On April 5, leaders in education, business, media, government, sports, and more gathered at the University of Southern California for the 2017 National Afterschool Summit, “Ready to Work,” co-hosted by the Afterschool Alliance, USC’s Schwarzenegger Institute, and After-School All-Stars. High-wattage speakers brought their diverse backgrounds and perspectives to a series of engaging discussions about how afterschool prepares students to succeed at work and in life.
With so many powerful insights shared by an impressive roster of experts, it was hard to narrow the list of highlights, but here are ten of our favorite moments from the event:
- The Bell Gardens Intermediate and Generation Dance Team kicked off the event, led by their teacher and mayor, Jose Mendoza. Taking the stage after the performance, Extra’s Mario Lopez said he was an afterschool kid like the dancers, who come from a low-income community: “That was me... I’m living proof of what afterschool can do.”
- Matt Iseman, host of American Ninja Warrior and winner of The New Celebrity Apprentice, called us “Afterschool Ninja Warriors” and cheered on our efforts to battle President Trump’s proposed budget cut. Iseman commented, “Working parents are more productive at work when they know their kids are in a safe, productive environment.”
- Governor Arnold Schwarzenegger set the tone for the event, reminding us that more than 20 million kids are waiting for an afterschool program.
- NFL star JJ Watt, whose foundation provides afterschool opportunities to middle schoolers, shared that afterschool programs teach skills like teamwork and how to work hard. As Watt pointed out, these skills are not only important in school, but also in work and life.
- Michael Beckerman, president of the Internet Association, discussed the reason afterschool and work are connected—and why employers should care about afterschool: "We want a diverse, educated workforce domestically. Afterschool can have a huge impact on that."
- Senate Afterschool Caucus co-chair Senator Lisa Murkowski stopped by via video message to encourage us all to reach out to our representatives in Congress and share the message that #AfterschoolWorks.
- Oregon Superintendent of the Year Heidi Sipe said, “Afterschool helps students dream new dreams… see a different future… Afterschool is a magical time. It is nonnegotiable.”
- “Afterschool makes a difference in the economic mobility of families and kids,” said Charlotte (N.C.) Mayor Jennifer Roberts.
- American Enterprise Institute Resident Fellow Gerard Robinson noted that afterschool helps kids “build minds, bodies, and spirits,” and the social capital skills kids need to succeed.
- Eloy Oakley, Chancellor of the California Community Colleges, touched on the reason for the event, saying, "Afterschool programs aren't just for academic preparation, but life preparation."
These are just a few highlights from the event. Relive the event by watching the full recording of the Summit, or check out what people said about the event on Twitter. Share your favorite moments with us using the hashtag #AfterschoolWorks!
This post is presented as part of the Afterschool Spotlight blog series, which tells the stories of the parents, participants, and providers of afterschool programs. This post is also an installment in our Afterschool & Law Enforcement series, which explores the ways afterschool programs are partnering with police to keep communities safe and growing strong. Our latest installment of the Afterschool & Law Enforcement series highlights three recommendations for police officers working with afterschool programs.
Liam McEvilly, Program Director of the Bainbridge Island Boys & Girls Club, is a former police officer. While serving in the police force in the United Kingdom, McEvilly often worked with youth development organizations, inspiring him to make a career change and work with children full time.
When he found a home on Bainbridge Island in Washington state, McEvilly wanted to reach out to the local police department to let them know that they were welcome to stop by the program when on duty in the area. A parent in the program connected him with Officer Carla Sias, who works on community relations for the Bainbridge Police Department.
Officer Sias began coming to the Boys & Girls Club weekly to talk and play with the kids. Sometimes she brings in other officers from her department as well—in December, they threw an ice cream party for the club. When Officer Sias is there, she joins the kids in their daily activities. That might mean joining a game of pool, coloring, or walking students to a close by senior facility to read to residents. She sometimes talks to the kids about public safety or answers their questions about police while they play.
For many kids, playing with an officer after school allows them to learn more about a profession they have not learned a lot about. Afterschool often provides a casual environment for officers and kids to get to know each other as people. It is an opportunity for students’ typical interactions with officers to be positive experiences, rather than only encountering police officers if a negative situation occurs.
For others, interacting with an officer might be more challenging. On her first day at the Boys & Girls Club, Officer Sias met a middle school student who had faced a negative experience with a police officer when she was young. Seeing an officer in her afterschool program made the student uncomfortable. Officer Sias was able to talk with the student about her past, answer questions about the role of police, and connect with the student’s school guidance counselor to make sure the student was getting the support that she needed. The two were able to form a bond and they now check in on each other when they see each other at the club.
In addition to spending time with kids at the club and forming their image of police through positive interaction, Officer Sias has seen her involvement with the Boys & Girls Club affect other interactions outside of afterschool. Now when she visits schools, she is able to greet the kids she has spent time with afterschool, forming a stronger bond.
Officer Sias tries to develop a relationship with the staff, as well as the kids. She works hard to make sure she is an asset to the club, providing them with resources and support they might not otherwise have. She is happy to step in where she is needed and step out where she is not. Soon, when she has had time to identify the needs of the kids at the Boys & Girls Club, she might collaborate with staff to create a more structured public safety-focused program and curriculum.
