OST Summer Programs Tool Kit (Draft) Sept. 2010
Out of School Time Shared Services
Summer Programs Toolkit Sept. 29, 2010 Prepared by: Lona Leiren Carr Leiren and Associates Ltd.
[email protected]
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OST Summer Programs Tool Kit (Draft) Sept. 2010
Table of Contents Preface ......................................................................................................................................................... 3 OST Beliefs: .............................................................................................................................................. 4 OST Principles: ......................................................................................................................................... 4 I Introduction ............................................................................................................................................. 6 OST Summer Programs: Capturing Our Shared Learning ........................................................................ 6 Safety ........................................................................................................................................................... 6 What is a Summer Programming “Tool Kit”? ....................................................................................... 7 II Building a Shared Understanding: Summer Programs ............................................................................ 9 What Are Summer Programs? ................................................................................................................. 9 What is the Benefit of Summer Programs for Child Development? ...................................................... 10 Summer Learning Programs: What is the Difference? ........................................................................... 11 Summer Learning Programs: Why Did They Emerge? ........................................................................... 11 The Particular Needs of Immigrant and Refugee Children .................................................................... 12 III Quality Summer Programming: What Does This Look Like? ................................................................ 14 Foundational Elements of Quality Summer Programming .................................................................... 14 Edmonton Parents: Recognizing Additional Outcomes and Contexts ................................................... 15 Meaningful Community Linkages: Key to Effective Summer Programming .......................................... 16 IV Summer Programs: A Comprehensive Planning Framework ............................................................... 18 Summer Program Development / Management: Key Tasks .................................................................. 18 Process Elements: Start With the Outcome in Mind ............................................................................. 19 Structural Elements: Critical Path and Implementation ........................................................................ 22 V Implications for OST Leaders and Community Policy Makers ............................................................... 29 Appendix A ................................................................................................................................................. 30 Best Practices in OST programs: A Report prepared for the After School Time Programs Table, Edmonton, June 2010 ................................................................................ Error! Bookmark not defined. Appendix B ..................................................................................................... Error! Bookmark not defined. Other On-‐line Resources ........................................................................... Error! Bookmark not defined.
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OST Summer Programs Tool Kit (Draft) Sept. 2010
Preface In Edmonton, the Out of School Time Shared Services Table has been meeting since 2008 to explore how to collectively respond to the demand for out-‐of-‐school activities for immigrant and refugee children and youth. This “coalition of the willing” is made up of leaders who share a commitment to improving the resiliency of, and success in integration of immigrant and refugee children and youth in Edmonton’s community. They understand, through their experience as well as shared understanding of emerging research, that quality and widely accessible out of school time (OST) programs can foster these desired results. OST programs can provide an array of safe, structured, supervised and intentionally designed activities that encourage learning and development outside of a child or youth’s typical school day1. The OST Table has adopted a shared mission for their collaborative work: To improve the resiliency and integration of immigrant & refugee/newcomer children and youth across Edmonton through quality and widely accessible out-‐of-‐school-‐school programs, services and policies. To this end, OST Table participants have agreed to pursue four strategies for enhancing OST programming for immigrant and refugee children and youth2. These include: •
Reliable Information: providing up to date information on the profile of existing programs in Edmonton, where the need and demand is greatest, parental preferences for programming, and participation rates.
•
Promoting Program Quality: working together to enhance program quality, through development and monitoring of standards, sharing good practice resources, sharing new or emerging models to serve these groups more effectively, and strengthening the capacity of staff and volunteers.
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Expanding Participation: so that children and youth will reap the benefits of the programs, enhancing frequency and duration of participation in these programs through setting targets and monitoring progress, removing barriers or creating incentives, and effectively communicating with families.
•
Strengthening the Ecology for OST Programs: influencing the larger systems and policies that impact OST program delivery, through enhanced responsiveness of the OST network, strategic investment by funders that addresses greatest need and impact, and influencing broader policies the impact the well-‐being of immigrant and refugee families.
