[The Potential of After-School Programs]
[Contents]
[Communities Meeting the Need for
After-School Activities]
Quality after-school programs can provide safe, engaging environments that motivate and inspire learning outside the regular school day. While there is no one single formula for success in after-school programs, both practitioners and researchers have found that effective programs combine academic, enrichment, cultural, and recreational activities to guide learning and engage children and youth in wholesome activities. They also find that the best programs develop activities to meet the particular needs of the communities they serve.
Common elements of quality programs include:
Community coordination and collaboration are key to running successful programs.
Focus on the goals of the program. After-school programs should be clear about their intended goals. Establish goals through collaborative decision-making. Manage the program to meet those goals.
Solid organizational structure. A successful governance structure combines hands-on, site-based management with regular oversight and accountability.
Effective management and sustainability. Successful programs use annual operating budgets, accurate bookkeeping systems, affordable fee structures, and multiple funding sources, including in-kind support.
Meeting legal requirements. Successful programs meet licensing requirements, address liability issues, carry adequate liability insurance, maintain appropriate records, regularly review health and safety practices, and comply with the Americans with Disabilities Act requirements.
All programs need staff who are qualified and committed, have appropriate experience and realistic expectations, and can interact productively with regular school staff.
Role of the program administrator. The program director helps ensure that the after-school program provides high-quality services that meet the needs of program staff, students and families. Effective administrators develop strong relationships with schools and community partners.
Hiring and retaining qualified staff. Programs should hire skilled and qualified staff that are experienced in working with school-age children. Programs should also provide attractive compensation and work scheduling packages to retain quality staff.
Professional development for staff. In order to sustain a quality program, staff should be provided with ongoing training and learning opportunities.
Use of volunteers. Volunteers can reduce the price of a program and the staff-to-child ratio. Incorporate volunteers into programs appropriate to their skill levels and interests.
Low staff-to-student ratio. For true student enrichment, the staff-to-student ratio should be between 1:10 and 1:15 for groups of children age six and older.
Creating safe places with adequate space and materials. Programs should be safe, close to home and accessible to all who want to participate. They should have adequate space for a variety of indoor and outdoor activities and age-appropriate materials for enhancing learning.
Meeting nutritional needs. Good after-school programs provide a nutritious snack and other meals when appropriate, for relaxation and socializing and to promote sound nutrition for participants.
Implementing a quality after-school program requires collaboration among diverse partners: parents, educators, community residents, law enforcement agencies, service providers, community-based and civic organizations, colleges, employers, arts and cultural institutions, museums, park and recreation services, and public officials.
Steps to building an after-school partnership. Collaboration often requires changes in traditional roles, responsibilities, expectations, relationships, and schedules.
Using community resources effectively. Communities can provide a wide range of resources for developing high-quality programs, such as funding, facilities, materials, job shadowing, mentors, tutors, and community service experiences.
The success of an after-school program depends on the involvement of both families and the community.
Involving families and youth in program planning. Programs that include families and children in planning draw greater support from participants, families and the community at large. Activities are more fun and culturally relevant, and capture children and adolescents’ interests better.
Attending to the needs of working parents. Good programs are designed with sensitivity to the schedules and requirements of working parents. They also accommodate family schedules, making after-school programs affordable, and provide transportation to and from after-school programs.
By providing structured enriching learning opportunities, after-school programs can improve children’s academic performance and meet their social, emotional and physical development needs. In addition, enrichment opportunities not available during the regular school day—such as art, music, and drama—can be offered to complement the regular school-day program.
Providing engaging opportunities to grow and learn. Quality programs allow children to follow their own interests and learn in different ways. Programming reflects the needs, interests, and abilities of children.
Challenging curriculum in an enriching environment. Successful programs make the curriculum challenging, but not overwhelming. A challenging curriculum accommodates individual student needs, coordinates with in-school instruction, and focuses on more than remedial work.
Coordinating learning with the regular school day. Good programs provide a continuity of learning for students through coordination with the regular school day and communication with teachers and staff.
Linking school-day and after-school curriculum. Quality after-school curricula integrate learning and enrichment through clear cycles of assessment, feedback, and evaluation that meet students’ needs.
Quality programs support and coordinate their activities with schools in a way that supports true partnering. Quality programs have:
Planning time to maximize children’s opportunities. Time is provided for school-day and after-school staff to establish and maintain relationships of mutual respect and understanding.
Coordinated use of facilities and resources. Coordination between school and after-school staff regarding use of facilities and equipment is improved with communication and planning to prevent potential problems and misunderstandings.
Effective after-school programs have a continuous evaluation component built into the design so that program planners can objectively gauge their success based on the clear goals set for the program.
Using data for improvement. A system of accountability and continuous evaluation supports program improvement. With this data, partners can discuss the progress and success of the program, which will help in decision-making around design and funding.
Continuous monitoring and shared understanding of program goals help staff maintain their focus, improve effectiveness and accountability, ensure parent and participant satisfaction, and identify necessary changes.
Designing effective evaluations. Programs should be evaluated regularly in ways that incorporate multiple measures of success that reflect program goals.
|
[The Potential of After-School Programs] |
[Contents] |
[Communities Meeting the Need for After-School Activities] |