By Robert Abare
|Participants of 2014's Afterschool for All Challenge meet with Senator Dean Heller of Nevada|
On Tuesday, May 24, more than 250 afterschool advocates will arrive in Washington, D.C. for the Afterschool for All Challenge, meeting with their representatives in Congress to show them why afterschool programs deserve their support. This year, you too can cultivate powerful afterschool allies closer to home by taking the Afterschool for All Virtual Challenge.
The most powerful way to participate is to invite a local policy maker and their staff to visit your afterschool program. Site visits can reveal to policy makers the many benefits your program provides to the community—and can convince them to help protect and strengthen your program in the face of obstacles to funding and resources.
You can start planning your site visit today with these tips for a successful visit. Our Virtual Challenge hub offers all the resources you need to plan a successful visit, from do’s and don’ts to a sample invitation.
If you’re ready to attract valuable attention to your upcoming site visit, or if you simply want to build community support for your program, engaging the media is another great way to join the Virtual Challenge. Proven messages about the power of afterschool programs can raise awareness about your program’s impact and even attract funders or other community allies, and our resources make it easy to deploy them.
By Erin Murphy
Reading, writing and critical thinking are important skills for success, yet less than 40 percent of students leave high school with proficiency in these skills. Two programs, Redhound Enrichment and Simpson Street Free Press, featured in a newly released issue brief joined us on a webinar last week to talk about their work keeping their students engaged in literacy during the school year and into the summer months.
Karen West, executive director of Redhound Enrichment, spoke on behalf of her program, which was also this year’s recipient of the Dollar General Afterschool Literacy Award. Since 1991, Redhound Enrichment has served a rural community in Kentucky through the Corbin Independent School District. Throughout the school year and summer months, the program serves 1,000 students in Kindergarten through 12th grade, across five sites. A typical day at Redhound Enrichment includes an “energy release” period and snack, homework help or tutoring and two enrichment activity periods, with literacy embedded throughout these activities. Karen attributed their program’s success to four best practices:
- Individualized support: Redhound Enrichment is committed to providing students with individualized support, which includes keeping up-to-date on students’ homework and grades and working with students one-on-one and in small group sessions.
- School day linkages: Building partnerships and supporting school time learning, while not replicating what happens in school, is an important part of the program. Redhound Enrichment staff meet regularly with teachers to identify students’ needs and build rapport with teachers.
- Integrated instruction: Literacy is integrated into a variety of enrichment activities offered at Redhound Enrichment. Using a project-based learning approach, programming does not mimic the school day set-up and allows students to learn important skills in new and fun ways.
- Community connections: Partnerships with the school district, public library, universities, and other stakeholders provide important resources for the program. Redhound Enrichment invests a lot of effort into developing strong relationships with these groups, who in turn can help with funding, curricula, volunteers and more.
By Erin Murphy
Written by Jennifer Kelly, After School Program Manager for Save the Bay. This blog post is presented as part of a series celebrating afterschool programs involved in environmental education, with more installments coming throughout April! Join the conversation about afterschool's role in environmental education on social media with #AfterschoolEE.
“Whoa!” a student exclaims. “This is so cool! It’s walking on my hand.”
It’s a typical day at one of our afterschool programs: a student is getting up close and personal with local wildlife, holding a sea urchin for the first time.
Save the Bay has provided afterschool programming since 2003, advancing our mission to protect and improve Rhode Island’s Narragansett Bay by teaching students about their local environment and creating future stewards for the bay. By partnering with schools and organizations in underserved communities across the state, our education department serves more than 16,000 students each year during the school day and after school hours.
Out-of-school time offers a great space to reach more students with fun and exciting enrichment programs, and our local organizations and schools were eager to build partnerships to take advantage of this opportunity. Save The Bay’s afterschool programs align to meet state science standards, while including energizing games, arts and crafts, and stories.
During our programs, students are actively engaged in STEM activities with a focus on marine and environmental science topics, specifically related to Narragansett Bay and its watershed. Save The Bay’s goal is to have a swimmable, fishable, and healthy Narragansett Bay accessible to everyone, and we believe educating our youth is an important part of this mission.
By Robert Abare
|Executive Director of the Afterschool Alliance Jodi Grant (third from left) and Congresswoman Rosa DeLauro (fifth from left) with the participants of J-Z AMP in New Haven, CT.|
Executive Director of the Afterschool Alliance Jodi Grant recently visited New Haven, Connecticut for a tour of the Jones-Zimmermann Academic Mentoring Program (J-Z AMP), along with local Afterschool Ambassador Mark Fopeano. Mark Fopeano is currently the Program Manager for Dwight Hall at Yale, the Center for Public Service and Social Justice on Yale University’s campus. The two were joined on their visit to J-Z AMP by Congresswoman Rosa DeLauro, who represents Connecticut’s 3rd district.
Q: What is the J-Z AMP program?
Mark: J-Z AMP program is a mentoring program that builds beneficial relationships between Yale students and inner-city middle school students of New Haven. Yale students are recruited at the end of their freshman year for a three-year commitment to the program. This ambitious length of time allows the program to foster uniquely strong bonds between mentors and mentees. By the time Yale students reach graduation, their mentees are graduating 8th grade, resulting in a great kinship through mutual growth and shared experiences. J-Z AMP also operates at sites with other partner universities in Bridgeport, Conn. and Hartford, Conn.