OST Table participants have also articulated and endorsed a set of beliefs and principles for how they will work together in pursuit of these strategies:3 1 Desa, Vanessa, Best Practices in OST programs: A Report prepared for the After School Time Programs Table, Edmonton, June 2010, Pg. 2 2
FASTER ALONE, FARTHER TOGETHER: An Out of School Time Strategy for Immigrant and Refugee Children and Youth in Edmonton, Appendix 1, February 2, 2010, pg.30-‐34 3 Ibid, pg. 20-‐21
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OST Summer Programs Tool Kit (Draft) Sept. 2010
OST Beliefs: 1. We believe that immigrant and refugee/newcomer children and youth – and their families – have demonstrated their resiliency by choosing to make a new home in Canada. 2. We believe in the power of “co-‐evolution”: that immigrant & refugee/newcomer and children and youth should seek to integrate and become part of Canadian and Edmonton life and that the broader Canadian and Edmonton community should also embrace and adapt to the realities of their new neighbors, friends and fellow citizens. 3. We believe that the case for providing immigrant & refugee/newcomer children and youth with quality out-‐of-‐school-‐school time care to strengthen their resiliency and integration is clear and compelling. 4. We believe that by working together we can make dramatic improvements in the quality and accessibility of out-‐of-‐school-‐school care activities for immigrant & refugee/newcomer children and youth.
OST Principles: 1. First Voice – Immigrant & refugee/newcomer children, youth and parents will have a strong voice in shaping and choosing out-‐of-‐school-‐school care programs, services and policies. 2. Results-Driven – We measure our success by progress in our key areas of outcomes and impacts. 3. Evidence–Based – We will inform discussions and make decisions based on the best available evidence available to us. 4. Build on What Works & Innovate With New Approaches – We will strengthen and scale up what has already proven to work well as well as explore and innovate for new approaches when and where necessary. 5. Catalytic – We will work in a way that encourages other people and organizations to help move the strategy and various initiatives forward. 6. Listen & Learn – We seek out and embrace the different opinions, perspectives and experiences of people in pursuing our mission. 7. Leverage & Linking – We are eager to work on initiatives that can have multiple outcomes, generate ripple effects and have a dramatic impact on the quality of and access to OST activities. 8. Broad Engagement – We will create meaningful opportunities to engage all the stakeholders of the well being immigrant & refugee/newcomer children and youth. 9. Embrace Creative Tensions – We acknowledge the various tensions in our work (e.g. product-‐ process, long term-‐short term, different values, interests and positions, etc.) and embrace them as opportunities to be creative rather than stuck or points of contention. 10. Adaptability & Flexibility – We will change our approach in response to new learning, perspectives and shifts in the community and broader policy environment.
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OST Summer Programs Tool Kit (Draft) Sept. 2010 The following Summer Tool Kit has been undertaken as the first initiative in support of these OST strategies.
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OST Summer Programs Tool Kit (Draft) Sept. 2010
I Introduction OST Summer Programs: Capturing Our Shared Learning Summer programs are seen as a particularly important support for children and youth by parents of immigrant and refugee families in Edmonton. Whether they are one week in duration or several, they represent a critical part of OST’s out of school time programming strategy. OST Summer Programs are founded OST’s three founding blocks: Safety
Positive Child Development
Academic Enrichment & Support4
OST summer programs also recognize the OST’s three best practice elements that are keys to success to success in any out of school time program: 1. Access and Sustained Participation 2. Quality Programming and Staffing 3. Partnerships with Families, Schools, and Other Community Organizations 5 (For much more detailed information and advice on these building blocks and themes, See OST’s document Best Practices in OST Programs prepared in 2010.) Numerous parents of children participating in OST summer programs have identified a range of benefits from participating in OST’s summer programs. Summer programs are seen as an effective vehicle for assisting newcomer children and families in adapting to Canadian systems and structures in a fun supportive way. Program activities can enhance the integration of immigrant children and youth within the community by broadening their awareness of and relationships with community resources. Summer programs can also foster self-‐esteem by enabling participants to enhance their personal skills or competencies, and building pride in their culture of origin as well as their new home. Finally, these programs provide a safe and stimulating children and youth development experience for families that may face barriers accessing other summer supports. The OST Shared Services Table has long recognized the potential contribution of summer programs. Since 2008, OST leaders have been intentionally collaborating to improve both access to and effectiveness of their summer programs for immigrant and refugee children and youth. The OST Table recognizes that there is a diversity of models emerging across Edmonton, and OST leaders are seeking to 4 5
Best Practices in OST programs, Edmonton, 2010, pg. 2 Ibid, pg.6
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OST Summer Programs Tool Kit (Draft) Sept. 2010 build on and enhance the strengths of this growing capacity. When articulating the OST strategies for Promoting Program Quality, leaders specified a desire for a basic summer programming “tool kit” that would articulate best practices in program design and delivery, and integrate the OST Table’s shared learning to date. What is a Summer Programming “Tool Kit”? An OST “tool kit” is a consolidation of the key ideas and elements that support positive outcomes for immigrant and refugee children and youth. These ideas and elements address the conditions necessary to achieve positive results in OST programs, specifically:6 •
Sustained participation by children and youth (i.e. programs are designed to foster frequency of attendance and duration of participation by children and youth, and reduce barriers to access for families.)
