By: Elaine Spencer Amanda Sprague Carrie Smith Rita Sears Kids Helping Kids Providing a safe, caring, fun environment to help children succeed! By: Elaine Spencer Amanda Sprague Carrie Smith Rita Sears

Goals For Kids Helping Kids Mission: To provide a safe, caring, and fun environment that helps children succeed in school and in life. Philosophy: All kids, regardless of age, gender, ethnicity, economic status, or religious belief are valued. Through “Kids Helping Kids,” we show love and acceptance of each other in a positive environment that allows each child to grow individually through the mentorship of our role models.

Social And Emotional Learning Goals 1 - To understand and manage emotions 2 - Set and achieve positive goals 3 - Feel and show empathy for others 4 - Establish and maintain positive relationships 5 - Make responsible decisions

Student Learning Goals Cooperation with others to gain knowledge Basic nutrition and health knowledge that can be brought into homes through our students Homework help and resources Physical activities to promote physical health and well-being A safe environment where they can express their concerns and feel validated and heard

Why Is This Program Important? Many children have parents who work, leaving these children with time after school where they are unsupervised, and after-school programs can help provide an environment to teach these children life skills and promote health. “A powerful strategy for improving children’s wellbeing has been to provide services in the settings in which children spend the majority of their time” (Iizuka, Barrett, Gillies, Cook & Miller, 2014, p. 124). “Owing to concerns about low levels of childhood PA (physical activity) and inadequate physical education opportunities, interest has grown in after-school programs as a means to provide PA opportunities for children” (Schuna, Lauersdorf, Behrens, Liguori & Liebert, 2013, p. 106).

Research Questions What types of outcomes can afterschool programs foster in youth? Can we identify the program features that lead to better youth outcomes?

After School Programs Are Effective According to a study by Durlak, Weissberg and Pachan about After School Programs (ASP): “ASPs were associated with significantly increased participants’ positive feelings and attitudes about themselves and their school (child self- perceptions and school bonding), and their positive social behaviors. In addition, problem behaviors were signifi- cantly reduced. Finally, there was significant improvement in students’ performance on achievement tests and in their school grades” (2010, p 299).

Findings The 5 Ms of Professional Development Training as outlined by Weaver, et al., provide a framework for ensuring success in after school programs: Mission, Motivate, Manage, Monitor, and Maximize. Identifying a mission leads to goals and development plans, motivating kids to learn and succeed, managing time and resources, monitoring student outcomes, and maximizing resources to achieve goals can help promote success. (Weaver, Beets, Webster, Beighle & Huberty, 2012).

Budget Budget needed $17,500 $2500 for the director for the school year $1000 for each of the 5 teachers for the school year $10,000 for supplies, food and advertising The paid teachers will work one of each week Monday-Friday during the school year in which they will come in one hour before school and stay two hours after school to help students and mentors, Ensuring low adult/child ratios and small group sizes. There will be no benefits offered to the employees or volunteers The budget will be funded by state and federal grants, corporate and sponsor donations and also various fundraisers run by the students and mentors.

Conclusions And Recommendations *Positive influence of after school program on children *Flexibility in curriculum, based on student interest *Become a partner in this proven benefit for children.

References Durlak, J. A., Weissberg, R. P, & Pachan, M.(2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents, American Journal of Community Psychology. 45(1). 294-309 Iizuka, C. A., Barrett, P. M., Gillies, R., Cook, C. R., & Miller, D. (2014). The FRIENDS emotional health program for minority groups at risk. Journal Of School Health, 84(2), 124-132. doi:10.1111/josh.12127 Schuna Jr, J. M., Lauersdorf, R. L., Behrens, T. K., Liguori, G., & Liebert, M. L. (2013). An objective assessment of children's physical activity during the keep it moving! after-school program. Journal Of School Health, 83(2), 105-111. doi:10.1111/josh.12005 Weaver, R. G., Beets, M. W., Webster, C., Beighle, A., & Huberty, J. (2012). A conceptual model for training after-school program staffers to promote physical activity and nutrition. Journal Of School Health, 82(4), 186-195. doi:10.1111/j.1746-1561.2011.00685.x