Q: How did the younger participants of J-Z AMP respond to the visit by Congresswoman DeLauro?
Jodi: Congresswoman DeLauro spoke with the kids about the role of representative government and why they should care about voting, elections, and the work of their representatives. Her message really seemed to “click” when she discussed making a decision on whether or not to vote to send the United States to war, and put the lives of our military at risk. Suddenly, the kids got very quiet, and I could tell they really took to heart the significance of her role.
Q: How did the mentors react while watching the Congresswoman interact with their mentees?
Mark: It was great to watch the Yale students step back and feel proud of their mentees as they asked questions of Congresswoman DeLauro. These students sit and talk with their mentees every week, and to see them using their voices with such a unique and influential audience really gave a special feeling to the event.
Q: What did Congresswoman DeLauro gain from her visit to J-Z AMP?
Jodi: Congresswoman DeLauro has been a champion for afterschool since the inception of the Afterschool Alliance, and she was an afterschool teacher herself, so she personally understands the need for these programs. She’s also a sophisticated policy maker who’s adept at reaching across the aisle to get things done—an important lesson for all the participants of J-Z AMP. When she concluded her visit, Congresswoman DeLauro told me how impressed she was with the program, and expressed her interest in duplicating the program’s model to more sites.
Mark: After her visit to J-Z AMP, Congresswoman DeLauro—or Rosa, as everyone addressed her during her visit—is able to return to Washington and share with her colleagues real stories about the power of afterschool, and how afterschool programs can benefit their districts, too. Similarly, it has been my privilege as an Afterschool Ambassador to collect and spread the unique stories of afterschool programs, which can only be found there, with those people.
The Afterschool Alliance is partnering with the STEM Funders Network (SFN) and the Corporation for National and Community Service (CNCS) to coordinate, train and supervise a new cohort of AmeriCorps VISTA members who will improve science, technology, engineering and math (STEM) “ecosystems” across America.
AmeriCorps VISTA (Volunteers in Service to America) is one of several national service programs administered by the Corporation for National and Community Service (CNCS). For more than 50 years, VISTA has been at the forefront of strengthening the capacities of communities and organizations to fight poverty.
VISTA members devote one year of their lives to challenge the root causes of poverty. They achieve this goal by mobilizing community volunteers and building connections between local resources, and by guiding individuals in low-income neighborhoods to make positive change.
In the new STEM Ecosystem program, VISTA members will focus on building capacity to increase access to STEM education in afterschool and summer learning programs that are connected and coordinated with K-12 schools and districts. STEM Ecosystem VISTA members can achieve this mission by:
- Creating partnerships with STEM-rich institutions or businesses;
- Mapping the local STEM out-of-school time space;
- Writing grant applications;
- Creating new tools and resources that can be used to increase access to STEM learning; and more.
The Afterschool Alliance and CNCS will place up to 26 VISTA members at host sites across the country, with the members working full-time on the ground. To support and guide the work of these new VISTA members for STEM Ecosystems, the Afterschool Alliance is seeking a new Field Outreach Coordinator to join our staff in Washington, D.C. Please carefully read all available information before applying.
White House highlights project
As President Obama hosts the sixth and final White House Science fair of his Administration today, on April 13, the White House released this STEM fact sheet lauding the efforts of the Afterschool Alliance, CNCS, and SFN for the new STEM Ecosystems program. You can find the reference in the second bullet under “New Steps Being Announced by the Administration Today.”
In addition to all of the partners mentioned here, the Afterschool Alliance is appreciative of initial support for its national VISTA efforts from the Broadcom Foundation, Samueli Foundation, Schusterman Foundation, and Simons Foundation.
By Luci Manning
Child refugees face a lot of obstacles when they arrive in the United States, including language barriers that can keep them from succeeding in school. Thankfully, an afterschool program in Buffalo is trying to help kids overcome their English difficulties and perform at grade level. ENERGY pairs children with adult mentors three times a week to work on reading and writing comprehension, enjoy a meal and play games. According to volunteer Clark Sykes, the program gives him hope at a time when the country is politically polarized by immigration issues. “I know the reality of children who want to learn so that they can be like everyone else in their grade and make their families proud,” he said in a Buffalo News column.
A group of Columbus High School students had their television debut this weekend thanks to a new talk show filmed and produced by the students themselves. The kids are producing Falcon Talk as part of an afterschool program that aims to give young people a taste of what a future in television or journalism would be like. Additionally, the program gives students an academic boost and teaches many useful skills for their future careers, like learning how to debate and act like a professional. “I’d love to be able to see them have a legitimate talk show with a live audience,” faculty sponsor Andrew Nation told the Commercial Dispatch. “It’s amazing to watch the kids have fun with it.”
