials, expertise, job observationexperiences, mentors, tutors, and communityservice and learning experiences. Advisory

boards help maintain strong links among thecommunity, families, community-basedorganizations, religious organizations,employers, and the school system and bestuse a communitys various resources. Theseboards can help the community conduct an

inventory of existing after-school resources,such as opportunities at Boys and GirlsClubs or local churches and identify theneeds of students in a neighborhood.

The role of the school. Although thedegree to which a school participates increating a successful after-school programcan differ from community to community,the role of the school should be one of acommunity ambassador and an advocate ofquality after-school programs. An effectiveschool is a leader in establishing commun-ication, cooperation, collaboration, andparticipation among families, school day andafter-school staff in an effort to improve

learning opportunities for children.Communities often look to the schools toprovide after-school programs. Schools canprovide space, accessibility, transportation,staff, management, and other resources forafter-school programs.9

The role of law enforcement officials.

Law enforcement officials are supportingafter-school programs as ways to preventcrime. Nine out of 10 police chiefs agree

that if America doesnt pay for greaterinvestments in programs to help childrenand youth now, we will all pay far more laterin crime, welfare, and other costs. Indeed,when asked to pick the strategy that wouldbe most effective in the long term inreducing crime and violence, the chiefschose increasing investment in programsthat help all children and youth get a goodstart nearly four to one before trying morejuveniles as adults or even hiring

additional police officers. Following up ontheir beliefs, police officers and other lawenforcement officials are collaborating withcommunity groups, sponsoring after-schoolprograms for children and youth, andserving as role models and mentors in theprograms that are available.10



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We can make ourselves and our children

safer by investing in child care and

after-school programs for Americas most

vulnerable kids, instead of waiting to spend

far morein money and liveson thosewho become Americas Most Wanted

adults.

R. Gil KerlikowskeBuffalo Police Commissioner

President, Police Executive Research

Forum

Strong Involvement ofFamilies

Research during the past 30 years has shownthe difference that family involvementmakes in childrens learning and chances forsuccess. Family involvement in after-schoolprograms is just as important. The successof an after-school program depends on theinvolvement of both families and thecommunity.

Involving families and youth in program

planning. Programs designed to includefamilies and children in the planning draw

greater support from participants and theirfamilies and from the community at large.When programs incorporate the ideas ofparents and their participating children,activities tend to be more fun and culturallyrelevant and tend to capture childrens andadolescents interests better. Successfulprograms seek to involve parents inorientation sessions, workshops, volunteeropportunities, parent-advisory committees,and in a wide range of adult learning

opportunities, such as parenting, computer,and English as a second language classes.

Parents Help Plan After-School

Activities

The Master Program in Montgomery,Texas, offers elementary students (K-6)

the opportunity to experience a variety ofeducational and recreational activitiesafter school. A committee of 30 parentsworks with the schools administration tooversee program operations and makesdecisions on class offerings. Thiscommittee serves as a liaison betweenparents and the school administration,encouraging positive communication aswell. During the past year, many moreparents have become involved in the

program, both on the parent committeeand as volunteers in the after-schoolprogram activities.

Attending to the needs of working

parents. Good programs are aware thattheir customers are not only the childrenthey serve but their families as well. Theseprograms are designed with sensitivity to theschedules and requirements of workingparents. Successful programs also find

creative ways to keep parents informed ofthe daily activities, schedules, progress, andaccomplishments of their children, and otherhelpful family resources information. Aparent information center, a family Web site,newsletters, information flyers, or a once-a-month family night provide varying degreesof family engagement opportunities.

Accommodating family schedules

In addition to the after-school hours,

activities are also scheduled during themorning hours before school when manyparents are either commuting to work oralready there. Learning, enrichment, andrecreational activities are developed for



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program operation during school holidaysand summer breaks as well as for the

children of working parents and others afterthe regular school day.

Making after-school programs affordable

Cost is an important factor for working

families. Good after-school programs arecost effective and make accommodations forfamilies enrolling more than one child.Serving siblings of different ages is critical,whether in the same after-school program orin linked, age-specific programs. Siblingsdo not need to be served by the sameprogram, but programs should work togetherto serve all children in a family in aconvenient and cost-effective manner.