•
Quality programming: (i.e. programs are intentionally grounded in positive child and youth development and asset-‐based approaches; they utilize multifaceted strategies targeted at specific outcomes; they effectively prepare staff and volunteers; and they provide appropriate supervision and structure for program activities.)
•
Partnering (i.e. OST programs partner with families, schools, other community organizations and resources.)
The OST Summer Programming Tool Kit highlights emerging research regarding the field of summer programming. It builds on OST member practices and standards that are evidence-‐based, offering a framework to support and promote OST summer program planning, development, management, coordination and continuous improvement. The Summer Programming Tool Kit also integrates emerging local learning (i.e. “what is working in Edmonton’s OST summer programming for immigrant and refugee children and youth”). The OST Summer Programming Tool Kit also seeks to foster comprehensive understanding and dialogue across all stakeholders with an interest in summer programming. Summer programming requires a tapestry of partners working in concert to deliver the desired outcomes. It is hoped that everyone… whether they be program staff directly involved in program management / delivery, community groups engaging parents, partners providing key program elements (e.g. facility, equipment, transportation), or funders supporting program pieces or organizations… can locate and undertake complimentary roles in a proactive way. To this end, the tool kit describes: •
How the different models of summer programming are evolving in Edmonton
•
The range of outcomes that can be fostered in these programs
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The diverse roles and critical phases involved in summer programming.
•
A framework of questions that can serve as a checklist for comprehensive program planning, management, delivery, evaluation, etc.
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Best Practices in OST programs, Edmonton, 2010, pg. 6
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OST Summer Programs Tool Kit (Draft) Sept. 2010 •
An appendix of sample “tools” (e.g. forms, processes, etc.) that provide best practice templates for comparison.
•
An appendix of links to additional resources (e.g. reports, websites, etc.) to support continued program development.
It is hoped that this Tool Kit enables all stakeholders to see the “whole” as well as the breadth of “parts” involved in summer programming, and that each will be an effective contributor to Edmonton’s OST summer programming capacity.
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OST Summer Programs Tool Kit (Draft) Sept. 2010
II Building a Shared Understanding: Summer Programs What Are Summer Programs? Edmonton OST summer programs represent a diversity of models. These models often represent an array of partnerships including community or cultural groups, community agencies, schools and / or the City of Edmonton. These partners come together to meet the needs of a specific group of children. In order to inform and support practices across this diversity, it is helpful to ground the Summer Program Tool Kit in a brief discussion of what commonalities link all summer programs, as well as what purposes might separate them. Emerging research on summer programs defines a summer program as “a set of organized activities, taking place during summer months, designed meet a specific need or to offer children and youth the opportunity to achieve a specific goal.”7 Program designers borrow from best practices in positive child and youth development, education and school-‐age care to provide learning and enrichment activities, intentional relationship building, experiences to build and master skills, and opportunities for child and youth voice. 8 In addition, summer programs share the following characteristics:9 •
An operator assumes responsibility for administration, implementation, liability and finances.
•
The operator employs staff to deliver the program, and operation standards reflect the focus of work of the operator and its partners (e.g. parks and recreation, human services, schools, etc.)i10
•
A specific group of children and / or youth is targeted
•
The program is designed to meet a specific child and youth or community need
•
It meets this need through pursuit of one or more child or youth-‐centered goals (e.g. exposure to activities that will meet the community need and program goals
•
The program has a specific starting and ending time.
Another characteristic that distinguishes summer programs is the absence of a traditional school structure. This flexibility enables schools, community agencies and community groups to partner together in new and innovative ways.11 Partners can pool to their unique and complementary expertise to build new child and youth-‐serving models and competencies for their community. Program location can also be flexible. In Edmonton, programs utilize a range of sites to deliver these programs, from schools to park areas to cultural or community centres. Some programs also utilize field trips to take the program experience “off site” (e.g. City recreational facilities, City libraries, City parks, etc.)