The Afterschool Alliance is pleased to present this post as part of the Afterschool & Law Enforcement blog series. For more information on the ways afterschool programs are partnering with local police, check out our previous blogs on building relationships and trust, the motivations for partnerships, tools for working with school resource officers, and a Lights On Afterschool event that forged a new relationship with law enforcement.
|Cops and kids come together to shoot hoops after school at the Police Athletic League.|
In 2016, the Afterschool Alliance talked to police officers and afterschool programs about partnerships between law enforcement and afterschool. Throughout the process we learned that law enforcement can be an important and unique partner for afterschool programs. To help jumpstart new partnerships in communities across the country, the officers we spoke with offered advice for other officers and afterschool programs looking to collaborate.
When choosing officers to get involved in this work, include those who are passionate about the mission. At the Burlington Police Department in Burlington, Iowa, officers are encouraged to be involved with PIECES, their local afterschool program, but not required. Major Darren Grimshaw, the officer in charge of community engagement, sends officers who want to be involved to the program while on duty. The department supports this initiative as a large facet of their community relations work. Some officers even work with the program when they are off duty.
Officer Jeff Hedtke, who runs the California Gang Resistance Intervention and Prevention program (CalGRIP) through the Corona Police Department, says the reason his program is successful is that his officers are sincere with the kids who participate. “If they don’t think you care, they won’t buy in,” he explained.
Consider stakeholder needs.
Officers, kids, parents, and the community are all affected by afterschool programs. Consider as many stakeholders’ needs as possible when designing a new program or programming. When the Child Center of New York at Basie Beacon IS 72 decided to invite police officers to their program, they worked together with their youth council to design the event to fit students’ needs.
This month, the Susan Crown Exchange (SCE) is seeking afterschool program partners to join its Digital Learning Challenge. Selected programs will receive awards of up to $100,000 to support their work developing teens’ 21st century skills using digital media. Awardees will participate in a two-year learning community that will “explore how digital media can promote the development of skills to prepare the next generation for success.”
What is the Digital Learning Challenge?
Over the next two years, the Digital Learning Challenge will bring together the selected afterschool programs, an evaluation team, human resource professionals, and digital product developers and distributors to “explore what it means to be a prepared and skilled 21st century citizen.” The learning community “will unpack the practices and programs of top afterschool organizations that support teens as they build, produce, and remix media, and how these activities connect to opportunities and obstacles faced beyond the program.”
The goal of the initiative is to engage youth in more meaningful learning experiences. Through this work with afterschool programs, SCE hopes to analyze and articulate best practices to share with educators, informal learning practitioners, and others with a stake in using digital tools.
To participate, afterschool programs will need to make a two-year commitment, including three in-person convenings and three online meetings between June 2017 and September 2018. SCE will cover all travel and convening expenses related to participation.
|Tempe, AZ Mayor Mark Mitchell poses with students of Broadmor Kid Zone|
This month, elected officials around the country step into office. This is an important time to reach out to your newly elected officials and remind them of afterschool’s role in your community, district or state. Offer to be a resource on the issue, and invite them to come see your program firsthand.
Not sure where to start? Here are some basic tips for reaching out to your representatives at all levels.
- Review statements, platforms and media coverage to make sure you understand the winning candidate’s position. Find a way to connect afterschool to their passion. Is their chief concern is creating jobs in your community? Tell them how afterschool offers workforce development opportunities.
- Write the official to offer to be a resource on afterschool, and to set up a site visit to a local program. You can use our sample letter to get started. It is often helpful to provide information about the impact of afterschool in your community—and it’s easy to do so with data points about afterschool in your state from the America After 3PM dashboard. Facts combined with relatable anecdotes can work together to create a strong narrative about the impact of afterschool. If you work with a program that receives 21st Century Community Learning Center funding, you should also be sure let them know about the impact it has.
- Invite the official to visit an afterschool program. When Afterschool Ambassador Kim Templeman contacted Congressman Tom Cole to visit her program, she called and left emails with his office. A representative from his office visited her program, and then encouraged the Congressman to attend too! During his visit, Rep. Cole saw firsthand what afterschool looks like, and Kim was able to show him the direct impact of federal funds on her program. This type of personal interaction can help any official understand more of what you do and how you do it—whether they represent you on a federal, state or local level. Before the official leaves, make sure to give them materials to take back to their office so they can start making the case for afterschool. Check out our advocacy basics to learn more.
- Stay in touch! After your visit, write the official to thank them for attending, and reiterate any points that you think are important for them to remember. You might also think about thanking them publicly, through social media or a blog about their visit. This is a good place to provide photos and stories, so those who aren’t able to physically attend your program can see what it looks like as well. Don’t forget to follow up, so that when you need support, you have a warm relationship to ask for it.
Are you or your afterschool program concerned about preventing youth violence in your community? Then STRYVE (Striving to Reduce Youth Violence Everywhere) might be the right tool for you. STRYVE is an online space with everything practitioners and their team members need to create, edit, and save a customized youth violence prevention plan. Through STRYVE, you can access video examples from other communities working in violence prevention that provide real-life examples for the strategies discussed.
