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Assisting underperforming students with after-school service-learning
Integrate after-school service-learning as part of a larger systems-change
initiative in junior high and elementary schools. Provide after-school enrichment
for students, who are at risk of academic failure, in order to improve their
scholastic performance, as well as promoting civic involvement and career
exploration. Ellen Lewis, of Petaluma (California) City Schools, submitted this
effective practice, which includes an example of a service-learning project
addressing homelessness.
Read more.
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Creating effective surroundings for out-of-school programs
Youth who attend out-of-school programs benefit from comfortable, well-equipped
settings. Inadequate or inappropriate space can negatively affect a child's ability
to focus or relax. This practice suggests analyzing ways of utilizing existing space
and obtaining more if necessary, creating different settings for different
activities, and involving children in decorating their surroundings. Includes
resource list. Excerpted from Section Five of the Corporation for National and
Community Service's Making an Impact on Out-Of-School Time by the National
Institute on Out-of-School Time.
Read more.
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Developing positive social interactions in out-of-school programs
Early adolescents who lack opportunities to create positive relationships and
participate in meaningful activities in their out-of-school time can feel lonely
and develop anti-social behavior. This practice suggests ways of tailoring
out-of-school programs to the needs of this age group by including youth in
project planning, offering apprenticeship opportunities, and involving them in
cross-age tutoring. Includes resource list and online directory. Excerpted from
section five of the Corporation for National and Community Service's Making an
Impact on Out-Of-School Time by the National Institute on Out-of-School Time.
Read more.
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Keeping schools open during non-school hours
This excerpt from the book 150 Tested Strategies to Prevent Crime from Small
Cities, Counties, and Rural Communities discusses the practice of keeping schools
open before and after school hours, and during the summer. Read more.
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Planning activities for out-of-school programs
This practice suggests ways for out-of-school programs to incorporate a child's
need to play, relax, explore interests and strengthen academic skills via scheduled
activities. Also suggested is involving children in planning and implementing
monthly themes for programs. Includes list of activity and curriculum resources.
Excerpted from section five of the Corporation for National and Community Service's Making an Impact on Out-Of-School Time by the National Institute on Out-of-School
Time. Read more.
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Providing summer youth activities
The New Horizon Community Development Corporation in Dallas County, Arkansas
responded to the lack of youth activities in their community by providing an
out-of-school program during summer break. Read more.
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Starting an out-of-school program
To be effective, a new out-of-school program must address existing needs in the
community, secure funding and space, and recruit an enthusiastic, competent staff.
This practice suggests recruiting community partners early on, and offers the
program administrator avenues for securing grants, such as seeking Title One funds
from public school partners. Excerpted from section five of the Corporation for
National and Community Service's Making an Impact on Out-Of-School Time by the
National Institute on Out-of-School Time. Includes resource list and on-line
directory. Read more.
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Supporting at-risk youth with summer high school preparatory programs
The transition from middle school to high school can be a difficult one for even the
most "on track" students. It can pose some especially tough challenges for at-risk
youth. In North Carolina, teachers work hands-on with students to prepare them
during the summertime months for their first year of high school. The curriculum
offers help in core academic courses, as well as support in areas of confidence and
self-esteem building, and organizational and study skills. Regina Gilchrist Ash
submitted this effective practice to the Promising Practices in Afterschool Listserv
in April 2003. Read more.
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Training new after-school volunteers
Strong after-school programs are enhanced by the presence of well-trained volunteers
and staff. Effective training empowers volunteers to do their best and leads to
greater academic and social success among children enrolled in these programs.
This effective practice offers general tips that program directors need to know
for training elementary school-age care volunteers, and is excerpted from the
book Training New After-School Staff: Welcome to the World of School-Age Care,
by Roberta Newman (School-Age Notes, 2002). Read more.
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Using community-based service-learning as a strategy during out-of-school time
Sandra Naughton's National Service Fellows report, "Youth and Communities Helping
Each Other: Community-Based Organizations Using Service-Learning as a Strategy
During Out-of-School Time," offers community-based organizations ideas, suggestions
and resources for improving or initiating programs for youth during out-of-school
time. After surveying a diverse pool of community-based programs nationwide, nine
practices were found to be a part of successful programs. This effective practice
profiles nine programs that demonstrate each of the best practices, and includes
lessons learned. Read more.
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