SISI - Standards and Indicators

Standard 1 - Academic Performance – Curriculm
1.1e The school curriculum provides specific links to continuing education, life, and career options.

Standard 4 - Learning Environment – School Culture
4.1d Teachers and non-teaching staff are involved in both formal and informal decision-making processes regarding teaching and learning.
4.1i Multiple communication strategies and contexts are used for all disseminiation of information to all stakeholders.
4.1j There is evidence that student achievement is highly valued and publicly celebrated (e.g., displays of student work,assemblies).
4.1k The school/district provides support for the physical, cultural, soci-economic, and intellectual needs of all students, which reflects a commitment to equity and an appreciation of diversity.

Standard 5 - Learning Environment – Student, Family and Community Support
5.1a Families and the community are active partners in the educational process and work together with the school/district staff to promote programs and services for all students.
5.1d Students are provided with a variety of opportunities to receive additional assistance to support their learning, beyond the initial classroom instruction.

Scenario

Amanda is an eleven-year-old fifth grader who has struggled academically since she changed schools last year. After her parents divorce, Amanda and her mother moved to another city where Amanda had trouble transitioning to her new school.

Amanda’s classmates were ahead of her academically and Amanda felt lost. She struggled to keep up in class but there was such a gap in her knowledge that she didn’t know where to begin. Amanda’s mother is a high school dropout and does not have the skills needed to help Amanda with her schoolwork at home.

At her old school, Amanda had been an average student but there was one area in which she did excel – music. There are no music classes offered in her new school and Amanda misses being able to solo in a choir. Without music, Amanda has nothing to look forward to and often refuses to go to school.

Amanda comes home to an empty house after school and spends her time hanging out with older kids in the neighborhood. Her mother is concerned about Amanda’s problems at school and worried that they will just worsen next year when she enters middle school.

What can be done to help Amanda catch up academically with her peers? Could after-school programs offer music enrichment classes to give Amanda something in which to excel? Could a community school program provide parenting and GED classes for Amanda’s mother? Could service-learning programs help Amanda bond with her new community?

Out-of-school enhancement programs can assistance meeting, the unique learning needs of individual students. These out of school support systems are a means of offering positive school experiences that potentially enhance a students feelings toward his day today school routine.

Introduction

Communities and schools across the country face the dilemma of what can be done for children once the school day has ended. As more and more children live in households with a working single parent or where both parents work, the need for accessible childcare has increased. A lack of affordable after-school care for all those who need it often force parents to make the difficult decision of having their child unsupervised at home until the working parent comes home. This can lead to youth participating in risky behaviors and not receiving the academic and social supports they need to become productive adults.

Bringing Education To After-School Programs sites a report by the U.S. Departments of Education and Justice on the effectiveness of after-school programs and data collected by the Charles Stewart Mott Foundation, which demonstrates the public’s strong desire to make quality after-school programs available to all children. The report states that 93% of Americans favor providing school-based after-school programs in their community. The following reasons were given for such strong public support:

• Over 28 million school-age children have either both parents or their only parent in the workforce.
• At least 5 million children -- and possibly as many as 15 million -- are left alone at home each week.
• Many children, especially low-income children, lose ground in reading if they are not engaged in organized learning over the summer.
• Experts agree that school-age children who are unsupervised during the hours after school are more likely to receive poor grades and drop out of school than those who are involved in supervised, constructive activities.
• Statistics show that most juvenile crime takes place between the hours of 2:00 and 8:00 pm, and that children are also at much greater risk of being the victims of crime during the hours after school.

The full report by the Office of Educational Research and Improvement, U.S. Department of Education (Summer 1999) can be found at http://www.ed.gov/pubs/After_School_Programs/

Public concern about the lack of safe, supervised out-of-school time programs for children and youth has led to an increase in schools and communities coming together to provide safe, supervised out-of-school programs where youth can come for academic, recreational and social skill development opportunities.

Many school buildings now remain open after school hours to provide a place where children and members of the community can come and interact. Some programs also offer out-of-school enhancements whenever school is not in session including weekends and summer breaks.

Out-of-school enhancements can provide a web of supports to meet the developmental needs of children. The benefits to children include increased safety, reduced risk-taking, and increased self-confidence and academic performance. The benefits to community include a decrease in juvenile crime and the development of youth who are successful in school and active in their community.