STRYVE is a national initiative led by the Division of Violence Prevention (DVP) at the National Center for Injury Prevention and Control (NCIPC), located at the Centers for Disease Control and Prevention (CDC). The initiative provides direction at the national, state, and local levels on how to prevent youth violence with a public health approach, action that is comprehensive and driven by multiple sectors, and the use of prevention strategies that are based on the best available research evidence.
What is youth violence?
STRYVE defines youth violence as “when young people aged 10 to 24 years intentionally use physical force or power in order to threaten or cause physical or psychological harm to others.” Youth violence is a general term that includes many behaviors, such as fighting, bullying, threats with weapons, gang-related violence, and perpetrating homicide.
Why does youth violence matter?
- Young people are dying prematurely and getting hurt at alarming rates.
- Youth cannot grow into productive citizens and a developed workforce if they are unable to learn.
- Youth violence and crime hurt everyone in a community—youth, adult residents, and businesses.
- Costs of youth violence limit resources to achieve community goals.
This post is presented as part of the Afterschool Spotlight blog series, which tells the stories of the parents, participants and providers of afterschool programs. This post is also an installment in our new Afterschool & Law Enforcement series, which explores the ways afterschool programs are partnering with police to keep communities safe and growing strong. Our latest installment of the Afterschool & Law Enforcement series focused on a Lights On Afterschool event that fostered a new connection between the NYPD and a New York City afterschool program.
A police officer out of his uniform, running a flag football club in sweatpants and a t-shirt. Detectives mentoring students in a Crime Scene Investigation club. Female police officers talking with girls about what it’s like to be a woman in law enforcement. These are just a few glimpses into the ongoing activities spurred by the collaboration between PIECES, an afterschool program in rural Iowa, and the Burlington Police Department.
The partnership began in 2013, when PIECES afterschool program director Jackie Swink approached the local police department to support her application for a 21st Century Community Learning Centers (21st CCLC) grant. Around the same time, Major Darren Grimshaw and the Burlington Police Department were having internal conversations about new ways to engage with the community. This confluence of events led to a strong partnership between the two organizations—ever since, officers have been present in the afterschool program, connecting with students and working to build relationships and trust to break down barriers between youth and the police.
Today, PIECES offers programs at two middle schools and an elementary school in rural Burlington, Iowa, serving about 70 students at each site. PIECES offers diverse programming for students, with an emphasis on developing community partnerships—in addition to the police department’s involvement, partners include local hospitals, grocery stores and banks. As Major Grimshaw explained, “It gives all of us an opportunity to sit down with these kids and get to know who they are.”
Major Grimshaw and officers in the department are involved with PIECES in a variety of ways and at varying levels that suit the mutual needs of the officers and the program. The school resource officer, who splits his time between the two middle schools, is a consistent presence with his daily participation. Other officers come and go, either informally stopping by or using shared interests to develop lasting bonds with the students, like the investigators who host a CSI club night to teach students the basics of fingerprinting and crime scene investigation.
The Afterschool Alliance is pleased to present this post as part of the Afterschool & Law Enforcement blog series. For more information on the ways afterschool programs are partnering with local police, check out our previous blogs on building relationships and trust, the motivations for partnerships, the law enforcement caucus’ briefing on youth mentoring, and on new tools for working with school resource officers.
Last month, local police officers joined the Child Center of New York at Basie Beacon IS 72 for a youth-driven Lights On Afterschool celebration in Queens, N.Y. After identifying conflict with police as a major issue in their community, the program’s youth council developed the theme of the evening, “Improvement Starts with ‘I:’” a call for everyone in the community to play a role in improving relations with local police.
“We like to speak to the students as part of the Beacon program and get their ideas on current events,” said Barry Barclift, Program Coordinator of the Basie Beacon program, explaining the value of youth-led programming.
To bring youth and law enforcement officers together, Beacon hosted a basketball game with youth and officers from the 113th Precinct. Students who weren’t interested in playing basketball got involved in the event as members of the dance and step groups that performed at half-time. One student in the program even emceed the game, amusing parent and community spectators.
Lights On event leads to future partnerships
“The event allowed students to see the officers in a different light. When you see them in uniform, you see them one way, but if you see them out of uniform or participating in a basketball game, you look at them differently,” explained Barclift. After Lights On Afterschool, the students asked to have monthly events with the officers. These events will continue to be planned with input from the youth council.
Barclift said that the 113th Precinct officers are very supportive and excited to continue working with the Beacon program: “They are going to come and assist anywhere that we need them, so that our students see that [the officers] are invested in the community, even though they don’t live here.”
While the youth council will continue to plan events, they will also give the officers an opportunity to offer future partnership ideas to guide their work with the program going forward.
Barclift advises programs who are looking to adopt a similar partnership model to follow a youth-led approach. He wants Beacon’s law enforcement programming to be a collaboration between the youth council and police officers moving forward, an approach that allows the students to have ownership over the interaction and work hard to create a product they are proud of, while allowing officers to connect with students through an activity that excites them.