State of MaineDepartment of Education21st Century Community Learning Center New Grantee Orientation September 17-19, 2008
21st Support Team Lauren Sterling, State Coordinator/Grants Mgr. Joan Martay, Lead Consultant Linda Huber, Consultant Rebecca Minton, Technical & Web Support
Housekeeping • Agenda • Bathrooms • Cell Phones • Parking Lot • Index Cards • Resources
Guidelines for Today • Participate fully. – Ask questions. Share ideas. • Think about the information & jot ideas down. • Create an implementation plan.
Introductions I’m ___________, Director of the Grant in ________________. 2. This is ____________, (role) (place). 2. One word we hope will be used to describe our program is _____________.
Trends in Afterschool Focus is on: • Academic support • Linking to schools • Increased access and quality of summer programs • Emphasis on research-based practice. • Need for systems building.
What do youth want? • 9% want academics • 54% sports • 36% want art, music, or dance • 32% homework help • 56% want a summer program that helps prepare for next grade Public agenda 2004 on www.wallacefoundation.org
What do parents want? • 41% develop interests/hobbies • 27% keep out of trouble • 16% to have fun • 15% improve school achievement • 34% supervised homework time • Low income and minority parents want more focus on school achievement Public agenda 2004 on www.wallacefoundation.org
Nationally, what we’ve learned? • Youth benefit most from consistent participation in well-run, high quality programs. • Youth who gain the most are those who face the greatest odds. • Positive outcomes are strongly linked to participation levels Beth Miller’s research-MARS Report
TASC Evaluation –Features of High Performing Afterschool Programs* • Sponsoring organization support • Strong leadership, staff, & supports • Intentional focus on relationship building • Experiences for mastery & skill building • Varied enrichment activities *www.policystudies.com/studies/youth/TASC-SEDL.html
What Matters Most? • Staff Engagement • Youth Engagement • Communication with Families • Staff Training & Education • Strong Relationships with Schools • Structure & Breadth Matter *Ma. Afterschool Research Study at www.wconlinie.org/marsfinal.pdf & Promising Programs Study
What About Low-Quality Programs? Negative staff-child interactions associated with: • Large staff-to-youth ratios • Lower staff education • Fewer program activities • Children report poor emotional climates with high staff-to youth ratios & more negative staff-youth interactions Rosenthal & Vandell, Quality of Care at School-Age Care Programs
Indicators of Low Quality • Dissatisfied Youth • Dissatisfied Staff • Duplication of Functions • Inefficient Use of Equipment & Space • Low Enrollment • Staff Turnover • Negative Climate • General Disorganization Harvard Family Research Project
Creating Quality • Youth are active creators of their own afterschool experiences. • Staff credibility & interactions are an essential component to recruiting & retaining students in programs. • Staff & volunteer training & orientation must take place & be age appropriate. • Programs balance connection to & independence from school. • Family connections are even more important in older youth programs even though they are more difficult to cultivate.
MAINE’S 21stCCLC FOCUS Is driven by research
What Do the Numbers Tell Us? 39% are in need of academic support 35% are “regular” attendees 23% of students in need of academic support attend on a regular basis
Student Academic Outcomes A 3-Year Average For Regular Attendees • Math Grades # of regular students • Increased by half grade or more 1477 47% • Stayed the same 1199 38% • Decreased by half grade or more 480 15% • Total Math 3156 • Language Arts Grades • Increased by half grade or more 1588 50% • Stayed the same 1195 37% • Decreased by half grade or more 406 13% • Total Reading 3188 50% Improved
Grantee Sharing • Take a few minutes to discuss what you have heard & how the information applies to your program. Next: 2. Past grantees share what have you learned about running an AS program? 3. What is the one thing you wish someone had told you when you were beginning your program?
What Have We Learned in Maine? An afterschool program is not a 1-person show. Drop-in centers do not work at accomplishing this grant’s goals. Successful programs must have a clear focus. Programs must be comprehensive, in nature, and linked to the school day. Youth vote with their feet! Youth engagement & involvement are essential.
Maine learnings cont. • Program quality is linked to program depth, duration, dosage, and interest. • Ongoing professional development and regular staff meetings are vital. • Sustainability begins on day 1 & must be a collaborative & on-going process involving all partners. • It is imperative to engage “parents/adult family members” & also enhance their own learning & development.
State Objectives • Provide a Safe and Secure Environment • Meet Planned Hours of Operation • Retain Participating Students • Improve Student Achievement • Improve Student Behavior • Facilitate Social Development • Foster Community Collaboration
Goal 1: Improve the academic performance of low performing and failing students. • Youth who gain the most are those who face the greatest odds. • Afterschool programs can increase educational equity by providing disadvantaged youth with learning opportunities & experiences often available only to middle & upper class youth. • Afterschool programs can help youth link • learning to experience. • Afterschool programs can help build strong • literacy & numeracy skills. • Consistent and year round learning matters
Goal 2: Improve the health & wellness of youth • 13.5% youth are obese • 13 million are under-nourished • Intense physical activity has positive effects on academic achievement, increased concentration, reduced disruptive behavior, yet 33.4% of youth in grades 9-12 do not have minimum activity • 8% suffer from depression and 20% have considered suicide
Goal 3: Enhance students’ cultural & multi-cultural enrichment opportunities Youth in arts are: • 31% more likely to say they plan to continue education • 3 times more likely to win school attendance awards • 2 times more likely to win an award for academic achievement • 23% more likely to feel they can make plans and successfully work Heath, S.B. and Roach, A.A. 1998, The arts in the NonSchool Ho
Goal 4: Enhance “parent” engagement and education • Communication with parents is connected to youth outcomes. • Conduct a parent needs assessment. • Plan for parent & family involvement opportunities. • Provide parent & family learning opportunities:computer classes, resume development, family literacy programs, community resources, parenting strategies.