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McLaughlan, Brenda and Sara Pitcock, Building Quality in Summer Learning Programs: Approaches and Recommendations, A White Paper Commissioned by the Wallace Foundation, 2009, pg. 4 8 Ibid, pg. 5 9 Ibid, pg. 4 10 Ibid, pg. 7 11 Ibid, pg. 6
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OST Summer Programs Tool Kit (Draft) Sept. 2010
What is the Benefit of Summer Programs for Child Development? All OST summer program partners seek to ground their programs in on the foundation of positive child and youth development research – what children and youth need to thrive. Key elements of positive child and youth development approaches include: •
Engagement: children and youth need the opportunity to participate in meaningful activities, participate in dialogues and have their views honored, and take responsibility for their actions.
•
Connectiveness: children and youth need a sense of belonging to family and community. Social connection enhances their brain development, and their ability to learn, develop and participate in their communities.
•
Preparedness: Children and youth need to develop a holistic range of competencies and skills that help them succeed in adult life. These can include cognitive, emotional, vocational and cultural competencies.
•
Safety and basic needs: Children and youth need to experience security in getting their basic needs met if they are to effectively learn. 12
OST program partners choose approaches to programming that reflect the priorities of the families, children / youth and communities they are serving. Priority positive child and youth development goals could include: cultivating healthy habits, life skill development, love of learning, emotional competence, social skills, positive relationships, spiritual growth, character, caring, confidence, persistent resourcefulness, and life purpose. Care in the selection and delivery of program activities enables all summer programs to address many or most of these goals.13 Research on high quality afterschool and summer programs has demonstrated a link between child and youth attendance of these programs and specific positive social and academic outcomes. Regular participants can impact range of positive academic and social development skills, including improved literacy skills, self-‐esteem and leadership.14 Internationally recognized researchers in neuroscience, like Dr. Bruce Perry, stress that a variety of enriching experiences will benefit child brain development and learning when activities are focused on the “hot zone”.15 “Hot zone” activities are those that begin by building on familiar concepts, as well as existing skills. New concepts are then gently introduced in sequential and cumulative ways, enabling children to experiences success. They gain confidence, recognize and build upon their unique abilities, and learn how to master additional skills. Given this, all summer programs can promote child and youth success in school and other settings if they are intentional in “hot zone” program design and delivery.
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www.positveyouthdevelopment.com/postive-‐human-‐development.html, www.thrivefoundation.org/0.6-‐Thriving%20Indicators%20Definitions.pdf 14 McLaughlan, Brenda and Sara Pitcock, Building Quality in Summer Learning Programs: Approaches and Recommendations, A White Paper Commissioned by the Wallace Foundation, 2009, pg. 5 15 http://teacher.scholastic.com/professional/bruceperry/hot_zone.htm 13
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OST Summer Programs Tool Kit (Draft) Sept. 2010 Dr. Perry also confirms that play also enhances every domain of a child’s learning and development, as we learn best when we are having fun.16 He observes that play, seen as recreation or “the opposite of work”, is the vehicle through which all of us do most of our learning. Play also promotes holistic skill development. Skills built can include: gross and fine motor skills; language and literacy skills; cognitive skills such as problem-‐solving, planning and strategizing; interpersonal skills such as leadership, teamwork and self control. He encourages teachers and leaders to make a point of incorporating fun, creativity and unstructured activities if they wish to maximize learning effectiveness.
Summer Learning Programs: What is the Difference? Within summer programs, a sub-‐set of programs has emerged that takes a more deliberate focus on academic performance. A summer learning program builds skills and positive attitudes / behaviors through a dual focus: elevating academic achievement and healthy development.17 This distinct form of summer programming has emerged in communities as part of an effort to narrow the achievement gap for specific groups of children and youth (e.g. low income or minority children and youth). Some programs also strive to assist in school transitions (e.g. junior high to high school; high school to college.) It is important to stress that summer learning programs are should not be confused with “summer schools”. Summer schools are programs offered by school board during the summer months to provide remedial classes for low performing or special need students. For all intents and purposes, the summer school experience replicates the nature and quality of a regular school classroom experience. Summer learning programs seek to offer fun learning experiences in a format that is not “school”. The intent is that through participation in a variety of fun activities and projects purposely designed to complement the school curriculum, students can become more confident, competent and engaged in their return to school in the fall.
Summer Learning Programs: Why Did They Emerge? Summer learning programs emerged as a strategy to address the phenomenon of summer learning loss.18 In the absence of enrichment activities or summer learning activities, research has shown that all kids do not retain all the learning they have experienced by the end of the school year. For example, it has been observed that all children will lose math skills in the absence of learning stimulation over the summer (i.e. about two months of grade level equivalency).19 The old adage “use it or lose it” holds true.
