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DEC
13
2017

NEWS ROUNDUP
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Weekly Media Roundup: December 13, 2017

By Luci Manning

Contest Pitting Students Against JPL Engineers Draws a Vast Pool of Contenders (La Cañada Valley Sun, California)

Students from around the world, including those in Los Angeles afterschool programs, faced off against teams of engineers from La Cañada’s Jet Propulsion Laboratory last week as part of JPL’s annual Invention Challenge, an initiative meant to inspire future STEM professionals. This year’s challenge was to build a device that could load ten plastic balls into a tub six meters away within one minute, according to the La Cañada Valley Sun. “Being at JPL has brought [engineering] into my horizon,” 16-year-old participant Cristian Bonilla said. “Even though we didn’t do as great as other people, it feels great to have come this far.”

Community Schools a New Tradition for Education (Las Cruces Sun-News, New Mexico)

Mary Parr-Sanchez, Truancy and Dropout Prevention Coach at Las Cruces Public Schools, and David Greenberg, Education Initiative Director at Ngage New Mexico, praise the community schools model in the Las Cruces Sun-News: “For many years, community schools have been expanding the role of schools. Instead of shutting down in the evenings, weekends and summers, community schools have remained open to serve a variety of needs…. Community schools are not about doing something ‘to’ a school, but supporting a school and community to facilitate change from within…. We are grateful that local leadership on our School Board and City Council are moving this work forward so that in the near future, every child will have opportunity to attend a community school.”

Church to Pick Up the Tab for After-School Care (Eastern Express Times, Pennsylvania)

The Life Church has offered to pay for an afterschool program at Paxinosa Elementary School to offer disadvantaged students enrichment opportunities and give a break to their working parents. The Easton Area School District is now looking for an organization to run the program, without having to worry about costs. “We felt called there,” church spokeswoman Tara Craig told the Eastern Express Times. “We feel it’s where we’re supposed to be and are excited to see it happen.”

‘Three Little Pigs’ Tale Helps Teach North Charleston Kids Money Smarts (Post & Courier, South Carolina)

An afterschool reading program in North Charleston recently added financial literacy to its curriculum, to teach children how to manage their finances at an early age. The Felix Pinckney Community Center drew lessons from stories like “Three Little Pigs” to teach students about the importance of saving money and sharing with those in need. Dorothea Bernique, founder of the Increasing H.O.P.E. Financial Training Center, told the Post & Courier, “It’s not about the amount, but establishing a new behavior that can literally change your life and help break that cycle of poverty.” 

OCT
27
2017

RESEARCH
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Creating high-quality arts programs in national youth-serving organizations

By Leah Silverberg

While research has shown that participation in the arts promotes positive youth outcomes, providing quality arts programming can seem like an unobtainable goal to many programs, especially those that mix various art disciplines into daily programming but do not have an arts focus. But a new report commissioned by The Wallace Foundation, Raising the Barre & Stretching the Canvas, shows that high-quality arts programming for multidisciplinary out-of-school time programs is obtainable — and how.

How do you provide quality arts programming?

With the goal of helping to improve and expand high-quality arts programming, The Wallace Foundation partnered with the Boys & Girls Clubs of America to create and pilot the Youth Arts Initiative (YAI) in Milwaukee (Wis.), Green Bay (Wis.), and St. Cloud (Minn.). The YAI drew from ten key principles of high-quality arts programming outlined in the 2013 study, Something to Say: Success Principles for Afterschool Arts Programs from Urban Youth and Other Experts: professional practicing artists, executive commitment, dedicated spaces, high expectations, culminating events, positive relationships, youth input, hands-on skill building, community engagement, and physical and emotional safety. With these principles in mind, the YAI programs:

  1. Hired practicing artists as staff.
  2. Created dedicated studio spaces for the arts.
  3. Supplied the tools and materials needed for the program’s art discipline.
  4. Engaged students in decision-making throughout the creation and execution of the program.
  5. Emphasized positive youth development principles.
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learn more about: Arts Partnerships
OCT
24
2017

IN THE FIELD
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Youth-serving organizations can leverage a growing resource: volunteers age 50+

By Guest Blogger

By Sarah McKinney, Content Marketing Producer at Encore.org’s Gen2Gen campaign.

 

Diana Amatucci volunteers after school and during the summers at her local Boys and Girls Club in Charlottesville Virginia. A retired teacher, Amatucci knows that kids need more champions in their lives.

“For students who may not get support at home or who may struggle in the larger school setting, getting this one-to-one attention is invaluable,” she says. 

Millions of other adults over 50 have the skills, experience, and desire to influence young lives, transform communities, and strengthen the social fabric of America. 

How are you engaging people 50+ in your afterschool program? 

