Presentation on theme: "1 S.M.I.L.E.S. Beverley B. Fifer, Project Director Janie Samuel, Coordinator Vickie Warden, Teacher Students More Involved in Learning to Enhance Success."— Presentation transcript:
1 S.M.I.L.E.S. Beverley B. Fifer, Project Director Janie Samuel, Coordinator Vickie Warden, Teacher Students More Involved in Learning to Enhance Success Valley Institute Elementary School 21 st Century Community Learning Center
3 The Need for After-School Programs 28 million school-age children have parents who work outside the home An estimated five to seven million, and up to 15 million latch key children return to empty homes Youngsters often experiment with drugs, tobacco, and/or alcohol Juvenile crime triples U.S. Department of Education
5 After-school Programs Are Effective Deterrents to Crime
6 49% less likely to use drugs 27% less likely to start drinking 37% less likely to become teen parents 34% more cooperative with adults 37% more able to handle conflict productively National PTA Children in After-School Programs:
7 Improve academic performance Focus on areas which need reinforcement Develop increased interest and ability in reading
8 Children in After-School Programs: Develop better social skills Indicate that they have higher aspirations for the future Have a reduced rate of retention in grade and placement in special education
Students who spend even one to four hours a week in extracurricular activities are 60% less likely to drop out of school by the 12 th grade than their peers who do not participate.
10 Wide-Spread Belief: Children Need Organized Activities and Places to Go National PTAs poll found that 70% of parents support increased federal funding for after-school programs.
11 Wide-Spread Belief According to the 1999 Mott Foundation and JC Penney survey of registered voters, 92% agreed that children should have an organized activity and a place to go after school. By a three-to-one margin, Americans agreed to pay more taxes to provide after- school care.
12 More than 90% of police chiefs surveyed said that investing in after-school programs now will result in paying far less later in terms of crime, welfare, and other costs.
13 After-school programs can strengthen families and keep working parents from worrying. They can keep communities secure, help fight crime and make the school the thriving center of the community. Richard W. Riley U.S. Secretary of Education 1999
15 Starting An After-school Program Determine the interest of parents Contact school officials, principals Develop a broad support base, involve people who are interested in children and child care
16 Starting An After-School Program Select, identify a person to spearhead the effort Determine the need – survey Estimate enrollment Identify space needed – exclusive use desired
17 Sponsorship Schools in schools Independent agencies in schools Independent agencies in non-school sites Day care providers Family care providers
18 Indoor and Outdoor Space Considerations Indoor - quiet space - area for snack - large space for gym activities, assemblies Outdoor - area for playing games/sports
19 Equipment Needs Books for pleasure and for reference Instructional material for reinforcement Age appropriate tables or desks Chairs Teacher stations/desks Games and puzzles Access to a telephone Internal communication walkie talkies Tape/CD players Computers Sports equipment Art supplies
20 Budget Considerations Funding Sources - Grants - Contributions - Fee Structure - In-Kind Building Fee Energy Cost Custodial Care Building Maintenance Child:Staff Ratio Program Needs Field Trips Transportation
21 21 st Century Community Learning Centers Program Office of Elementary and Secondary Education Washington, DC 20202-6175 Fax: 202-260-3420 e-mail: 21stCCLC@ed.gov21stCCLC@ed.gov Website: http://www.ed.gov/21stcclchttp://www.ed.gov/21stcclc
22 Staffing Needs – A Team Approach Project Director On-Site Coordinator Teachers Instructional Assistants Transportation Staff Substitutes
23 Programming Considerations Academic Focus Cultural, Enrichment Activities Parental Involvement Drop In Program versus Daily Schedule Staffing Needs to Execute Program Offered
25 Homework and Tutorial Assistance Students spend a minimum of 45 minutes per day with guided academic activities Certified teachers and instructional assistants provide small group and individualized tutoring
Peer tutoring and cooperative learning are also used. Study time is held in regular classrooms, using many of the same instructional materials from the regular curriculum.
Some instructional materials are secured specifically for the after-school program. First Graders are practicing decoding with Sing, Spell, Read, and Write.
Strong linkages occur between the school-day and after-school personnel. Staff members develop shared plans and strategies for students success. Daily planners are an excellent communication tool for keeping track of homework, upcoming projects and events, goal setting, task completion, and time management. Teachers and parents expect students to properly use the planners.
34 Community Partners Appalachian Girl Scout Council Barter Theatre Boy Scouts of America Bristol Motor Speedway Girls Inc. Highlands Community Services
35 Goodson Kinderhook Volunteer Fire Department Morgan McClure Museum Mount Rogers Regional Adult Educational Program Southwest Virginia 4-H Center Barter Players
36 Community Partners Tri-City Regional Airport Washington County Office on Youth Washington County Public Library Washington County Recreation Dept. William King Regional Art Center
37 Proven Ideas to Enhance Program Field Trips - Educational, Recreational Activities for the Entire School Parent Nights, Highlighting Student Accomplishments Parenting Classes, Childcare Offered Parent Resource Center Family Trip
38 Transportation – Often a Barrier Transportation to the the homes is essential Include in the budget salaries, trip costs In-kind services are often available Maintenance and fuel to be considered