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http://teacher.scholastic.com/professional/bruceperry/pleasure.htm McLaughlan, Brenda and Sara Pitcock, Building Quality in Summer Learning Programs: Approaches and Recommendations, A White Paper Commissioned by the Wallace Foundation, 2009, pg. 5 18 http://www.summerlearning.org./resource/collection/Research in Brief/ More Than a Hunch: Kids Lose Learning Skills Over the Summer Months 19 http://www.summerlearning.org./resource/collection/Research in Brief/Doesn’t Every Child Deserve a Memorable Summer? 17
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OST Summer Programs Tool Kit (Draft) Sept. 2010 However, research also observed that unlike their middle and upper income peers, children from lower income homes without summer supports will also lose reading skills. (This finding is particularly relevant to the OST Table, given that many of the children in the study’s cohort came from low income backgrounds, and new immigrants can commonly fall into this group.) It is important to note that this pattern was different from the school year, where all children tended to progress at the same rate regardless of family income. This differential learning loss outcome for low income children has been directly tied to a narrower range summer activities. 20 Middle class children were seen to access a broader array of summer learning and enrichment activities (e.g. going to the library; attending museums, concerts, field trips; out of town vacations; organized sports activities; swimming or gymnastics lessons). In accessing summer programs, cost and proximity are major considerations for low-‐income urban families. This narrows realistic options for families (e.g. limited quality program choices due to cost or transportation requirements) and may foster deep inequities.21 It is important to note that all summer programs can address the summer learning loss issue. Recreational or other activities often have specific competencies embedded in them – literacy skills in games, mathematical skills in shopping / cooking, leadership skills in sports teams, etc. The key is here is to be intentional in activity selection and delivery to “practice” these skills. Research findings on learning loss raise significant concern about cumulative impacts over the early years. 22 One study of 800 children found that two thirds of the 9th grade academic achievement gap could be explained by summer activities during elementary years. The cumulative impact of the “summer slide” has also been attributed to reduced graduation rates for these low-‐income children and youth.
The Particular Needs of Immigrant and Refugee Children Summer programming for immigrant and refugee children can attract a diverse range of children with a variety of needs. 23 For example: •
In addition to challenges of residing in low income or impoverished neighborhoods, newcomer refugee children recently arrived in North America (i.e. here from 0 to 2 years) may have limited English skills with little or no knowledge of the Canadian culture. Their immediate priority is on learning this new language and culture.
Immigrant children who have been in Canada for a longer period have often acquired more cultural and language competencies. However, they may be experiencing an “enculturation gap”24. These •
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http://www.summerlearning.org./resource/collection/Research in Brief/Summer Can Set kids on the Right – or Wrong -‐ Course 21 McLaughlan, Brenda and Sara Pitcock, Building Quality in Summer Learning Programs: Approaches and Recommendations, A White Paper Commissioned by the Wallace Foundation, 2009 22 http://www.summerlearning.org./resource/collection/Research in Brief/Doesn’t Every Child Deserve a Memorable Summer? 23 http://brtcs/org/documents/upload/BRYCS Brief:-‐Mentoring-‐Summer 2010.pdf pg.1
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OST Summer Programs Tool Kit (Draft) Sept. 2010 children have usually acculturated more quickly than their parents; parents are not in a position to offer culturally relevant support and guidance for their child’s new world. While these children and youth may be further along in the complex transition of acculturation and development of a bicultural identity, they are often still struggling. They may feel they are in “no man’s land” – disconnected from the culture of their ethnic heritage and poorly connected to the new one. As a result, depending on their target groups, summer programs may be required to pursue a range of approaches to address priority needs. Findings in after-‐school programming for immigrant and refugee children can be helpful here: •
For newcomers, strategies are often to embed English language learning across a blend of academic and enrichment activities.25 A focus on fun diverse activities can foster regular attendance, a sense of belonging, and improved attitudes to literacy activities. (E.g. reading) for these English language learners.