Who Does What?Roles and Responsibilities A. State Education Administrator, Lauren Sterling B. Support Team: Joan Martay, Linda Huber, Rebecca Minton C. Grant Director, Site Coordinators, AS Staff D. School Administrator(s) E. Community Partners F. Advisory Boards
Linking & Collaborating Discuss: • What are the issues that get in the way of a better linkage between the regular school day and the afterschool program? • What are some strategies for addressing these challenges?
Youth: Surveys Youth Advisory committees Program Ambassadors Student Council “Assistants/Helpers/Teachers Parents: Verbal/written communication Surveys Focus Groups Advisory Board Members Volunteers Offer Programs for Them Involving Youth & Families
Continuous Improvement Cycle Shared Vision Adapt Practice Build Team Map Strategies Action Plan Analyze Evaluation Training/coaching Team/individual Conduct Evaluation
Sustainability a 3-part strategic plan • Advisory Board Support • Diversified Funding • Communication and Advocacy
Successful Advisory Boards Include: a broad range of stakeholders (school administrators, teachers, directors of community based organizations, business leaders, parents, youth, religious leaders) Have clear roles including: Making programming suggestions Assisting with sustainability Assisting with advocacy & outreach Make certain to: Meet regularly Develop a mission statement Document attendance Record minutes
Sustainability Plan Grant Name & Town: Person Completing Report: Check Report Date: _X__ (Nov. 15th) ___ (Jan. 15th) ___ (July 15th) Date Rcvd: Date Approved: Add footer with grant name and # of pages
Welcome Back September 18, 2008
Grant Reporting & Assessment • Data Collection • SurveyMaine • Work Reports • Teacher Surveys • Year End Process • Youth Program Quality Assessment (YPQA)
Student Related: Family information Academic records Health issues Internet, field trip, and photo permission Transportation For reporting: Attendance Activity choices Grades Homework Gender Ethnicity Data Collection
SurveyMainewww.surveymaine.net • Individual site characteristics and grant information is entered into a web based tool used to track program data that is compiled into a federal report. • Submitted 3 times per year. • Each grantee is given a login and password. www.surveymaine.com
Work Reports This report is a logic model document submitted 3 times per year consisting of: • Goals • Indicators • Trimester Outcomes • Year-End Outcome Summary
Indicator(s)measurable outcomes Once you establish them they remain for the year until you report on them. You may add indicators. Examples: 1. Report Cards 2. NWEA 3. Teacher Surveys Site Code Names (Abbreviation ): SMS: Smith Middle School BEM: Bradley Elementary School List days & hours of operation for each site: • SMS = 2.5hrs/day 4 days/wk • BEM = 2hrs/day 5 days/wk
Trimester Outcomes November 15th Outcomes(includes July1-Oct 31st information) Data Outcomes: 1.Year-to-date #’s of students served at each site. Site All LP R RLP CCK 25 22 8 6 BEM 39 37 26 24 Totals 64 59 34 30 January 15th Outcomes(includes July1-Dec. 31st information Data Outcomes 1. Year-to-date #’s of students served at each site. List Site Name (s) All LP R RLP Totals 2. Program Outcomes (includes July 1st-Dec. 31st information) • All attendees attend Homework Lab/Learning Centers for 45 minutes daily. • 12 low performing students received 1hr/wk tutoring in math
10 Questions: Homework Participation Attendance Behavior changes Measures change in improvement levels: Significant Moderate Slight No Change Decline Teacher Surveys
Year End Process Each grant is required to provide year end financial and program reports. This are outlined on the compliance report and posted on the 21st website. Details will be provided by support consultants. • SurveyMaine & Work Reports • Year End Questions • Proposed 08-09 Budget Forms: • Form 004: Prog. Budget Income Summary • Form 004a: In-kind Summary • Form 005: Prog. Budget Expense Summary • Form 007: Personnel Expenses • Form 008: Purchase of Equipment • Form 011: Other Expense • Rider D: Debarment Form • Pay Schedule Form
Youth Program Quality AssessmentThe Pyramid of Program Quality Plan Make choices Engagement Reflect Lead and mentor Be in small groups Partner with adults Interaction Experience belonging Encouragement Reframing conflict Supportive Environment Skill building Session flow Active engagement Welcoming atmosphere Psychological and emotional safety Safe Environment Program space and furniture Emergency procedures Healthy food and drinks Physically safe environment Youth Voice and Governance Professional Learning Community