Quality out-of-school programs can help give children and youth many of the 40 developmental assets identified by Search Institute. These assets help young people to develop the skills they need to be healthy, caring and responsible adults. Asset-based programs concentrate on providing youth with support, empowerment, clear boundaries and expectations, a constructive use of time, a commitment to learning, positive values, social competencies and a positive identity. To learn more about Developmental Assets and Search Institute visit their website at http://www.search-institute.org/.

One of the leading national organizations helping to mobilize communities at grassroots levels to meet the out-of-school needs of children and youth is America’s Promise – The Alliance for Youth. http://www.americaspromise.org/index.cfm Founded in 1997, the organization has partnered with over 400 national organizations and individuals who have committed to one or more of the following promises to help youth programs:

Caring Adults

Non-school-hour programs provide children and youth with ongoing relationships with caring adults such as parents, mentors, tutors and coaches who offer youth support, care and guidance.  

Safe Places

Non-school-hour programs provide safe places with structured activities that provide both physical and emotional safety for youth.
 
A Healthy Start

Non-school-hour programs provide adequate nutrition, exercise, and health care and help youth develop healthy bodies, healthy minds, and smart habits for adulthood.
 

Marketable Skills

Non-school-hour programs can help provide youth with the marketable skills they need to transition from school to work successfully.

Opportunities to Serve

Non-school-hour programs provide youth opportunities to give back through community service resulting in enhanced self-esteem, increased confidence and heighten a sense of responsibility to the community. 

America's Promise invites schools to become Schools of Promise that provide the Five Promises to youth by developing collaborative partnerships with community resources. Schools of Promise are given the resources needed to develop effective programs including needs assessment surveys, media toolkits and information on how schools across the country are implementing programs.

Several Schools in Kentucky have already been designated as Schools of Promise and can be found on the organization’s website. For more information on becoming a School of Promise visit: http://www.americaspromise.org/community/schofprom_become.cfm

According to a report by the Departments of Education and Justice entitled After-School Programs: Keeping Children Safe and Smart, published in June 2000, the benefits of after–school programs for children include increased confidence in their academics, a greater bond with their school and increased school attendance and completion rates. The report states “ Students who spent even one to four hours a week in extracurricular activities were 60 percent less likely to have dropped out of school by 12th grade than their peers who did not participate.” To review the full report visit http://www.ed.gov/pubs/afterschool/afterschool.pdf.

In New York City, the Department of Youth Services began a school-based community center project for inner-city youth in 1991. Beacons are school-based community centers, which provides youth and their families opportunities to actively participate in their communities. Beacons are considered model programs of how schools and communities can meet the diverse needs of youth and their families. A case study of the Beacons program can be found at http://www.forumforyouthinvestment.org/cydseriesbeacons.pdf

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Strategies

Out-of-school enhancements can come in many forms. They may be after-school care for children whose parents need someone to care for their child until they get home. Or they may be stand-alone programs that are offered sporadically to provide a specific activity such as tutoring or an intramurals basketball league. Some programs may occur once a week while others are provided everyday.

In some communities, schools and outside organizations have come together to provide more extensive out-of-school enhancement activities for children. These programs take a holistic approach to youth development and provide a variety of academic, enrichment, recreational and leadership opportunities for children and youth of all ages. In some places the schools become community centers during after school hours and offer services to meet the needs of not only the youth but also adults in the adjoining neighborhood.

The Federal 21st Century Community Learning Center grant program has spurred tremendous growth in the development of community school programs. 21st CCLC grants have provided the seed money schools and communities need to establish programs that provide a web of services to youth and families.

21st CCLC grants provides funding for after-school programs which focus on extended learning opportunities for children and youth. The No Child Left Behind Act, signed by President Bush in January 2002, converted the 21st CCLC Program from a federally administered discretionary grants program to a state administered program. Funds are appropriated to states on a formula basis and the states conduct competitions to award 21st CCLC grants.