Tending to transportationIn addition to addressing scheduling andcost issues, programs can help meet familyneeds by providing transportation to andfrom the before- and after-school programs.While transportation is a major cost for anafter-school program, it is a critical safetyand logistical concern for families.

Anti-Drug Tax Provides Free

After-School Transportation for Kids

The citizens of Jackson County, Missouri,voted for a quarter-of-a-cent tax increasethree years ago to combat drug traffickingand abuse by placing more lawenforcement officials on the street andproviding prevention and treatment dollarsto social services agencies. BridgerEighth Grade Center in Independencereceived a grant from the Jackson CountyCommunity Anti-Drug Tax (COMBAT)

Commission to fund transportation costsfor students returning home in theevenings from its after-school program,which the commission considers a drugprevention effort. The regular school bus



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leaves at 3 p.m. and a late bus runs everyday at 4:45 p.m.

Enriching LearningOpportunities

After-school programming reflects acommitment to promote knowledge, skills,and understanding through enrichinglearning opportunities that complement theschool day.By providing structured

enriching learning opportunities,after-school programs can be an importantresource for improving childrens academicperformance, as well as their social,emotional, and physical development needs.Instructional practices can be used to

actively engage students attention andcommitment. In addition, enrichmentopportunities not found during the regularschool daysuch as art, music, and dramacan be offered to complement the regularschool day program.

Providing engaging opportunities to grow

and learn. A wide variety of enriching andengaging activities can be offered inafter-school programs to make learning fun

and to provide recreation. Quality programsgive children the opportunity to follow theirown interests or curiosity, explore othercultures, develop hobbies, and learn indifferent ways, such as through sight, sound,or movement. Children in these programsare encouraged to try new activities, thinkfor themselves, ask questions, and test outnew ideas. Quality programming reflectsthe needs, interests, and abilities of children,recognizing that they change as children

grow older.

Developing and Implementing an

After-School Enrichment Curriculum

FOUNDATIONS Inc., a nonprofitorganization in New Jersey, provides

enrichment programs, supportive services,and assistance to children in grades K-12by operating an extended school dayprogram within school buildings. Usingliterature-based curriculum manuals,students in grades K-6 inFOUNDATIONS programs participate inactivities focused on five themes: AllAbout Meexploring conflict resolutionskills and understanding of oneself; OurGlobal Festivalunderstanding the

culture, history, and traditions of others;On the Creative Expressincluding thecreative and performing arts as activities;TechQuestteaching transferable skillsbased on student needs and teachertraining and Action Earthexploring localas well as national events and issues.Children participate in individual andsmall and large group activities; indoorand outdoor activities; and quiet andactive play, all of which carry out these

themes.

Challenging curriculum in an enriching

environment. Successful programs makethe extended-time curriculum challengingbut not overwhelming. According toresearch, a challenging curriculumaccommodates individual student needs,coordinates with in-school instruction, andfocuses on more than remedial work.11 Italso combines direct teaching with indirect

instruction, such as computer use, scientificexperiments and other hands-on projects.Art, music, reading for pleasure, youthleadership development, and participation incommunity activities are also part ofsuccessful programs. Research suggests that



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combining these approaches helps studentsacquire a set of skills useful in school and inlife.

Coordinating learning with the regular

school day. Good extended-learningprograms provide a continuity of learningexperiences for students after school throughcoordination with the regular school day andcommunication with the classroom teachersand staff of the school or schools attendedby children in after-school programs.Creating continuity in learning requiresmeaningful collaborations between school-day and after-school staff in designing highquality learning opportunities throughout the

day. In some after-school programs school-day teachers and after-school staff worktogether to establish clear goals andoutcomes for individual children.

Linking school day and after-school

curriculum. Quality after-school curriculaintegrate learning and enrichment throughclear cycles of assessment and evaluationthat meet students needs. As educationimprovement strategies focus on achievinghigher standards and better studentperformance, it is likely that localcommunities will choose to makeafter-school programs more relevant to theregular school day and collaborate withschool day staff to ensure continuity inlearning and enrichment.12 Someafter-school programs have usedinterdisciplinary and thematic group projectsthat integrate and reinforce conceptschildren learn in school. For example,students studying multiplication in theirmath class might practice the multiplicationtables through tap in a dance class orstudents studying cloud formations in theirscience class might take the opportunity todraw cumulus, cirrus, and stratus clouds intheir after-school art class.



