Starting an afterschool program can be an arduous task, particularly in areas where funding and support are scarce.The Administration for Children and Families created a list of considerations for building strong afterschool programs that serve the needs of school-age youth and their families.One of the cities, Providence, RI, developed a citywide after-school initiative for middle school youth called the After Zone initiative, to be led by the Providence After School Alliance (PASA), a local intermediary.
Starting an afterschool program can be an arduous task, particularly in areas where funding and support are scarce.The Administration for Children and Families created a list of considerations for building strong afterschool programs that serve the needs of school-age youth and their families.One of the cities, Providence, RI, developed a citywide after-school initiative for middle school youth called the After Zone initiative, to be led by the Providence After School Alliance (PASA), a local intermediary.Tags: Essay Older PeopleResearch Paper On Eating DisordersPapers Wrtten From ScratchThesis Internship SwedenOcr Ict CourseworkChild Divorce EssayWhat Is A Business Plan DefinitionResearch Paper In Physics
Program managers should familiarize themselves with different types of activities and identify local training opportunities to gain the know-how and resources to serve school-age kids. “Starting an Afterschool Program: A Resource Guide”.
Other important considerations are planning resource and personnel needs, including staffing, transportation, location, and hours of service.
P/PV carried out data collection for this study from February 2008 through March 2009.
A second P/PV report that focuses on how youth participated in After Zone programs, and the relationship of various patterns of participation to youth outcomes, will be published in 2011.
These considerations include: Estimate, Measure, and Assess Supply and Demand: New programs are more likely to be successful if they meet an identified need in their community.
Program managers should speak to local school officials, parents, or child care resources and referral agencies to determine where there is a need for a particular type of afterschool program.Find Funding and Develop Partnerships: Most programs will likely need some start-up funding to get off the ground.Managers need to learn about federal, state, or local funds as well as look for private and in-kind donations to support afterschool programs.Acknowledging the need for an efficient and effective way to sustain and improve OST programs and make them available to more low-income youth, a growing number of cities have begun building systems to support after-school initiatives.Building on a long history of investments in OST learning, The Wallace Foundation launched an out-of-school learning initiative in 2003.In planning the initiative, PASA set out to establish a single set of standards that would define high-quality programming and then incorporate these standards in all After Zone offerings.PASA’s mission is to utilize, coordinate and strengthen existing youth programs and community resources across the city to provide middle school youth with easily accessible, high-quality after-school programs.PASA is also responsible for putting mechanisms in place for training and supporting local programs and providers citywide.To carry out this mission and to sustain broad-based support throughout the initiative, PASA has worked closely with the mayor and leaders of the city’s public and private youth-serving agencies.Click here to download the full report: After Zones: Creating a Citywide System Increasingly, research has shown that participation in out-of-school-time (OST) programs can lead to improvements in youth’s educational outcomes (e.g., academic achievement, school behavior, attitudes toward school, attendance and educational expectations); enhance social and emotional development (e.g., self-esteem, positive social behavior); and reduce the likelihood that they will engage in risk-taking behavior.There is compelling evidence that participation in structured organized activities dramatically falls when youth enter middle school.