•
The challenge of “biculturalism” -‐ integrating a strong sense of ethnic heritage with positive identity as a Canadian – is a crucial element for the long-‐term adjustment and success of immigrant children and youth. Recruiting staff from the same cultural language and background will be an important program strategy. Mentoring by role models from the ethnic community is also an important support for these children and youth (e.g. adult or older peer mentoring in one-‐to-‐one or group contexts).26
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http://brtcs/org/documents/upload/BRYCS Brief:-‐Mentoring-‐Summer 2010.pdf pg.2 Goldsmith, Julie, Linda Jucovy and Amy Arbreton, Insight Brief: Gaining Ground – Supporting English learners Through After-‐school Literacy Programming, pg. 4 26 26 http://brtcs/org/documents/upload/BRYCS Brief:-‐Mentoring-‐Summer 2010.pdf pg.2 25
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OST Summer Programs Tool Kit (Draft) Sept. 2010
III Quality Summer Programming: What Does This Look Like? Foundational Elements of Quality Summer Programming Quality summer programs focus their attention on two areas: 27 •
Process features: Purposeful program design and intentional program delivery to foster holistic outcomes of positive child development (e.g. skill building diverse areas from fitness, to art, team work, problem solving, leadership, literacy, etc.; relationship building with peers and adults.)
•
Structural features: approaches to effective program management and staffing to enable achievement of quality program outcomes.
As referenced earlier, the OST Table has distilled an OST Programs Best Strategy Elements Matrix which outlines the critical components for success of all OST Programs.28 This matrix provides a strong analytical context for reflecting on process and structural features of summer programming. It focuses attention on three critical success factors: •
Access and sustained participation (e.g. frequency, duration, accessibility, and retention)
•
Quality programming (e.g. intentional programming, well-‐prepared staff and volunteers, appropriate supervision and instruction)
•
Partnering (e.g. families, schools, other organizations.)
In addition, quality summer learning programs can be intentional in linking academic performance outcomes to process and structure design e.g.: •
Responding to multiple academic skill levels by blending activities that address remedial skill development with exposure to concepts from more advanced curricula.
•
Fostering a love of reading through the support of caring adults equipped with fun age appropriate tools for reading and comprehension.
•
Connecting academic activities to the “real word” of a child’s experience, their interests and needs (e.g. leisurely pace, problem applications related to personal passions, and practical skills they will need as citizens (i.e. shopping, making change, etc.))
•
Recruiting a team of trained staff able to deliver the program (e.g. teachers and assistants familiar with relevant curriculum; staff skilled in assessment; volunteers with relevant activity
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McLaughlan, Brenda and Sara Pitcock, Building Quality in Summer Learning Programs: Approaches and Recommendations, A White Paper Commissioned by the Wallace Foundation, 2009, pg. 5 28 Desa, Vanessa, OST Programs Best Practice Strategy Elements Matrix, 2010
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OST Summer Programs Tool Kit (Draft) Sept. 2010 and / or youth leadership skills). Teams support small groups of children in purposeful learning activities (e.g. 1/5 adult child ratio; one teacher, one assistant, one parent volunteer).29
Edmonton Parents: Recognizing Additional Outcomes and Contexts For this report, some parents across several Edmonton OST summer programs were randomly approached to share their perspectives on the desired outcomes in summer programming. Fifteen parents shared their views. Parents consistently underscored their desire for programs that provided a safe, stimulating, active and most importantly -‐ fun summer programming experience for their children and youth. They appreciated opportunities for their children to build self confidence, self-‐esteem, and try new things. Many acknowledged that in the absence of these programs, these kids would have had few options (e.g. spending their summer watching TV.) Parents’ informal indicator of program success was seen to be their child’s commitment to regular attendance (i.e. their kids didn’t want to be late; they don’t want to miss a day.) Some specified additional preferences and benefits for effective summer programming in support of Edmonton’s immigrant and refugee children and youth: •
Programs that respect and reflect family realities (e.g. low cost; transportation supports; program hours that accommodate drop off and pick up realities of parent employment)
•
A place for kids to build friendships, and a sense of belonging and connections to their “home” communities (e.g. cultural, neighborhood, and/or city-‐wide)
•
Positive child and youth development activities designed to reflect a relevant cultural context e.g. o Culturally sensitive approaches to child and youth development topics (i.e. physical, mental, emotional, etc.) o Access to peer, youth and young adult mentors from their cultural and / or immigrant o
community, and leadership development opportunities. Intentional efforts to foster a positive bicultural identity, including § A sense of unique cultural community identity, and pride in one’s roots (e.g. friends, families, staff and volunteers that “share my story and look like me”) § Enhanced extended family connections and understanding (e.g. language training in culture of origin) § A sense of a shared immigrant experience, despite cultural differences §
•
A sense of Canadian cultural identity and belonging, and shared hopes, dreams and aspirations with other Canadians.