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Linking School Day and After-School

Curriculum

At the 21st Century Community LearningCenter in Seneca, Missouri, the

after-school curriculum is tied to thestates learning standards and objectives.Providers in this community recognizethat making learning relevant andmeaningful is key. During the first year,after-school providers offered activitiesthat school day staff aligned with stategoals and incorporated additional learningopportunities in the classroom. Based onlast years findings, this year staff expectto tie standards and learning together even

more. Teachers plan to link state learningstandards to school day curriculum andcoordinate with after-school providers tobuild an integrated school day andafter-school curriculum to reach specificgoals. For example, second-graders arerequired to understand symmetry. Theafter-school program will include aworkshop on the Shawnee language,customs, and arrowhead-making taught bya tribal chief. The school day curriculum

will include a physics lesson on whyarrowheads need to be symmetrical inorder to fly. The program is alsodeveloping a tracking system that willallow them to enter and track activities,skills acquired, state goals, and differentaspects of childrens achievement.Although it is too soon to point outspecific academic benefits amongstudents, staff believe that the district willfind that standardized test scores

measuring concepts being taught, haverisen for children attending theafter-school program.

[LAs BEST] isnt baby-sitting. This giveschildren a chance to experience culture and

learning while improving themselves.

Site coordinator

LAs BEST after-school program

Linkages Between School-Day and After-SchoolPersonnel

Quality programs support and coordinatetheir activities with the school in a way thatsupports true partnership. In thoseafter-school programs physically housed in

school buildings, there is the opportunity tolink together school day and after-schoolpersonnel and resources through activitiesthat focus on the well-being and growth ofparticipants. Quality programs have:

Planning time to maximize childrens

opportunities. Time is provided for schoolday and after-school staff to establish andmaintain relationships of mutual respect andunderstanding. Regular meetings with

school day teachers and the after-school orsummer-time staff allows time to confer onthe social and academic status ofparticipating children, write protocol forsharing space and resources, develop sharedpolicy and procedures for supervision andtransportation, design new curriculum,create a welcoming environment for parentand community volunteers, and makearrangements for the use of facilities andmaterials, such as computer labs and

recreational equipment. In some school-based programs, the after-school staff attendfaculty meetings with the regular school daystaff and share teacher work areas or havepermanent office space in schools. Someafter-school programs have systematically



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linked school day and after-schoolcurriculum. For example, a science lessonduring the school day may be followed by avisit to a pond for hands-on learning duringthe after-school program.

Using Daily Planners for

Communication

At the Watauga County Schools, 21stCentury Community Learning Centerprogram in Boone, North Carolina,students use daily planners as a tool forkeeping track of homework, goal setting,prioritizing, and time management. Theplanner is also used as a log for all

after-school and community activities, atool for monitoring progress, and foraccumulating points for participation inspecial activities (e.g. caving and climbingtrips etc.). Teachers and parents rely onthe planner as a way to fostercommunication between the classroomteacher, the after-school program, thestudents, and parents about homework,academic progress, and other activities.Teachers and staff expect students to use

the planners, and students are given creditfor proper use of the planners.

Communication Made Simple

At the Alliance for Rural Kids (ARK),21st Century Community Learning Centerin McCormick, South Carolina, teachers

and coordinators meet once a week forplanning and sharing information aboutstudent participants. Teachers andafter-school staff complete acommunication form every two weeks toshare with the students. Information onthe one-page form consists of schoolattendance, current progress in academics,and a discipline and behavior report.Teachers and after-school providers talkabout the information on the

communication form during their weeklymeetings and meet with individualstudents to discuss areas that needattention and praise students for theirprogress. A carbon copy is also sent hometo the parents.

Communication Between Regular

School and Extended-Day Personnel

Teachers and after-school staff at P.S. 5, an

elementary school in the WashingtonHeights section of Manhattan, make dailycommunication about childrens academicprogress a priority. Childrens Aid Societystaff members helped to develop a formalnotification system in which teacherswould send homework slips to theafter-school staff; however, this systemwas never implemented because teachersand after-school staff alreadycommunicated effectively through more

informal means. Sixty percent of theafter-school staff are school-day teachers.The P.S. 5 school-day and after-schoolstaff plan ahead and work together in aflexible way that works. The ChildrensAid Society focuses on lengthening the



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day rather than adding a whole newcomponent in the form of an after-schoolprogram.

