North Carolina Center for Afterschool Programs Helping children and youth succeed in school and out

Afterschool Landscape in NC Over 6,000 programs reach over 150,000 children and youth across the state Over 6,000 programs reach over 150,000 children and youth across the state Budget cuts threaten services for many programs Budget cuts threaten services for many programs

Overview of the North Carolina Center for Afterschool Programs CLEARINGHOUSE CATALYST CONVENER

National Support National League of Cities National League of Cities Afterschool Alliance Afterschool Alliance The Finance Project The Finance Project National Conference of State Legislatures National Conference of State Legislatures Learning Point Associates Learning Point Associates Council of Chief State School Officers Council of Chief State School Officers National Governors Association National Governors Association University of South Carolina Educational Foundation University of South Carolina Educational Foundation U.S. Chamber of Commerce U.S. Chamber of Commerce The North Carolina Center for Afterschool Programs is 1 of 39 statewide after school networks supported by Charles S. Mott Foundation to coordinate and influence systems that support the success of children and young people. The Mott Foundation supports the networks with resources, technical assistance and opportunities to network with one another and other experts. Technical Support from National Organizations

Issues for the Afterschool Field Quality Quality –Need for standards (program & staff) –Lack of comprehensive professional development system Access Barriers Access Barriers Lack of organized, unified advocacy voice Lack of organized, unified advocacy voice Funding / Sustainability Funding / Sustainability

Quality Matters… A consistent feature of quality is the skill of staff and leadership. Skilled staff is core to the effectiveness of afterschool in reaching developmental and/or learning outcomes. A consistent feature of quality is the skill of staff and leadership. Skilled staff is core to the effectiveness of afterschool in reaching developmental and/or learning outcomes. –Higher youth retention rates –Better engagement of youth

Major Initiatives Addressing Quality through Standards Standards of Excellence: K-12 Self Assessment Tool Standards of Excellence: K-12 Self Assessment Tool Standards for Physical Activity in Afterschool Programs Standards for Physical Activity in Afterschool Programs Afterschool Funding Criteria, Endorsed by State Agencies Afterschool Funding Criteria, Endorsed by State Agencies Tiered Staff Competencies for Afterschool Providers Tiered Staff Competencies for Afterschool Providers

NC Afterschool Funders Criteria A roadmap for afterschool programs to develop a quality baseline and improve the quality of services to children and youth in North Carolina. Developed and endorsed by: NC General Assembly Dropout Prevention Committee NC Department of Public Instruction NC Department of Juvenile Justice & Delinquency Prevention Governors Crime Commission NC Department of Health & Human Services

NC CAP Standards of Excellence A self assessment tool for providers to evaluate and improve programs A self assessment tool for providers to evaluate and improve programs Categories include: Categories include: –Program Management & Delivery –Program Connections –Program Participants

Goal: Participant and Staff Interaction: Program Elements A quality program has the following elements: Not Addressed In Development In Place In Place In Place and Under Review Helps Program Reach Goal 1. Mechanism to guide positive interactions among participants. 2. Mechanism for participants and staff to collaborate in setting clear expectations for program behavior (e.g., encourage mutual respect, listening and responsiveness between staff and participants). 3. Mechanism to systematically monitor participant behavior. 4. Mechanism for involving community members, including former participants to serve as volunteers or staff.

The following clarifies what each category means: Not Addressed indicates the program has not developed a plan to approach this particular area;Not Addressed indicates the program has not developed a plan to approach this particular area; In Development indicates the program is developing a practice to address this particular areaIn Development indicates the program is developing a practice to address this particular area In Place indicates a practice is currently being used to address this particular area;In Place indicates a practice is currently being used to address this particular area; In Place and Under Review indicates the practice currently in place is being reviewed to see whether it is leading to goal achievement;In Place and Under Review indicates the practice currently in place is being reviewed to see whether it is leading to goal achievement; Helps Program Reach Goal indicates the practice has been reviewed, and revised as necessary, helping the program reach its goals.Helps Program Reach Goal indicates the practice has been reviewed, and revised as necessary, helping the program reach its goals. How to Use the Self-Assessment Tool