Programs explicit in summer learning outcomes (e.g. remediation, preparation for the next grade, English language proficiency). To be most effective, this included effective assessment to ensure appropriate program supports helped a range of needs (e.g. individualized assessment of reading
29
http://www.summerlearning.org./resource/collection/Research in Brief/ More Than a Hunch: Kids Lose Learning Skills Over the Summer Months. Pg.2
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OST Summer Programs Tool Kit (Draft) Sept. 2010 levels), proactive strategies to preventing learning loss, and age appropriate activities connected to the Alberta curriculum. Parents also recognized that beyond benefits for children, Edmonton’s summer programs supported family and community outcomes. Program elements that improved a child’s cultural awareness, including proficiency in the language of origin, were seen as helping strengthen extended family relationships. Summer programs that recruited youth and young adults from immigrant and refugee communities for staff and volunteer roles were building community leadership capacity. In addition, some programs providing immigrant professionals with relevant employment were helping future leaders bridge to Canadian structures and systems (e.g. recruiting international teachers to assist Canadian trained teachers in summer learning programs). Parents themselves were able to build relationships within their cultural communities and cultural organizations. They were also becoming familiar with a broader network of supporting organizations in the city. It is important to note that many parents acknowledged that their education experiences were very different than what their children are experiencing in Edmonton. Parents observed school in their home country is “much more difficult”, i.e. a greater requirement for memorization, longer days, more formal behavior codes, etc. Canadian school was seen much looser in structure and involving a lot more “play”. These parents may not be aware of or understand emerging research on child development and learning, and how related best practices demonstrate more participative, project and competency-‐ based approaches to education. Edmonton’s summer program partners will need to explicitly address this issue if they are to more effectively engage more parents.
Meaningful Community Linkages: Key to Effective Summer Programming As observed earlier, summer programming provides a freedom to engage schools, community partners and community groups in new ways and in deeper relationships. Groups can move beyond coordination of services to more meaningful linkages such as formal partnerships.30 These strategic alliances are often formalized in a clear statement of roles, relationships and accountabilities (e.g. a memorandum of understanding). Strategic alliances are important for summer programming for a number of reasons. Alliances enable partners to play to each other’s strengths. Combined efforts may be more cost-‐effective than independent initiatives. And alliances can be innovative in leveraging resources that one partner could not mobilize on their own. Funding diversification also represents sound risk management, as summer programs can be an early casualty in periods of budget restraint.31 Such cutbacks can have an immediate and disproportionate impact on children / youth from low income families. Shared strategies can work to ensure that equitable supports for these children and families are protected. 30
http://www.summerlearning.org./resource/collection/Research in Brief/Meaningful Linkages Between Summer Programs, Schools and Community Partners: Conditions and Strategies for Success, pg.2 31 Ibid, pg. 3
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OST Summer Programs Tool Kit (Draft) Sept. 2010 However, strategic alliances do not occur without intense effort. A significant time commitment is required by all parties to build multi-‐level trust relationships, confirm shared vision and values, construct effective communication and collaboration structures, and develop willingness to sharing “turf” (e.g. resources, information, and access to networks or relationships).32 A number of partnership strategies have proven to be important in forging sustainable partner linkages. These include:33 •
Commitment to positive outcomes by focusing on positive child and youth development. This includes articulation of, and shared understanding of the range underlying philosophies and research bases that will form integrated partner practices (e.g. asset-‐based approach to positive child and youth development34; a complementary learning framework that recognizes schools can’t do it alone – i.e. children need multiple learning opportunities in the family, the community and school35; bicultural identify development; competency-‐based skill development, etc.)
•
Strong, empowering leadership from school and community stakeholders. This enables alliances to more effectively recruit from both these fields for program development / delivery, and to influence decision-‐makers in these different systems.
•
Collaborative planning across a range of program management activities, including program design, forecasting demand, data sharing, recruitment of staff and public relations.
•
Rigorous approaches to evaluation and program improvement, including tracking of participant participation and progress, and feedback from major stakeholders (e.g. child / youths, parents, program staff and volunteers, partner leaders, administrators etc.)
•
Attention to cost-‐effectiveness and sustainability (e.g. accessing in-‐kind resources; joint marketing and promotions.)