For more information on Kentucky’s 21st CCLC program and grant application process contact: Karen Schmalzbauer, 500 Mero Street, 17th Floor Frankfort, KY 40601, Phone: (502) 564-3678, Fax: (502) 564-6952 or E-mail: kschmalz@kde.state.ky.us

Successful out-of-school enhancement programs have developed key strategies to meet the needs of the communities they serve. According to a report from the U.S. Department of Education entitled After-School Programs: Keeping Children Safe and Smart (http://www.ed.gov/pubs/afterschool/afterschool.pdf June 2000) exemplary after-school programs have the following components:

• Goal Setting, Strong Management and Sustainability
• Quality After-School Staff
• Attention to Safety, Health and Nutrition Issues
• Effective Partnerships
• Strong Involvement of Families
• Enriching Learning Opportunities
• Linkages Between School-Day and After-School Personnel
• Evaluation of Program Progress and Effectiveness

The following section provides information and examples on how these strategies can be implemented at local schools.

Goal Setting, Strong Management and Sustainability
When planning an out-of-school time program, involving all key stakeholders in the planning process including students, parents, PTA, local business members, law enforcement representatives, community members, agency representatives and school staff will encourage community ownership. An advisory council made up of these stakeholders should assess the needs of youth and the community and establish a clear vision with outcome-based goals.

The first step is assessing the needs of the community along with what services are already available for youth. The Finance Project provides a Community School Assessment checklist that can assist schools and community who are developing after school programs. The checklist can be found at: http://www.financeproject.org/csassessment.pdf

Planning committees should focus on what is already available and not to duplicate services in one area while not providing support in an area where there is a service gap. Once planning committees have assessed the gaps in services to children, plans can be made on how an out-of-school program can meet those needs. This includes exploring how to partner with community resources to fill these gaps in services. Organizations that may be of service include local arts organizations, Boy and Girl Scouts, Big Brothers/Big Sisters, local recreation departments, 4H, YMCA, human services agencies, local health departments, local universities, law enforcement and mental health agencies.

Planning committees should be led jointly by school and community organizations and should have a clear vision of the mission and goals for the out-of-school program. Is the main goal to simply provide a safe haven for children and youth? Or is to provide recreational opportunities or basic skills tutoring in reading, literacy and math? Some programs begin by focusing on a certain area they feel is needed in their community. Others adopt a holistic approach of providing a variety of academic and enrichment services for youth and their families.

These decisions need to be made and agreed upon collaboratively by all the key stakeholders. The decision is often based on the needs assessment and the financial resources available. All goals need to be outcome-based with an evaluation plan in place so adjustments can be made for improvement.

Collaborations between the school and the community help to ensure the long-term sustainability of the project. Plans based on partnerships with community resources can often use these resources to leverage additional financial support through foundation or government grants. Many funding sources will not consider proposals that do not demonstrate collaborative school/community partnerships with an organizational structure that clearly defines the roles and responsibilities of all individuals and partnering organizations.

Quality After-School Staff

Experienced program managers are essential to the success of any out-of-school enhancement program. Managers should have the experience in developing and maintaining community partnerships and developing additional resources. They should be well versed in positive youth development, grant writing and evaluation. They also need to have the skills needed to mobilize the community in order to garner additional support for the program.

Hiring and retaining high quality staff can be one of the biggest challenges facing out-of-school programs. Offering higher compensation, flexible schedules and ongoing professional development opportunities will retain quality staff and ensure program consistency.

Programs should retain small staff-to student ratios in order to give individuals children the attention they need. Staff-t-to-student ratios typically run between 1:10 to 1:15.

Sources for staff include teachers, college students and volunteers. Partnering organizations can also provide staff for specific activities. All staff should be trained in child and youth development, safety, and first aid/CPR certification.

Staff should be given regular on-site professional development opportunities throughout the year. Training topics can include positive youth development, strategies for providing academic and enrichment activities, working with children with disabilities and program assessment and evaluation.

One resource for staff training is The Kentucky Youth Development Partnership, which provides resources and supports to communities and organizations for positive youth development. KYD provides the Advancing Youth Development Curriculum training, a 28-hour curriculum for frontline youth workers, after-school care staff and their supervisors. It focuses on methods adult staff can use to develop and increase their own competencies, and increase the capacity of the workplace to contribute to the development of the young people who participate in its programs. For more information on Advancing Youth Development training contact:

T.J. Delahanty
Youth Development Coordinator
Kentucky Youth Development Partnership
696 Teton Trail
Frankfort, KY 40601
Phone: (502) 227-7722
Fax:(502) 227-1721
E-mail: tjdelahanty@kychildnow.org

The Kentucky Association of Child Care Resource and Referral Agencies (KACCRRA) is an association of regionally-based child care resource and referral agencies that provide training and support to the child care system. Information on childcare training resources for childcare and after-school staff are available on their website. http://www.kaccrra.net/

Out-of-school programs can also use volunteers to help staff programs. Volunteers can come from a variety of resources including parents, grandparents, community volunteers, AmeriCorps personnel and federal work-study college students.

