ERIC ED439507: Comprehensive Program Planning for the Integration of 21st Century Learning Center After-School Programs with Regular Day Programs and Community Partners.

34 Pages·1999·0.47 MB·English

by  ERIC

DOCUMENT RESUME
ED 439 507
EA 030 315
AUTHOR
Caplan, Judy; Calfee, Carol S.
TITLE
Comprehensive Program Planning for the Integration of 21st
Century Learning Center After-School Programs with Regular
Day Programs and Community Partners.
INSTITUTION
North Central Regional Educational Lab., Oak Brook, IL.
SPONS AGENCY
Office of Educational Research and Improvement (ED),
Washington, DC.
ISBN-1-929800-04-5
ISBN
PUB DATE
1999-00-00
NOTE
33p.
CONTRACT
RJ96006301
PUB TYPE Reports
Evaluative (142)
EDRS PRICE MF01/PCO2 Plus Postage.
DESCRIPTORS
*After School Programs; *Comprehensive Programs; Educational
Change; *Educational Environment; Elementary Secondary
Education; *Improvement Programs; Instructional Improvement;
School Effectiveness
ABSTRACT
This document lists the 16 characteristics that help
integrate comprehensive program planning into the regular school program and
other family-support systems. The 16 characteristic arose from a review of
research on effective afterschool programs and interviews with active program
sites. The characteristics are as follows: climate for inclusion; community
partnerships; coordination with the regular-school-day learning program and
community partners; culturally sensitive climate; evaluation design;
facilities management; focus on ac-risk students; funding; leadership and
governance; linkages between afterschool, regular-school, and community
partner personnel; parent involvement; public relations; recreational
programming; safe and healthy environment; staffing, staff qualifications,
and training; and volunteers. Listed alongside each characteristic is an
indicator that describes the characteristic in more detail and offers samples
of policies and programs that indicate if the characteristic is present in
the program activities. The policies and programs are divided into three
stages of development, based on the extent of integration evidenced in the
activity. Readers will notice increasing evidence that the lines between the
afterschool program, the regular school day, and partnerships within the
community become blurred and the term "after school" no longer applies. A
definition of terms is included. (Contains 11 annotated references.)
(RJM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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Judy Caplan and Carol S. Calfee
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
REL
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liThis
document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
North Central Regional Educational Laboratory
Points of view or opinions stated in this
"Applying Research and Technology to Learning"
document do not necessarily represent
official OERI position or policy.
2
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By Judy Caplan, North Central Regional Educational Laboratory, and
Carol S. Calfee, Consultant
NCREL
North Central Regional Educational Laboratory
"Applying Research and Technology to Learning"
1900 Spring Road, Suite 300
Oak Brook, Illinois 60523-1480
[phone], [phone]
www.ncrel.org
Copyright
1999 by the North Central Regional Educational Laboratory. All rights reserved.
This work was produced in whole or in part with funds from the Office of Educational Research and Improvement (OERI), U.S. Department
of Education, under contract number RJ96006301. The content does not necessarily reflect the position or policy of OERI or the Department
of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the federal government.
ISBN 1-929800-04-5
ents
Ackno
rFhied
We would like to thank the following schools and after-school programs for contributing sample policies
and information about their programs:
Jackson Public School District, Jackson, Mississippi
Alhambra Elementary, Phoenix, Arizona
Newark Public Schools, Newark, New Jersey
Prairie Hills Elementary School, Markham, Illinois
Baltimore County Public Schools, Towson, Maryland
Highland Park School District, High Park, Michigan
Full Service Schools, Santa Rosa County, Milton, Florida
St. Louis Public Schools, St. Louis, Missouri
L.A.'s Best, Los Angeles, California
Alliance Schools Initiative, Houston, Texas
About NCREL
The North Central Regional Educational Laboratory (NCREL) is
a not-for-profit organization dedicated to help-
ing schoolsand the students they servereach their full potential. A leader
in linking research and technology
to learning, NCREL provides practical, research-based resources and assistance
to educators, policymakers, and
communities. One of ten regional educational laboratories, NCREL
serves a seven-state midwestem region that
is home to more than 20 percent of the nation's schools, teachers, and
students. NCREL supports schools by:
Creating new knowledge and tools through collaborative field development
and applied
research efforts with schools and agencies
Providing research-based information and direct assistance
Forging strategic alliances by linking schools, agencies, and organizations with
each other
NCREL also operates the Midwest Consortium for Mathematics and Science
Education and the North
Central Regional Technology in Education Consortium.