Coordinated use of facilities and

resources. The most common complaintvoiced in after-school programs is the lackof connection and coordination between theschool and after-school staff regarding the

use of facilities and equipment. Theselogistical problems are often more severewhen the after-school program depends onresources brought together by partnershipsbetween schools and other agencies ororganizations. Typical problems includeusing classrooms and other school facilitiesand equipment (such as sports equipmentand computers), providing transportation,and hiring staff. Communication andplanning can prevent potential problems and

misunderstandings about use of space andresources.

The National PTA believes that child care

programs and facilities are important inaddressing the education, nutritional,

recreational, developmental, and safety

needs of school-age and preschool children.The PTA encourages the effective use of

existing facilities, such as public schools,

for child care programs during nonschool

hours and days.

National PTA Policy Statement

Evaluation of ProgramProgress and Effectiveness

After-school programs are, by nature, variedand complex, and no matter how welldesigned, programs must also takeexperience into account. Effective

after-school programs have a continuousevaluation component built into the designso that program planners can objectivelygauge their success based on the clear goalsset for the program. For example, programsspecifically designed to provide safe places



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for children need to monitor indicatorsassociated with safety, such as drug use andvictimization, but these programs may notassess academic achievement. On the otherhand, programs with a strong academic

component will want to assess studentprogress in the after-school and regularschool program.

Using data for improvement. A system ofaccountability and continuous evaluationsupports program improvement. It isimportant to set clear goals for the programagainst which leaders, staff, and families canmonitor the progress of the program andparticipating students. Depending on the

focus of the program and its goals, data mayinclude students academic performance;results of surveys and focus groups ofchildren, families, staff, and volunteers;neighborhood and school crime statistics;school attendance records; and otherinformation. Based on this information,leaders, staff, families, and communitypartners can gather periodically to discussthe progress and success of the program,which will help the program with importantdecisions about design and funding.

Continuous monitoring and a sharedunderstanding of the programs goals helpleaders and staff maintain their focus,improve effectiveness and accountability,ensure parent and participant satisfaction,and identify necessary changes. By usingevaluation data, a programs director canassess whether its key features are workingas intended and run the program better thanbefore. Data also can help form rationalesfor the programs effects on childrenslearning and the need for collaboration aswell as guidance for management.

Evaluation Aids Continuous

Improvement

Sano y Salvo (Project Safe and Sound),the 21st Century Community LearningCenter in Tucson, Arizona, has acommittee at each middle school

composed of administrators, teachers,parents, and community members whowork together to design the program andalign after-school activities with theschools core curriculum. They are alsousing a program improvement andevaluation model. Building off asophisticated data collection and entrysystem of the Tucson Unified SchoolDistrict, staff have designed instrumentsand templates, scanable surveys, and a

continuous evaluation system for programlevel data. Data are available to give themthe ability to make timely changes andadjustments to programming and measuredesired results.

In South Carolina, staff members at sitesin the Save the Children Out-of-SchoolTime Rural Initiative discovered howuseful evaluation data are to planning andimproving their programs. One director

said the evaluation process helps infocusing on working on the small firstinstead of trying to solve overarchingproblems with a single solution. Thedirector of St. Anns Catholic OutreachCenter said that evaluation and trainingshowed her how to set priorities forimprovement of the sisters program inKingstree, South Carolina.

Designing effective evaluations. Programs

should be regularly evaluated through theuse of both self-assessment and outsideassessment efforts that incorporate multiplemeasures of success that reflect programgoals. The best evaluations employ well-designed, quantitative studies that include a



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control or comparison group of similarstudents who have not participated in theprogram. Finally, the evaluation will bemost valuable if it is based on the specificgoals of the after-school program and

focused on measuring the programsprogress toward and success in meetingthose goals. Continuous improvementevaluations will be important in shaping,defining, and delivering curriculum thatcomplements the school day and meetschildrens' needs.