Goal: Participant and Staff Interaction: Short Term Measures Short-term participant measures: MeasureIdentifiedGoalEstablishedProgressDocumented Goal Achieved 1. Respect for other participants and staff members 2. Demonstration of positive behaviors as modeled by staff 3. Incidences of participants going to staff members for academic, social, or emotional guidance 4. Feelings of responsiveness and respect from staff

WORKSHEET Goal: Strategies Responsibilities Timeline Resources Assistance Needed

Sample Surveys The tool contains sample surveys for parents, teachers, students, and staff The tool contains sample surveys for parents, teachers, students, and staff There is a map and source guide that links each survey question to the goals contained in the assessment tool There is a map and source guide that links each survey question to the goals contained in the assessment tool

Childrens Health & Wellness Developed by a state collaborative Recommended guidelines for physical activity in afterschool programs. Recommendations for academic- focused programs, enrichment, and program blends.

NC CAPs Major Initiatives Addressing Quality through Professional Development NC CAP Afterschool Professional Development Work Group NC CAP Afterschool Professional Development Work Group NC Community College System Coursework NC Community College System Coursework –NEW School-Age Care Certificate Available Fall 2011 New Statewide Trainings / Professional Development Website New Statewide Trainings / Professional Development Website

Afterschool Staff Competencies The North Carolina Afterschool Professional core competencies provide a framework of the knowledge and skills needed in eight content areas of professional development in the field of afterschool programming. 5 tiered, research-based on national models Use for: Hiring Staff Evaluating Staff Creating personal professional development plans

NC CAP SYNERGY Conference March 3-4, 2011, Koury Center, Greensboro NC CAP SYNERGY Conference March 3-4, 2011, Koury Center, Greensboro 40 workshops 40 workshops Vendors Vendors Networking Networking Youth Voices Youth Voices Register at

NC CAPs Major Initiatives Addressing Access Barriers & Lack of Organized, Unified Advocacy Voice Development of Afterschool Advocacy Work Group Development of Afterschool Advocacy Work Group Tri-State Partnership to Support Disadvantaged Youth Tri-State Partnership to Support Disadvantaged Youth Community Planning Community Planning –Regional Afterschool Summits –Community Liaison Program

Roadmap to Need Alamance Alexander Alleghany Anson Ashe Avery Beaufort Bertie Bladen Brunswick Buncombe Burke Cabarrus Caldwell Camden Carteret Caswell Catawba Chatham Cherokee Chowan Clay Cleveland Columbus Craven Cumberland Currituck DareDavidson Davie Duplin Durham Edgecombe Forsyth Franklin Gaston Gates Graham Granville Greene Guilford Halifax Harnett Haywood Henderson Hertford Hoke Hyde Iredell Jackson Johnston Jones Lee Lenoir Lincoln McDowell Macon Madison Martin Mecklenburg Mitchell Montgomery Moore Nash New Hanover Northampton Onslow Orange Pamlico Pasquotank Pender Perquimans Person Pitt Polk Randolph Richmond Robeson Rockingham Rowan Rutherford Sampson Scotland Stanly StokesSurry Swain Transylvania Tyrrell Union Vance Wake Warren Washington Watauga Wayne Wilkes Wilson Yadkin Yancey Quartile I (counties ranked 1-25) Quartile II (counties ranked 26-50) Quartile III (counties ranked 51-75) Quartile IV (counties ranked ) Quartile I (counties ranked 1-25) Quartile II (counties ranked 26-50) Quartile III (counties ranked 51-75) Quartile IV (counties ranked )

Connect with NC CAP! Subscribe to our newsletter to stay up to date on the state of afterschool in NC Subscribe to our newsletter to stay up to date on the state of afterschool in NC Attend statewide SYNERGY conference in March 2011 Attend statewide SYNERGY conference in March 2011 Become a County Liaison and help build a network of support to promote collaboration and partnerships for serving disadvantaged youth Become a County Liaison and help build a network of support to promote collaboration and partnerships for serving disadvantaged youth

For More Information Jamie Knowles NC NC CAP Director Jamie Knowles NC NC CAP Director x