4
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Contents
Introduction
1
2
Definition of Terms
3-24
Characteristics
Climate for Inclusion
3
4
Community Partnerships
Coordination With the Regular School Day Learning Program and Community Partners
6
Culturally Sensitive Climate
8
Evaluation Design
9
Facilities Management
10
Focus on At-Risk Students
11
Funding
12
Leadership and Governance
14
Linkages Between After-School, Regular School, and Community Partner Personnel
15
Parent Involvement
16
Public Relations
18
Recreational Programming
20
Safe and Healthy Environment
21
Staffing, Staff Qualifications, and Training
22
Volunteers
24
27
Annotated Bibliography
hitroduction
Some after-school programs operate independently of the regular school day and the community in which students
live. However, research shows that developing comprehensive after-school programs that are integrated into the
regular school program and other family support systems within the community can yield positive outcomes for
students and their families. Moreover, the process of integration can actually compound the positive results of
after-school programs.
A review of the research on effective after-school programs and interviews with active program sites indicate that
there are 16 characteristics that lead to comprehensive program planning for integration. This document lists each
of these characteristic along with an indicator that describes the characteristic in more detail and samples of policies
and programs that indicate if the characteristic is present in the program activities.
The policies and programs are divided into three "stages" of development based on the extent of integration
evidenced in the activity. As you read through the examples in the stages, you will notice increasing evidence
that the lines between the after-school program, the regular school day, and partnerships within the community
become blurredthe term "after school" no longer really applies. We are now looking at an extended school
day, a community school, a full-service school.
We encourage you to use this document in the following ways:
Expand your understanding of a truly integrated, comprehensive approach to program planning.
Gather ideas from the descriptions of successful programs on ways to continuously improve
your program design.
Share your experience with policies and programs in each characteristic with other programs.
Determine your current program's "stage" for each characteristic and then write an action plan to enhance
or expand activities under each characteristic that appears to be less than integrated.
6
Definition of Terms
Family LiaisonThe person(s) charged with maintaining contact and linkages with parents/guardians of students
participating in the program. Note: Some program sites hire a person specifically to fulfill these duties.
Program Advisory CommitteeThe governance structure associated with the after-school program and policy-
making decisions. Most program advisory committees include the program staff, representatives from
the school staff, parents, students, and community partners. There may be several levels of advisory
committees in place for governance, depending on the program design. Each site may have a committee.
There also may be a committee in charge of overseeing more than one program site.
Program CoordinatorThe person(s) charged with overall supervision of program activities. There may be a
site-based program coordinator (or site manager) at each school and/or a district-level program coordinator
overseeing more than one program site.
Program StaffAll staff participating in the day-to-day operations of the after-school program. Staff members
may include teachers, paraprofessionals, volunteers, parents, the program coordinator, and community
partners.
School LiaisonThe person(s) charged with maintaining contact and linkages with the school staff. Note: Some
program sites hire a person specifically to fulfill these duties.
School Staff All school personnel (teachers, paraprofessionsals, administrators, deans, counselors, social workers,
nurses, janitors, cafeteria workers, bus drivers, secretarial staff, community support service personnel, etc.)
that work with students during the regular school day.
StakeholdersAny person who has a vested interest in program success. This group includes students, parents/
guardians, school staff, program staff, and community partners. The classic stakeholders may even be
expanded to include local and state government officials who are interested in the prevention aspects of
the program.
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7
ate for inclusion
Characteristic: CO
Indicator: Comprehensive programs are inclusive of all students, regardless of their emotional, intellectual,
social, or physical needs.