Daquan Oliver didn’t have many opportunities growing up, but that never stopped his entrepreneurial spirit. By his sophomore year of college, he had formed an entrepreneurship-focused mentoring program for low-income teens just like himself. WeThrive trains college students on how to be mentors, then pairs the students with local kids using an 11-week curriculum developed by the program. Through WeThrive, students develop confidence, leadership and teamwork skills as they put together business ideas and pitch them to adult funders. “I want them to be the next generation of social-change leaders,” Oliver told the Christian Science Monitor.
The Metamora Area Robotics Students and Woodford Area Robotics Students, or MARS WARS, have taken on a special mission: developing customized robotic vehicles for children with disabilities. The afterschool robotics team spends its six-week regular season creating complex robots for FIRST Robotics competitions, then spends the off-season developing cars for kids like four-year-old Emily Heflin, who has a rare genetic disorder that has kept her from being able to walk or talk throughout her life. “I’m just completely blown away with how intelligent and how talented these high school kids are,” Emily’s mom Jodi told the Associated Press. “They are going to change the world someday.” The program helps students see the real-world applications of the technical skills they’re learning while programming robots.
By Ed Spitzberg
|Science Club, an afterschool partnership between Northwestern University and the Pedersen-McCormick Boys & Girls Club, receives a major funding boost as the winner of our 2013 STEM Impact Award.|
As Vice President of Development here at the Afterschool Alliance, my role is to raise funds for our organization, so that we have the capacity to do our work as the primary voice for afterschool programs across the country. But prior to my current role, I was the Executive Director of an afterschool arts program here in Washington, D.C., and as such I know how important—and how difficult—it is to make sure an afterschool program has the support it needs to make an impact on the kids it serves every afternoon.
|Ed Spitzberg is the Vice President of Development at the Afterschool Alliance|
To that end, this post is the first in a series we’ll do all year to highlight important issues in fundraising, giving you tips and strategies that we hope will be helpful for you and your organizations. Throughout the year, we’ll cover different types of donors (corporate, foundation, and individual), different parts of the fundraising cycle (research, cultivation, solicitation and stewardship) and important strategies and tactics (from connecting fundraising to your mission to crafting an end-of-year appeal).
We’ll start the series in this post with a statement that most of you know either explicitly or intuitively, but deserves its spot below in big bold letters:
Leverage the resources and community you have.
Let's break that seemingly simple statement down a bit:
- You have a great community that already loves what you do: Parents. Teachers. Community leaders. Board members. Existing donors. Most of these people are eager to support your program in any way possible.
- You have a great program, with great stories. Show and collect the stories of your program through publications, emails, social media or tours.
- Have the community that loves your program introduce THEIR networks to your program and great stories you have to show.
In practice, this final point can mean asking existing donors to invite their friends for a tour, where you show them your program (or even better, a kid shows them your program) so they can see firsthand what you do. It may mean giving board members an e-mail appeal template that has a story and a photo from your program to share with their friends. It could also mean inviting local officials or personalities with large audiences to participate in a Lights On Afterschool event or year end celebration as an emcee, so they can than amplify the message of what you do.
Fundraising is primarily about building a connection to your program, and to do that you need to have a clear central story, and a natural avenue for individuals to connect to your mission. Develop them both, and use them both.
There's more to come about creating this central story for your program and connecting people to your program's mission in the next blog. But for now, look at what you already have, and determine how that can help you increase capacity for the great work you’re already doing.
By Robert Abare
The Afterschool Alliance is excited to present our first Afterschool Spotlight, a series featuring the stories of children, parents and providers of summer and afterschool programs. Have a story to share? Email Robert Abare at email@example.com.
When Vicky Agapito-Rosas moved to her home of Northfield, Minnesota, 15 years ago, she was confronted by something every native Minnesotan had already learned to accept: a cold winter spent (mostly) indoors. But Vicky was troubled by the lack of activities and resources available to her third-grade daughter, Dalilah, during the cold winter months.
“Other communities have malls or neighborhood centers where kids can gather after school,” Vicky explained, “but Northfield had nothing like that.”
|Vicky Agapito-Rosas and her daughter, Delilah|
Vicky decided to take action. She and a group of neighborhood parents who faced similar circumstances came together and approached the leaders of the Northfield Public Schools to find ways to keep kids engaged, learning, and active beyond standard school time hours. The group’s enthusiasm was met with equal interest by the public school leadership, and plans took shape for the Greenvale Park Community School, an initiative at Greenvale Park Elementary that offers a wide range of out-of-school time programming for students, parents, their families and the entire community.
Finally, a grant from 21st Century Community Learning Centers in August 2014 turned the Greenvale Park Community School into a reality.
Now, Dalilah rides a complimentary bus to and from the Community School on weekday mornings, afternoons and evenings. A world of activities are now available for her to explore, including cooking classes, creative craft projects, tutoring for her homework, photography, and much more. “If there weren’t a Community School, I would just be home watching TV,” Dalilah said.
The Greenvale Park Community School has earned praise from a number of people involved with the project, including Superintendent of Northfield Public Schools Dr. Chris Richardson. “I am so impressed with the efforts of Greenvale Park and Community Services staff to collaborate with individuals and community groups to design and provide the broad range of programs and services for the students, siblings and parents of the Greenvale Park Community School,” he said.