Attention to Safety, Health and Nutrition Issues

Out-of-school enhancement programs should offer safe havens that are assessable to neighborhood youth. There needs to be sufficient space for a variety of indoor and outdoor activities and age-appropriate materials for enrichment and extended learning activities. All programs should be well supervised by staff that are knowledgeable of safety issues and trained in first aid/CPR.

Programs should offer nutritious snacks and meals to participants. The U.S. Department of Agriculture’s provides food and nutrition programs that can be used in before- and after-school and extended learning programs. These programs include the National School Lunch Program, the School Breakfast Program, the Summer Food Service Program, the Child and Adult Care Food Program, and the Special Milk Program. For more information visit:

http://www.fns.usda.gov/cnd/

Effective Partnerships

The key to producing successful high quality out-of-school programs is effective school partnerships with local governments, law enforcement, youth and community-based organizations, social and health services and businesses. These collaborations can provide the resources needed to meet the developmental needs of children and youth.

In Kentucky, Family Resource and Youth Services Centers(FRYSC) can serve as one of the key players in developing these partnerships. One of the primary goals of FRYSC(s) is to serve as a bridge between the school and the community. FRYSC coordinators have already developed relationships with many of the organizations and resources needed to establish after-school programs. Their knowledge and expertise are essential in the planning and development of any out-of-school enhancements. For more information on Family Resource and Youth Services Centers visit http://cfc.state.ky.us/frysc/.

Most government and foundation grants require a clear, well-planned proposal that shows a network of collaborative partners. Any grant proposal will be strengthened by a clear asset-based plan that shows how the school, community groups and agencies will work together to establish a program to meet the needs of youth and their families.

Partnerships with outside agencies can help schools provide the out-of-school hours programs that so many parents need. One example of an effective partnership is the Childcare Enrichment Program (CEP), a partnership between Jefferson County Public Schools and the YMCA of Greater Louisville. CEP provides before and after-school care for students ages 5 to 14 years old in 47 schools across the county.

The key to the program is the partnership between the YMCA and the school district that is willing to house sites in school buildings during non-school hours. The school district’s nutrition services department provides federally funded meals and snacks for children attending CEP through the Department of Agriculture’s National School Lunch Program, School Breakfast Program and Summer Food Service Program.

The CEP program, which began in 1985, serves 3,500 children during the school and 800 during summer break. Program hours are from 7 a.m. to the start of the child’s school day and from the close of school to 6 p.m. The centers operate from 7 a.m. to 6 p.m. during winter break, spring break, summer break, professional development days and snow days. On school days, bus transportation is provided by the school district for elementary and middle school students between their schools and the C.E.P. sites.

The YMCA hires and trains all CEP staff. Each site has a full-time site supervisor who oversees staff and plans programs. All staff receives professional staff development and training through the YMCA.

Programs at the sites include homework assistance, gym games, arts and crafts, interest and activity centers and guest speakers and specialists from the community. During the summer program children participate in a variety of field trips to outside facilities including YMCA swimming pools and local skating rinks.

For more information visit the CEP website at http://www.jefferson.k12.ky.us/Programs/CEP/index.html or contact Melissa Barman at Jefferson County Public Schools, 502-485-3834, mbarman1@jefferson.k12.ky.us

Jefferson County Public Schools has also developed a community schools program to provide safe place for children in their neighborhood. The district’s program began in three schools in 1997 through a partnership between the district and the city of Louisville. Since then, the program has received additional funding through 21st CCLC grants, business partnerships, and Metro Louisville government and has grown to eight community schools.

Each community school has a site coordinator whose salary is paid jointly by school district and Metro Louisville government funds. In addition the Metro Louisville Parks and Recreation Department provides a site recreation supervisor and other Parks and Recreation personnel for specific programs. An advisory council made up of community members, local business people, school staff, recreational staff and students governs each community school.