Continuous Program Improvement,

Evaluation, and Curriculum Design

The Boston 2:00 to 6:00 After-schoolProject, with its partners, have designed aseries of activity modules, in partnershipwith the citys museums and the publicschools, which further the states learningstandards in reading, math, and science inpursuit of desired results in programquality and child outcomes. They are alsoworking toward a program improvementand evaluation system that will includetraining, technical assistance, and rigorousevaluation. Boston, under the leadershipof Mayor Thomas M. Menino, is one ofthe first cities to try and intentionally meldan after-school curriculum with theacademic standards set in Massachusettsto provide seamless learning from theregular school day to the after-schoolprogram.



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Endnotes


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1 P. Seppanen, J. Love, D. deVries, and L. Bernstein, National Study of Before- and After-School Programs

(Washington, DC: U.S. Department of Education, 1993).

2 Robert Halpern, After-School Programs for Low-Income Children: Promise and Challenges, The Future of

Children, When School Is Out, vol 9 no: 2, (David and Lucile Packard Foundation, Fall 1999).

3 Carnegie Council, 1994; Fashola, 1998; Janie Funkhouser et al.,Extending Learning Time for Disadvantaged

Students (Washington, DC: U.S. Department of Education, 1995); National Institute on Out-of-School Time, Makingthe Case, Presented at Regional Technical Assistance Workshops for the 21st-Century Community Learning Centers

Program, Spring 1998; Janette Roman, ed., The NSACA Standards for Quality School-Age Care (Boston, MA: National

School-Age Care Alliance, 1998); Elizabeth Riesner and Janie Funkhouser, Designing Effective After-School Programs

(Washington, DC: Policy Studies Associates, 1998); de Kanter et al., 1997; Vandell, 1997; White House Child Care

Conference, 1997.

4 This chapter contains a number of examples. Following are citations for these examples: Ankeny, Iowa,

Community Schools Community Education Department (515-965-9606); KOALA, Boston, Massachusetts (Laura Gang,

508-941-0300); Cason Lane Academy, Murfreesboro, Tennessee (Jeanne Brothers, 615-898-7245); Police Athletic

League, Baltimore, Maryland (Rita Chappelle, 410-396-2166); Before and After School Explorers (B.A.S.E.)

Enrichment Workshop for Children, Lansdale, Pennsylvania (Nancy Schall, 215-368-1288); Chicago YouthNet Program,

Chicago, Illinois (Kharl Walker, 773-536-2926); Master Program, Montgomery, Texas (Wendy Zunker, 409-597-6494);

Bridger Eighth Grade Center, Independence, Missouri (Principal Grover Gelven, 816-796-4800); FOUNDATIONS, Inc.

(856-727-8000); P.S. 5, Washington Heights, New York (Pete Moses, Children's Aid Society, 212-949-4921); St. Ann's

Catholic Outreach Center, Kingstree, South Carolina (Terry Russell, Save the Children, 203-221-4084); Sano y Salvo,

Tucson, Arizona (Barbara Benton, 520-617-7434); 21st-Century Community Learning Center, Seneca, Missouri

(Tammy Gripka, 417-776-3690); The After-School Corporation, New York, New York (Lucy Friedman, 212-547-6950);

Boston 2-6 After School Project, Boston, Massachusetts (Jennifer Davis: 617-635-2098); 21stCCLC LEADERS

program, Watauga County Schools (Bricca Sweet, 828-264-7190); LAs BEST, Los Angeles, California (Carla Sanger,

213-847-3681); Beacon Schools, New York, New York (Jennie Soler-McIntosh, 212-676-8255); ARK, 21stCCLC

programs in McCormick, South Carolina (Wally Hall: 864-465-0060).

5 Deborah Lowe Vandell, After-School Programs Vary in Quality. Wisconsin Center for Education Research

Highlights 7, no. 2 (Summer 1995).

6 Ibid.

7 Roman, 1998.

8 de Kanter et al., 1997.

9 National Association of Elementary School Principals, After-School Programs and the K-8 Principal

(Alexandria, VA: Authors, 1999).

10 Fox and Newman, 1998.

11

Funkhouser et al., 1995.

12 An-Me Chung, Adriana de Kanter, Marianne Kugler, Measuring and Evaluating Child and Program

Outcomes, School-Age Review,NSACA, in press.


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