By Sarah Watson
Brent Cummings serves as the Program Director for the 21st CCLC initiative managed by Walla Walla, WA Public Schools (WWPS), and was recently selected as an Afterschool Ambassador for the Afterschool Alliance. He is one of just 13 local leaders from across the country to be chosen for the honor this year. The WWPS 21st CCLC program’s ongoing success rates, significantly higher than expected, reflect Brent's passion for educating at-risk youth in afterschool environments. The unique methodologies and curricula utilized in the WWPS 21st CCLC programs captivate all youth, whose intense engagement prepares them for future success. A similar post by Brent was first published by School’s Out Washington.
Passionate! Charismatic! Humorous! Celebrity!!! Scientist?!? That’s right. Dr. Neil DeGrasse Tyson, the “world’s sexiest astrophysicist” (as proclaimed by no lesser an authority than People magazine) wowed a packed Walla Walla, WA audience on Whitman College’s campus the nights of Sept. 11 and 12.
This blog post was originally published on the National Center on Health, Physical Activity and Disability’s (NCHPAD) blog, which promotes information sharing around increased participation in physical activity among people of all abilities. Nora Niedzielski-Eichner, executive director of the New York State Afterschool Network (NYSAN), is a contributing author to this blog post and works to raise the profile of the OST field in New York and strengthen OST programs across the state, including promoting the importance of inclusion of youth with disabilities in afterschool, expanded learning, and out-of-school time opportunities. For additional information regarding afterschool programs providing an inclusive environment where students of all abilities can learn and grow side-by-side, read “Afterschool Supporting Students with Disabilities and Other Special Needs,” a joint issue brief by MetLife Foundation and the Afterschool Alliance.
The purpose of this article is to promote inclusion of youth with disabilities in after-school, expanded learning, and out-of-school time programs. For the purposes of this article, the term “include” and “inclusion” embodies the values, policies, and practices that support all youth, those both with and without disabilities, to participate in a broad range of out-of-school time activities.
This blog post was contributed by Laura Batt, director of educational programs at JASON Learning, an exploration-based organization that links students to real science and scientists. Laura works in JASON's Immersion Learning division, which focuses on bringing the thrill of scientific discovery to students in Boys & Girls Clubs, YMCAs, 21st Century Learning Centers, and other out-of-school settings.
These days more people than ever drop their used bottles, cans, and paper into recycling bins. The benefits of doing so are well-known: recycling reduces the amount of waste sent to landfills and incinerators, conserves natural resources, and saves energy, to name a few. But despite the great progress toward making this kind of recycling commonplace, there's much more than we can do to give other types of products and materials a second life. To help get the word out, JASON Learning has partnered with industry leaders to create two contests that challenge youth to find creative ways to generate awareness about some other recycling efforts that are not so well-known.
Guest blog: Why the afterschool learning context matters when using technology with at-risk students
Kamila Thigpen is the Digital Learning Policy and Advocacy Manager at Alliance for Excellent Education.
The nation’s 23.8 million minority students comprise nearly half of the school population, and many of them are underserved by their school systems. Try walking into one of these schools and you’ll notice very little changes in modern classrooms and those from more than a century ago. Although SMART Boards may have replaced black boards and a handful of computers may be visible around the room, in most cases there are few differences in the actual teaching and learning process.
After the school day and school year ends, disparities in access to technology are further compounded. Only 3 percent of teachers in high-poverty schools agree that “students have the digital tools they need to effectively complete assignments while at home,” compared to 52 percent of teachers in more affluent schools. As students get older and afterschool participation decreases, opportunities to engage in high-quality digital learning are few and far between for high-school aged students who need it most.
By Shaun Gray
Bill Albert is the CEO and owner of STEMfinity. STEMfinity offers thousands of hands-on academic enrichment kits with curriculum to teach PreK-12 students science, technology, engineering, math (STEM), robotics, electronics, alternative energy, rockets and beyond.
This October, STEMfinity is proud to join more than one million Americans and thousands of communities in celebrating Lights On Afterschool, an annual event that helps to raise awareness about the need for programs that keep kids safe, inspire them to learn and help working families.
Supporters of Lights On Afterschool believe that schools can’t do it alone and that meaningful, active collaboration with out-of-school programs are critical. We know that access to an array of quality, informal STEM learning opportunities can make a huge difference in the lives of youth. We also know that strong partnerships between informal learning institutions can help to maximize the use of shared resources and foster creative solutions to community needs.
Guest Blog by Reinaldo Llano, director of corporate outreach and special projects at Bright House Networks. Reinaldo leads community relations at Bright House Networks, one of the nation's largest cable and Internet providers.
Do you know a high school student whose creative genius is aspiring to unfold?
It’s been said that today’s youth are tomorrow’s leaders. They’re also tomorrow’s innovators and inventors. They are OUR future. They are the ones who can help create new opportunities for our local economies to prosper and flourish.
We are proud to support Bright Ideas STEM from Today's Youth, a multi-state competition where students dream up the coolest inventions to make their own life, community or even the world more awesome and show how STEM—that's science, technology, engineering and math—can bring their idea to life!
Guest Blog: After-School All-Stars youth leaders from across the nation converge on Washington, D.C.
Guest blog by Alyssa Plotkin, national program assistant for the After-School All-Stars.
“Because of After-School All-Stars, I feel like I’m important, that my opinion matters. I’m so fortunate to have been chosen to be a yabbie. I feel happier, more social and more knowledgeable.” – Citlali of ASAS Los Angeles
After-School All-Stars (ASAS), a leading national provider of comprehensive out-of-school-time programs that serves more than 90,000 children in 13 cities across the U.S.—brought 40 extraordinary 8th grade leaders and staff to Washington, D.C., in July for a week-long leadership summit. Each chapter, from New York to Hawaii, selected an outstanding student-based on their leadership abilities, strong attendance, academic performance and unwavering commitment to community service.
Guest Blog: Afterschool programs addressing healthy living and food insecurity through HEPA standards
Pam Watkins is the vice president of youth development services at YMCA Youth Development Services in Kansas City, Kansas, and a 2013-2014 Afterschool Ambassador.
The YMCA of Greater Kansas City is one of many afterschool programs nationwide that has embraced the Healthy Eating and Physical Activity (HEPA) standards. Recently, at one of our afterschool sites with a high rate of students receiving free or reduced-priced lunch, we had a family that had just moved here from California and enrolled four of their children in our program. The oldest child, Juan (name has been changed to keep anonymity), was ever-watchful over his siblings and was constantly correcting them if they were doing something inappropriate. After about a week the site supervisor overheard Juan tell his siblings that they needed to eat a snack because their mom had said she wasn't sure whether they would have dinner that night or not. When the site supervisor pulled Juan off to the side, he told her that his dad had still not found a job and his mom was working two part time jobs—but it still wasn't enough and they usually didn't have money for food.