A variety of recreational and educational programs, such as aerobics, family reading nights, cheerleading, arts and crafts for children and adults, Boy and Girl Scouts, Adult Basic Education classes and adult leisure classes are available at each site. Most activities are free, though a few charge a minimal fee to cover the cost of supplies. All CSP sites are open Monday through Friday until 9 p.m. during the school year, and most are open 11 a.m. to 7 p.m. during the summer months.

For more information on the Jefferson County Community Schools program contact Melissa Barman at 502-485-3834
mbarman1@jefferson.k12.ky.us

Strong Involvement of Families

Out-of-school programs can help parents become more involved in their child’s learning and school. Effective strategies to increase parent involvement include participation in advisory committees and providing volunteer opportunities.

Programs, which actively involve parents by having them participate in decision-making, are more likely to gain public support. Parental input will help programs be more culturally relevant in meeting the specific needs of their neighboring community

Programs can increase parent involvement by providing learning opportunities for both children and parents. Adult learning opportunities can include GED classes, parenting workshops, finance and money management, English as a second language classes, computer classes, job skills workshops and family literacy programs.

Family fun nights where families enjoy a meal and do activities together will promote parental involvement. Family activities such as parent/child discussion groups, scrap-booking, mother/daughter book clubs or recreational activities can give families a opportunity to spend time together while strengthening their bond to the school.

The Promising Practices in After-School website provides case studies in how after-school programs have increased family and community involvement. For more information visit: http://www.afterschool.org/search/results.cfm?component=1

Enriching Learning Opportunities

Quality programs offer a variety of engaging activities that help children both academically and socially. These activities can include tutoring and homework assistance, drug and violence prevention programs, leadership activities, volunteer and service learning opportunities, English as a second language classes, mentoring, employment counseling and training, arts courses, college awareness, supervised recreational programs, and computer instruction.

According to Safe and Smart: Making After-School Hours Work for Kids, out-of-school programs that offer these kinds of enriching learning opportunities help youth obtain better grades, increase their ability to read, develop new skills and interests, improve their school attendance and reduce their drop-out rate. Youth who participate in after-school programs have improved behavior in school, a reduced retention rate, and have higher aspirations for the future, including intention to complete high school and to go to college.

Programs should be sensitive to the culture and environments of all participants. Offer a variety of age-appropriate activities that are both fun and educational and give participants a sense of success.

It is also important to provide opportunities for positive interactions with adults from the community. Children benefit greatly from the caring relationships they have with adults in out-of-school programs. Recruit volunteers from colleges, law-enforcement, community members and business people and churches to serve as tutors, coaches, instructors and mentors.

Linkages Between School-Day and After-School Personnel

The primary goal of most school-based out-of-school enhancement programs is to offer extended learning opportunities. According to a survey of 800 pre-k-12 principals conducted in the spring of 2001 for the National Association of Elementary School Principals (NAESP), 96% of those surveyed said their programs included a focus on improving student achievement by providing help with homework and tutoring. http://www.naesp.org/afterschool/

To be successful, these extended learning programs need a plan for linking after-school learning activities with the students' school-day classroom learning. Constant communication between classroom teachers, school counselors and after-school staff concerning the individual needs of students is essential. Any academic support and tutoring programs should be carefully coordinated with classroom teachers.

In Kentucky every school has these strategies in place to help academically at-risk students through its Extended School Services (ESS) program. Teachers or parents can request needed support for struggling students. Following referral, the ESS teacher and regular class teacher work together to identify specific skill needs, establish student goals, provide appropriate materials and instruction, and monitor student progress.

Communication is the key to success in after-school programs that have a separate staff from those who work during the school day. There should be teacher representation on the out-of-school policy decision board. This representative can communicate to other school staff about program operations and discuss any concerns that may arise. Programs should also communicate regularly teachers through newsletters or emails. Teachers should be informed about program activities and should be invited to special events.

There also needs to be an understanding between school and after school staff concerning the use of facilities. Clear communication on how classrooms and other areas of the school will be used and maintained will allay any potential conflicts concerning the joint use of space.

Evaluation of Program Progress and Effectiveness

An evaluation plan based on outcome-based goals is the key to continuous improvement. Program managers should measure success in terms of whether activities are accomplishing the expected outcomes. This data can help identify the strengths and weaknesses of current practices and can then help guide advisory councils to develop improvement plans.