Encore.org — an innovation tank tapping the talent of the 50+ population as a force for good — launched the Generation to Generation (Gen2Gen) campaign to help. Gen2Gen’s goal: to mobilize one million people over 50 to help kids thrive.

So far, 110 organizations have joined with Gen2Gen — including the Afterschool Alliance, Big Brothers Big Sisters of America, the Boys and Girls Clubs of America, the National 4-H Council, VolunteerMatch and more.

OCT
6
2017

RESEARCH
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New report from the Wallace Foundation: Strategies to scale up

By Nikki Yamashiro

The question of how to scale up—taking a successful program, project, or policy and growing it to expand its reach and therefore its impact—has been an important one when thinking about systems change. It is a key component in efforts to make sustainable, positive social gains; a subject highly relevant to the afterschool field. Commissioned by The Wallace Foundation, the study, “Strategies to Scale Up Social Programs: Pathways, Partnerships and Fidelity,” takes a close look at the strategic decisions made by 45 programs—ranging in focus from education to the environment—that helped them expand their reach and bring their services to a greater number of people. Key takeaways from the report include:

Pathways, partnerships, and fidelity. The three interrelated strategic choices common to scale up efforts are:

  1. Pathways - the decision of how to scale
  2. Partnerships - whom to partner with and how
  3. Fidelity - how a scale up effort does or does not change or adapt as new partners or communities implement the scale up

Partnerships are critical in scaling up efforts. While funders were identified as core partners by almost all of the programs included in the study, partnerships provided scaling up efforts more than funding. From consultation expertise to volunteers and from infrastructure to implementation, the programs reviewed relied on the support of their partners.

Find the right balance. Finding the right balance between program fidelity and adaptation can help ensure that the scaling up effort is meeting the needs of the community while at the same time maintaining its effectiveness.

SEP
29
2017

IN THE FIELD
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Pro sports can connect kids to afterschool STEAM learning

By Guest Blogger

By Jesse Lovejoy, director of STEAM Education for the San Francisco 49ers and managing partner of EDU Academy. More information on 49ers STEAM programming is available here

On its best days, informal and afterschool education is cool. It’s different. It lights fires. For many kids, it’s a window into new way of thinking about subjects they either don’t know or think they don’t like. Sports can be a powerful connector of kids to content—one on which the San Francisco 49ers capitalize, through the organization’s education work in the Bay Area.

“Some kids think learning isn’t cool,” said George Garcia, lead STEAM instructor for Santa Clara Unified School District, “but you tie it into something they enjoy or see on TV and all of a sudden kids sit up straighter in the classroom and almost forget they’re learning.”

SEP
28
2017

LIGHTS ON
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America's #HealthiestSchools: 3 ways to team up for Lights On Afterschool

By Guest Blogger

By Daniel W. Hatcher, MPH, director of Community Partnerships at Alliance for a Healthier Generation.

The 2017 America’s #HealthiestSchools campaign is grounded in the shared belief that every child deserves a healthy school. Afterschool leaders are essential partners for healthy schools.

America After 3 PM tells us that 73 percent of families report that their child’s afterschool program is located in a public school building. That is some serious overlap! As afterschool programs across the country prepare to celebrate Lights On Afterschool, this is the perfect time for school and afterschool to collaborate.

 

JUL
10
2017

RESEARCH
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New resources for STEM in afterschool from the Research + Practice Collaboratory

By Leah Silverberg

Check it out: the Research + Practice Collaboratory has some new and updated resources for the afterschool field! If you are not familiar, the Research + Practice Collaboratory works to bridge the gap between education research and STEM education implementation. The Collaboratory’s goal is to increase communication and partnerships between educators and researchers to promote the co-development research-based tools that are grounded in practice.

Case study teaches research and collaboration through tinkering

In a recent blog post, Jean Ryoo from the Exploratorium talks about her partnership with in-school and out-of-school time practitioners to create a conference presentation for school administrators and in-school and afterschool educators. The presentation was intended as an opportunity for afterschool professionals to share ideas with the larger education community and showcase collaboration across institutions, research, and teaching.

JUN
22
2017

IN THE FIELD
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Educators convene town hall against cuts to afterschool & summer

By Ursula Helminski

“Looking back, I don't know where I would have been without afterschool pushing me [and] showing me right from wrong." - Ashley, After-School All-Stars, AFT Tele-Town Hall

On June 12, in a show of united concern and support, the education, afterschool, community school, and health communities came together for a national tele-town hall to discuss the devastation that President Trump’s proposed cuts would wreak on Americans, and what we can do about it. The American Federation of Teachers (AFT) organized the call-in event, in partnership with the Afterschool Alliance, the Coalition for Community Schools, Learning Forward, and the National Association of School Nurses.

Teachers, nurses, afterschool youth, working parents, and community school leaders shared personal stories about the programs and supports that will be lost if the cuts are made.