Nonprofit Organizations, Out-of-school time

Preventing youth from becoming victims of cyberbullying

magdalenam — Wed, 20 Aug 2008 15:04:39 -0500

As more and more students spend more time on the Internet, not only in pursuit of academic activities, but as a way to socialize, there are dangers that tutors, mentors, and parents should be aware of. This effective practice, excerpted from materials written by Vanessa Van Petten, examines the issue of cyberbullying and is from the America Learns Network of tutoring and mentoring strategies.

Providing summertime contact in school-based mentoring programs

pingv — Tue, 15 Apr 2008 17:04:28 -0500

One of the main challenges for school-based mentoring programs is keeping matches in touch over the summer break when extensive in-person meetings may not be possible. Research indicates that school-based mentoring relationships suffer when summer contact is absent. Luckily, there are several strategies available to school-based mentoring programs to keep matches engaged, minimize the negative impact of the summer break on relationship quality, and get matches ready to build on positive momentum when the school year starts back up. This effective practice was submitted by LEARNS at the Northwest Regional Educational Laboratory in April 2008.

Identifying features of high-performing after-school programs

pingv — Mon, 10 Jul 2006 15:13:00 -0500

In 2005, the After-School Corporation (TASC) commissioned an evaluation of the after-school programs it funds in New York City to determine which programs were most successful in improving student academic performance and to identify what traits and features were common to them. The study was implemented by Policy Studies Associates (PSA) as a follow up to their multi-year evaluation of TASC. PSA found that shared characteristics among these high-performing programs include: a broad array of enrichment opportunities; opportunities for skill building and mastery; intentional relationship building; a strong/experienced leader/manager supported by a trained and supervised staff; and sponsoring organizations that provided an effective balance of support and autonomy. The findings of this study will be of value to new and existing national service-funded organizations seeking to establish or improve their programming, staffing, and support systems for out-of-school time (OST) programs.

Helping youth use technology for social change

pingv — Mon, 26 Sep 2005 01:00:00 -0500

Technology access to youth in underserved areas has long been a concern for those seeking to bridge the digital divide. An organization in San Diego teaches "technoliteracy" so that youth can use media in ways that are meaningful to their lives. While youth express themselves by authoring online magazines and producing visual art for gallery exhibits, they are empowered and connected to global issues. This program was highlighted in the May 2005 issue of Youth Today.

Using performance to give voice to children of prisoners

pingv — Tue, 24 May 2005 01:00:00 -0500

The loss of a parent to incarceration has a tremendous impact in the life of a child. For adolescents who are dealing with other difficult life issues, having a safe way to express their thoughts and feelings can make a tangible difference. At San Francisco's Balboa High School, students told their stories in the form of a play, and this literally meant the difference between dropping out and staying in school. This program was highlighted in an article by Heather Knight in the San Francisco Chronicle on April 23, 2005.

Encouraging leadership in girls with an after-school program

pingv — Mon, 26 Jan 2004 01:00:00 -0600

Research has found that as girls enter adolescence their capacity to "find their own voice" and express their authentic selves conflicts with new social pressure to maintain tension-free relationships and prioritize physical appearance. Additionally, because young women prefer interdependent styles of leadership in a society that promotes authoritarian, independent, role models, it is easy to see why adolescent girls may choose to follow rather than lead, and may feel that they are not in a position to affect change. The Young Women's Leadership Alliance is an after-school program that provides opportunities for girls to become leaders, to increase the skills and confidence of girls to make positive change and to have an impact on the policies and norms about educational equity at their schools. Jill Denner presented this effective practice to the Santa Cruz (CA) Chapter of Soroptomist International in November 2003.

Developing and implementing a cross-age tutoring program

pingv — Mon, 06 Aug 2001 01:00:00 -0500

The North Olmsted City Schools in Ohio enlist the help of 10th-grade students to tutor first-graders who tested "below grade level" in their reading skills. The "Spruce Up Your Reading Skills" program also engages the first-graders' parents in the cross-age tutoring program by encouraging them to attend the tutor trainings. The program staff members shared how they developed and implemented the cross-age tutoring program during a workshop session at the 2001 National Conference on Community Volunteering and National Service in Minneapolis, Minnesota.

Implementing a team-tutoring program for literacy instruction

pingv — Wed, 02 May 2001 01:00:00 -0500

Low-performing readers can benefit from regular one-on-one instruction with a volunteer tutor. However, many programs face difficulties recruiting volunteers who are willing to commit to multiple sessions during the week. With funding from a grant from the Michael Eisner Foundation, the Frostig Center developed the Reading Partnership Program, which provides students with a team of volunteer tutors. The team-tutoring approach provides each student with an hour of one-on-one instruction four days a week. This effective practice shares the program's methods for recruiting tutors and implementing a team-tutoring system.

Creating effective surroundings for out-of-school programs

pingv — Thu, 01 Mar 2001 01:00:00 -0600

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.

Starting an out-of-school program

pingv — Thu, 01 Mar 2001 01:00:00 -0600

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.

Planning activities for out-of-school programs

pingv — Wed, 28 Feb 2001 01:00:00 -0600

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.

Promoting reading and literacy in out-of-school programs

pingv — Wed, 28 Feb 2001 01:00:00 -0600

Many out-of-school programs lack the resources to incorporate one-on-one literacy tutoring. This practice suggests other practical methods for promoting literacy for children and youth, such as creating a reading corner with cozy pillows, scheduling quiet reading time, and assigning appropriate pairs of children to read to each other. 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.

Helping with homework and academic skill-building during out-of-school time

pingv — Wed, 28 Feb 2001 01:00:00 -0600

Homework assistance in an after-school program can be a valuable resource for children who want to finish their homework right after school and for parents who may feel overwhelmed by helping their children with their homework after working all day. This practice suggests setting up a peer or cross-age tutoring program, recruiting volunteer tutors, and educating staff about appropriate ways to offer help for homework. Also suggested is a homework log, in which students receive a check or a star for having completed their homework each day. Excerpted from section three 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 a resource list and online directory.

Developing positive social interactions in out-of-school programs

pingv — Wed, 28 Feb 2001 01:00:00 -0600

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.

Planning and conducting effective training sessions

pingv — Tue, 27 Feb 2001 01:00:00 -0600

Conducting an effective training session begins with appropriate preparation. Use the provided recommendations to plan an agenda that meets your training objectives, but allows for the flexibility to respond to audience needs during the session. Excerpted from section three 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.