Data for evaluation may include participant academic improvement and school attendance, neighborhood crime statistics, and surveys of parents, participants, school staff and the program staff.

Comprehensive evaluation can help validate program effectiveness to program staff, funding sources and the community. It is also important in helping programs secure additional funding by providing information on how activities are promoting positive change in participants.

The U.S. Department of Health and Human Services, Administration on Children, Youth and Families provides THE PROGRAM MANAGER’S GUIDE TO EVALUATION to assist in the evaluation process. The guide can be found at: http://www.acf.hhs.gov/programs/core/pubs_reports/prog_mgr.html

The Southwest Educational Development Laboratory also provides an extensively listing of resources available for program evaluation. Many or these resources are available to download from the SEDL website. For more information visit http://www.sedl.org/pubs/fam95/6.html.

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Barriers

The NAESP survey of elementary school principals sited funding (56%) as the most commonly identified barrier of after-school programs. http://www.naesp.org/afterschool/

Successful youth programs are able to optimize financial resources through a combination of private funding, partnerships, school, local government and state funds. They also tap into federal funding sources that target the needs of specific populations. The Forum for Youth Investment Out of School Time Policy Commentary # 2 entitled “HIGH SCHOOL AFTER-SCHOOL: WHAT IS IT? WHAT MIGHT IT BE? WHY IS IT IMPORTANT?” provides the following list of federal funding that is available for youth programs:

DEPARTMENT OF LABOR

• Job Corps
• Workforce Investment Act (WIA)
• Youth Opportunity Grants

DEPARTMENT OF HEALTH AND HUMAN SERVICES

• Healthy Schools, Healthy Communities
• National Youth Sports Program Fund
• Promoting Responsible Fatherhood
• Substance Abuse Prevention and Treatment

DEPARTMENT OF JUSTICE

• Juvenile Accountability Incentive Block Grants
• Gang-Free Schools and Communities
• Juvenile Mentoring Program (JUMP)
• Weed and Seed Program
• Tribal Youth Program

DEPARTMENT OF EDUCATION

• 21st Century Community Learning Centers
• Safe and Drug-Free Schools and Communities
• Safe Schools/Healthy Students
• Gear Up

DEPARTMENT OF AGRICULTURE

• Cooperative Extension Service/4-H
• Child and Adult Care Food Program
• School Breakfast and Lunch Programs

DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT

• Community Development Block Grants
• YouthBuild
• America’s Promise

CORPORATION FOR NATIONAL AND COMMUNITY SERVICE

• Americorps
• Learn and Serve America
  

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Resources

The Forum for Youth Investment. (2003). Policy Commentary #2: High School After - School: What Is It? What Might It Be? Why Is It Important? Washington, DC: The Forum for Youth Investment. Available online at http://www.forumforyouthinvestment.org/comment/ostpc2.pdf

Extended School Services (ESS)
Division of Student Family, Community Support Services
Kentucky Department for Education
Contact person: Dr Angela Wilkins, Division Director
502-564-3678
awilkins@kde.state.ky.us

Kentucky Coalition of School Volunteer Organizations
Lilly Sullivan
10112 Leitchfield Road
Cecilia, KY 42724
270-862-2014
Lillsull5@aol.com

Kentucky Community Education Association
Patty Crittenden
700 Leslie Avenue
Frankfort, KY 40601
502-875-1481
pcritten@franklin.k12.ky.us

Kentucky Family Resource Youth Services Centers (FRYSC)
Promotes, identifies and coordinates resources for children and their families.
Contact person: Dr. Sandy Goodlett, Executive Director
Cabinet for Families and Children
Linda Robinson, KDE Liaison
(502)-564-3678

Currently there are 774 centers in the state of Kentucky. The FRYSC Regional Program Managers are divided in ten regions and are a valuable resource that can be contacted for model sites in their region as it relates to Family/Community involvement. To review the Region Program Managers information go to http://www.kde.state.ky.us/osle/frysc/default.asp.