Sample Policies and Programs
Stage 1
The school refers students with special needs to participate in the after-school program.
The program coordinator requests information about students with special needs that are attending the
program and, as a consequence, the program coordinator purchases some simple assistive technology
devices (e.g., switches, pencil grips, special computer software, etc.) for students with special needs.
The local fire department builds a sidewalk in a park nearby to make sure that a student in a wheelchair
can participate in all the program activities.
Stage 2
The program staff sets up a three-day planning session with other after-school programs and the special area
classroom teachers to adapt the curriculum and environment for children with special needs.
University undergraduate and graduate students majoring in foreign languages plan international events,
including food and costumes. University students earn class credit for their contributions to the program.
The program staff makes arrangements for students who are enrolled at other school sites in special educa-
tion programs to be bussed to their home school so they can participate in the program.
Stage 3
The program coordinator hires some of the program staff for the summer program from a pool of special
education teachers who have shown interest in the program. Some of the teachers serve students who have
an IEP (individual education plan) indicating a need for extended-school-year services.
The district recruits a special-needs school to participate as a program site.
The district contributes extra funds for transportation at the program site. Students work on an individually
designed transition program to improve stamina. The program includes exercise, diet, and nutrition compo-
nents. A nurse remains on the site.
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aracteristic Comm* Partnershi
PS
Indicator: Comprehensive programs form a variety of community partnerships with community-based organizations,
related public agencies, businesses, or other appropriate organizations to meet the needs of children and families in
the program.
Sample Policies and Programs
Stage 1
The program staff coordinates with school counselors and social workers to share information about local
community resources. The school staff spends several hours reviewing a community resource directory and
giving some helpful hints on how to refer families for services.
The program coordinator arranges for activities to enrich the curriculum. Local law enforcement officers
teach a class for students interested in pursuing careers in law enforcement. Workers from a chemical plant
demonstrate simple science experiments for students.
Members of a local civic group hold a "book drive" to support the program's emphasis on literacy. The
drive collects books from a list of recommended readings put together by school personnel.
Stage 2
The program staff participates in interagency staffing/case management meetings with school personnel who
are working with high-risk students.
The program coordinator asks a building supply store to donate all of the supplies for summer projects and
asks the town newspaper to donate daily publications for use in the literacy program. A ballet company
offers 25 paid scholarships for students, and the after-school program pays for transportation to the ballet
school. Girl Scouts and Boy Scouts offer "after-hour" sessions at the conclusion of the regular summer-
school day to extend the hours of service.
A local industry sponsors a "career shadowing" day to give students an opportunity to visit a work site.
Workers at the industry train to provide information to students on employability skills and the importance
of math, science, and social skills in the workplace.
Stage 3
The family liaison works closely with community agencies and the school social worker to provide assistance
with non-academic needs, such as glasses; emergency food, clothing, and shelter; and assistance with utility
bills, health services, medication, immunizations, and school physicals. The family liaison completes a family
plan for every participant. The plan assesses strengths and risks, plans for family needs, links families to com-
munity resources, and provides for follow-up and monitoring. The state's Department of Children and Families
provides training for all program staff and school personnel in identifying student and family needs, using a
community referral toll-free telephone line, locating services, and helping families access community services.
9
)
A coalition of community churches hosts cultural events, field trips, and parent workshops for children and
families in the program. Some of the workshops are held at night at the churches for parents who have
difficulty attending daytime events at the comprehensive center.
The program coordinator establishes policies and procedures to share information about families with
community providers. The policies and procedures include parental consent forms for information sharing,
confidentiality guidelines for program staff, and interagency agreements for information sharing.
The program coordinator works with community organizations to provide a variety of services for children
and families in one room on different days of the week. Mental health counseling is available on
Wednesdays. Health services from the partner hospital are available every other Thursday. A partner
providing economic assistance makes a site visit when ten referrals from the program accumulate through
the provider's toll-free telephone system. The Department of Social Services realizes that many of the
children's families in the program are under supervision for abuse and neglect; the Department agrees to
assign one caseworker to work two days per week with the families in the program.