After-school Fitness Activity and Education Program Jana Clack, Toby Kirkland, Katie Maxwell, Stephanie Safford

Program Introduction ● Focused on serving school-aged children in grades 1-8 ● Goal is to implement a health and wellness program that offers youth the chance to live healthier lives ● Put on by Clemson University’s Economic Development Division, the Youth Learning Institute (YLI) ● Serves children in Jasper and Allendale counties in South Carolina

Clemson’s Youth Learning Institute ● Established to help the University achieve its goal of impacting youth and families ● YLI has grown exponentially since its beginning ● Programs impact over 100,000 individuals each year ● The organization’s mission is to work with dedicated partners to create and deliver innovative programs for youth and those who serve them o YLI accomplishes this mission using three goals  Preparing students for success  Supporting youth-serving organizations and promotes skills development for those who serve youth.  Building connections

Needs Assessment and Rationale ● South Carolina ranked 45th in national obesity levels ● Leads the nation in lack of participate in after-school programs (54.5%) ● Poverty and nutritional levels are lowest in Jasper and Allendale counties o Allendale County, 39.7% of the population is impoverished o Jasper County, 25.3% of the population is impoverished o The Free and Reduced Lunch rates are 82% (Allendale) and 70% (Jasper) o In Jasper County, 43.2% of third grade students are either obese or overweight and the rate increases to 48% for 8th graders. Allendale County ranks first in the state in obesity rates.

Logic Model

Target Program Audience ● Programs created for students aged 6-14 ● Chosen based upon poverty and nutrition levels in the state ● Areas also chosen due to need for after-school programming in Allendale and Jasper counties ● This particular age range experiences so much development during middle childhood o Programs are designed to promote healthy development and encourage positive decision making practices

●The program will advertise two benefits to the community: ○ Safe and structured time during normal parental work hours ○ Partnership with families for positive youth development ●The price of the program is be offset by funding sources other than participant fees, due to the low income of the families served ○ Volunteers from the sponsoring churches and local community are used to offset staff costs. ●The program will be promoted in schools through flyers, announcements, and word of mouth.

Program Budget ItemDetailEstimated Cost Enrollment Costs12 Week Sessions in the Fall and Spring Monday-Thursday 3pm-5pm $250 per child per 12-week session. Seeking Grants to Cover Enrollee Costs due to rural low-income area. Estimation based on half of youth attending Fall session and half attending Spring session Fall: $421,000 Spring: $421,000 Staff1 Supervisor Per School Program (6 $12.00/hr. Work 8 hours a week for 12 weeks in the Spring and 12 weeks in the Fall. $2, Volunteer Workers Various volunteers from local churches$0.00 TrainingSupervisor to train volunteers on mission and running of the program.$ EvaluationPre and Post Program Surveys and Interviews$0.00 MarketingFlyers and Announcements made at Jasper and Allendale schools Approximately 3,368 flyers needed (1 per student in grades 1-8 in both counties) 4, x each (Fedex Copy Center) Announcements $0.00 Flyers $ FacilityProgram will take place at Jasper and Allendale County Schools$0.00 SuppliesSupplemental Handouts, Fitness Equipment, Snacks,$4, Total Estimated Cost$849,224.00

Resources ● Appropriate number of trained staff ● Partnerships with local churches for volunteers ● Facilities by way of public school usage ● Funding o Grants o Donations o Sponsorships

Diversity ● Ensured by selecting students from participating counties who are in need of after-school programming ● Representing socio economic diversity ● Representing multiple gender and racial backgrounds ● All students in participating school districts will have equal access to posted information about the program in their reach

Evaluation Plan ● Based on a 12-step outcome-based program evaluation model that relies on identifying (KSAs): o Knowledge o Skills o Attitudes ● Uses Bloom’s Taxonomy ● For each KSA, a learning objective is identified, designed, and an evaluation metric is determined ● Lessons will be delivered and evaluated for the improvement of the program

References 1.Bandura, A. (2004). Health promotion by social cognitive means. Health education & a.behavior, 31(2), Carnegie Council on Adolescent Development. Task Force on Youth Development and Community Programs. (1992). A matter of time: Risk and opportunity in the nonschool hours. Washington, D.C.: Carnegie Council on Adolescent Development. 3.Kahne, J., Nagaoka, J., Brown, A., O'Brien, J., Quinn, T., & Thiede, K. (2001). Assessing after-school programs as contexts for youth development. Youth & Society, 32(4), doi: / X McNeil, R. C. (2011). A Program Evaluation Model: Using Bloom's Taxonomy to Identify Outcome Indicators in Outcomes-Based Program Evaluations.Journal of Adult Education, 40(2), Pittman, K., Yohalem, N., Wilson-Ahlstrom, A., & Forum for Youth Investment. (2002). Out-of-school research meets after-school policy. out-of-school time policy commentary #1. ().Forum for Youth Investment. 6.South Carolina Department of Education. (2015). 21st Century Community Learning Centers Program. Retrieved from South Carolina Department of Education : The Forum for Youth Investment. (2003). Out of-School-Time Policy Commentary #4: After School for All? Exploring Access and Equity in After-School Programs. Washington, DC: The Forum for Youth Investment, Impact Strategies, Inc. Available online at www. forumforyouthinvestment.org/comment/ostpc4.pdf