Kentucky Association of Child Care Resource and Referral Agencies: KACCRRA is the association of the regionally based childcare resource and referral agencies that provide training and support to the child care system. . http://www.kaccrra.net/

Kentucky Child Now! (KCN): Kentucky Child Now is a state wide nonprofit organization committed to assisting communities to improve the lives of children and youth. They provide a variety of resources that support community and organizational capacity to provide quality services to young people including staff training and support of the Developmental Assets approach. The Advancing Youth Development curriculum training is one of these resources. For more information visit: http://www.kychildnow.org/.

University of Kentucky, Cooperative Extension Service, 4-H/Youth Development programs: .4-H is a resource for collaboration and positive youth development that is present in every county of the state. 4-H has a large catalogue of youth development/after school training and programming resources. http://www.ca.uky.edu/agcollege/4h/

Additional Resources

The Afterschool Alliance is a non-profit organization founded by the Charles Stewart Mott Foundation, the U.S. Department of Education, J.C. Penney Company, Inc., the Open Society Institute/The After-School Corporation, the Entertainment Industry Foundation and the Creative Artists Agency Foundation. The Alliance’s vision is to insure that all children have access to after-school programs the year 2010.

The Afterschool Alliance’s activities focus on providing information and resources, building public awareness and promoting grassroots organization. The site provides program tools for funding, advocacy and media relations and also gives links to and foundation, government and grant writing sites. http://www.afterschoolalliance.org/

Afterschool.gov has information on Federal resources including a searchable database on Federal Government funding sources for non-school hour programs for children and youth. The site includes information on strategies for starting and running a program; links to organizations and publications that focus on youth; and Web sites designed for kids and teens. http://www.Afterschool.gov

After-School Programs:Keeping Children Safe and Smart. This U.S. Department of Education report identifies the key characteristics of exemplary after-school programs and examples of effective programs. http://www.ed.gov/pubs/afterschool/afterschool.pdf

Bagby, J. (Ed.). (2001). A resource guide for planning and operating after-school programs. Austin: Southwest Educational Development Laboratory. This guide covers all aspects of starting and running after-school programs. The guide provides an extensive list of resources for management, communication, programming integrating k-12 and after-school, community building/collaboration, and evaluation.. http://www.sedl.org/pubs/fam95/

BRINGING EDUCATION TO AFTER-SCHOOL PROGRAMS
Office of Educational Research and Improvement, U.S. Department of Education (Summer 1999) A report on how after-school programs can provide safe supervised learning environments. http://www.ed.gov/pubs/After_School_Programs/

Childcare.gov provides information on the federal resources available for childcare providers. Visit the site at http://www.childcare.gov/home.pl

The Child Care Partnership Project provides information on creating public-private partnerships to increase childcare opportunities in communities and states. The project provides information on developing public-private partnerships and case studies on how schools have developed childcare programs. For more information visit : http://nccic.org/ccpartnerships/home.htm

The Coalition for Community Schools provides information, toolkits, downloadable reports and publications and links to community schools programs from across the United States. They also provide an e-mail newsletter with up to date information on research and community schools issues. http://www.communityschools.org/index.html

The Finance Project provides information on financing and sustaining out-of-school time and community school initiatives. Resources include strategy briefs, toolkits and worksheets for organizations and focuses on how federal funding programs can be used to finance out of school programs. http://www.financeproject.org/index.html

The Forum for Youth Investment has an extensive database of articles and research on youth development and out-of-school time policy issues. http://www.forumforyouthinvestment.org/index.htm

The National Center for Community Education provides a website which includes models and case studies along with a listing of resources and links. http://www.nccenet.org/

The National Institute on Out of School Time, at The Center for Research on Women at Wellesley College, provides information and research. http://www.wellesley.edu/WCW/CRW/SAC/index.html

Promising Practices in After-school is a place to find and share ideas that are working in after-school programs. It has information on curriculum, funding, staffing, evaluating and other areas of interest on after-school. http://www.afterschool.org/

The U.S. Department of Health and Human Services, Administration on Children, Youth and Families website provides information on agency programs, research and grant opportunities. http://www.acf.hhs.gov/

21st Century Community Learning Centers website includes information on 21st CCLC grantees, evaluations and links to state 21st CCLC sites and after-school program resources. http://www.ed.gov/21stcclc/

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Key Words

After-school, community engagement, out-of-school time, mentoring, service learning, extended learning, community schools, childcare, enrichment, community assessment, collaboration, enrichment, student engagement, community partnerships, parent involvement, tutoring

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