Schools, Out-of-school time

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.

Providing educational enrichment for students expelled from traditional school settings

pingv — Fri, 19 Aug 2005 01:00:00 -0500

Middle school students who have been expelled from Metropolitan School District in Indianapolis are given the chance to reenter the district without falling behind in school. The non-traditional Opportunity School Program provides academic and social skills development, as well as service-learning activities, to keep students on track. This effective practice was shared by Kristine Myers, Youth Support Administrator of Opportunity School.

Using community-based service-learning as a strategy during out-of-school time

pingv — Fri, 10 Jun 2005 01:00:00 -0500

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.

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.

Utilizing Foster Grandparents to increase literacy during summer break

pingv — Thu, 09 Sep 2004 01:00:00 -0500

During summer break Foster Grandparents from the Mexia State School Foster Grandparent Program partnered with local city libraries to provide reading programs for children with special reading needs. This assured continuous service hours for Foster Grandparents as well as positive benefits for children in the community. Larry Lynch submitted this effective practice in August 2004.

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.

Serving at-risk junior high school students by modeling positive life choices

pingv — Fri, 08 Aug 2003 01:00:00 -0500

With adult mentoring and community support, an after school program in Franklin County, Ohio focuses on encouraging at-risk junior high school youth to make positive life choices — specifically organized around the issues of teen pregnancy, physical and substance abuse, and academic success. John Magee submitted this effective practice to the Promising Practices in Afterschool e-mail discussion list in June 2003.

Supporting at-risk youth with summer high school preparatory programs

pingv — Thu, 31 Jul 2003 01:00:00 -0500

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.

Partnering with faith-based institutions to increase literacy among low-income students

pingv — Wed, 16 Oct 2002 01:00:00 -0500

In Philadelphia's poorest neighborhoods, faith-based institutions, supplied with funding, pedagogy, and training from Public/Private Ventures (P/PV), promote literacy while enhancing their ability to use effective methods that deliver measurable outcomes. Although local institutions have previously provided such useful services as homework help or supervised after school "safe havens," launching Youth Education for Tomorrow (YET) Centers meant moving from a caretaking role to a developmental one that has yielded substantial outcomes. This effective practice describes the YET model of literacy and provides a link to an in-depth analysis of the program.Excerpted from the February 2002 report, Mustering the Armies of Compassion in Philadelphia: An Analysis of One Year of Literacy Programming in Faith-Based Institutions.

Including special education students as camp counselors

pingv — Tue, 13 Aug 2002 01:00:00 -0500

My Corps Summer is a two-week program that gives special education high school students from the Philadelphia area the opportunity to gain valuable job and life skills and improve academic goals by serving as camp counselors. The university-affiliated Pennsylvania Service-Learning Alliance partnered with youthAbility, a program of the Jewish Education Vocation Services and the National School and Community Corps to plan and implement My Corps Summer. The program engages students in meaningful service-learning by demonstrating that they can be the providers of service, not just the recipients. Sarah John, Special Education Initiative Coordinator with the Pennsylvania Service-Learning Alliance, submitted this effective practice in August 2002.

Using service projects to teach high school youth about environmental conservation

pingv — Mon, 22 Jul 2002 01:00:00 -0500

The Environmental Protection Agency's publication, Service-Learning: Education Beyond the Classroom, describes five environmental conservation projects that schools and community groups have conducted with high school youth.The source document includes additional projects for elementary and middle school youth, as well as a list of partnering national organizations.

Using service projects to teach elementary school youth about environmental conservation

pingv — Mon, 22 Jul 2002 01:00:00 -0500

The Environmental Protection Agency's publication, Service-Learning: Education Beyond the Classroom, describes seven environmental conservation projects that schools and community groups have conducted with elementary school-aged youth. The source document includes additional projects for middle and high school youth, as well as a list of partnering national organizations.

Using service projects to teach middle school youth about environmental conservation

pingv — Mon, 22 Jul 2002 01:00:00 -0500

The Environmental Protection Agency's publication, Service-Learning: Education Beyond the Classroom, describes five environmental conservation projects that schools and community groups have conducted with middle school youth. The source document includes additional projects for elementary and high school youth, as well as a list of partnering national organizations.

Implementing a statewide reading program for elementary students

pingv — Mon, 29 Oct 2001 01:00:00 -0600

The Washington Reading Corps was created in 1998 to provide intensive and immediate instruction to elementary students in schools with low reading assessment scores. The program is a unique service partnership between public, private, and community resources that unites teachers, school staff, AmeriCorps and AmeriCorps*VISTA members, and community volunteers in a coordinated, statewide effort. In 1999-2000, about 6,000 volunteer tutors provided services to 26,000 students in 210 schools.

Motivating students to complete homework

pingv — Mon, 08 Oct 2001 01:00:00 -0500

By using recreation time as an incentive, after-school programs motivate students to complete their homework assignments. Athletes in Service AmeriCorps members have successfully implemented the Learn and Earn policies on school campuses, YMCAs, and Boys and Girls Clubs. This effective practice was shared at the 2001 National Conference on Community Volunteering and National Service in Minneapolis, Minnesota.

Motivating students with homework stations

pingv — Thu, 30 Aug 2001 01:00:00 -0500

Older students often require guidance to complete homework assignments, but they are not receptive to traditional after-school programs. Homework stations empower students to take control of their own study habits. This effective practice was submitted by City Year Greater Philadelphia at the 2001 National Conference on Community Volunteering and National Service in Minneapolis, Minnesota.

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.

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.

Keeping schools open during non-school hours

pingv — Wed, 12 Jul 2000 01:00:00 -0500

This excerpt from the book 150 Tested Strategies to Prevent Crime from Small Cities, Counties, and Rural Communities, highlights the practice of keeping schools open before and after school hours, and during the summer.