32
http://www.summerlearning.org./resource/collection/Research in Brief/ Meaningful Linkages Between Summer Programs, Schools and Community Partners: Conditions and Strategies for Success pg.2 33 Ibid, pg. 3-‐4 34 Desa, Vanessa, Best Practices in OST programs: A Report prepared for the After School Time Programs Table, Edmonton, June 2010, Pg. 8 35 Ibid, pg.3
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OST Summer Programs Tool Kit (Draft) Sept. 2010
IV Summer Programs: A Comprehensive Planning Framework Summer Program Development / Management: Key Tasks Preparing for and running summer programming is a multifaceted complex task, involving several key activities areas. These include: 1. Defining the target group(s): who is the program for? What is the demand? 2. Articulating program outcomes: what does success look like for these children, youth and families? Others? How will we know when we have achieved it? 3. Defining family engagement strategies: how will we engage children, youth and parents in the program planning, design, management, delivery and evaluation? 4. Articulating the program design: what goals, objectives, structures and activities will yield these outcomes? What elements will make it accessible for children / youth and families? 5. Identifying Partners and Funders: who is already doing similar work or engaging the same target group? Would they be willing to partner for greater effectiveness? Who would be willing to fund this work? 6. Defining the program plan: what key tasks must be accomplished, by whom and by when? What are risks, and how will they be risk minimized? What are contingency plans for key activities? 7. Budget development: what resources are required for the program design and plan (e.g. space and maintenance, financial resources, staffing, equipment, supplies, food, transportation, replacement fund, etc.) 8. Creating and overseeing a program management structure: what are structures and processes for recruiting, training, supervising, communicating, coordinating and evaluating staff? For volunteers? For stewardship of financial resources, equipment, supplies and space? 9. Creating and overseeing a partner coordination structure: what structures and processes are in place to promote proactive, transparent inclusive communication from the program design / development stage through to program evaluation? For risk management? For conflict resolution? 10. Program evaluation and reporting: how is ongoing reflection and evaluation built into all of the above steps? What reports are required, by whom, for whom, and on what topics? The above tasks represent the outline of an overarching framework for OST Summer Programming. The intent is to provide a consistent framework for OST partners to utilize in summer program design, planning, management, and delivery. The following sections introduce these key elements in more detail, integrating both process elements (i.e. the focus and intent of the program) and structural elements (i.e. the architecture to manage, deliver, and continuously improve the program). It attempts to approaches this in a systematic and sequential way.
18
OST Summer Programs Tool Kit (Draft) Sept. 2010 The Process Element sections utilize question format under key themes. OST summer programs are unique; detailed advice may not reflect the realities of all programs. A question format can serve as a planning checklist for summer program staff and volunteers -‐ partners can identify the sections and questions relevant to their partnership roles. The Structural Elements section also utilizes a question format. However, here the content is organized by outlining a proposed critical path of activities. Again partners would select the tasks relevant to their partnership roles. However, this section attempts to illustrate how effective programs require diverse interrelated and coordinated activities across a range of partners over a calendar year. Partners will assume responsibilities for pieces of this critical path; collectively they and OST table would assume responsibility for attending to the whole annual cycle. It is hoped that the following approach will promote active dialogue and comprehensive planning across summer program partners.
Process Elements: Start With the Outcome in Mind It is widely recognized that when embarking on a journey, it is important to begin with the outcome in mind. This adage is particularly true in planning summer programming. Before you begin to plan program activities, is critical to step back and be very intentional in identifying who the program is for, the outcomes you wish to foster through your program, and how you will deliver these results. Investing time in setting out a clear focus at the beginning will pay dividends later; you will be more effective in setting objectives, designing program elements, and choosing specific activities to foster the results you intend. 1) Define the target group for your program Begin by defining who the program is to be for, and what the demand is likely to be like. •
Which immigrant and refugee children is the program to serve? E.g. is it o Children / youth in a specific geographic area? Neighborhood or citywide? o o o
Children / youth from a specific cultural group? Children / youth already attending specific schools? Children / youth with existing relationships to specific community or cultural organizations?
•
What ages of children / youth are you choosing to serve?
•
Why were these groups chosen?
•
What are the needs of these specific groups?
•
What are the assumptions inherent in your needs assessment (e.g. barriers to attendance)? How can these assumptions be confirmed with other partners or stakeholders to ensure a balanced accurate view of needs (e.g. talk with parents, community groups, schools, and other stakeholders, etc.)?
19
OST Summer Programs Tool Kit (Draft) Sept. 2010 •
What is anticipated demand? How is this calculation determined? (E.g. historical enrollment, wait lists, estimated number of families in an area or attending a school, etc.) How can you test the accuracy of this forecast (i.e. how this would translate into actual registrations)?
It is very important to invest time in this analysis up front, as this will pay off later. For example, proactive dialogue with important stakeholders (e.g. community groups, schools, parents and families) strengthens the credibility of requests for funds, space, partner supports, etc. 2) Define the desired outcomes for the program. It is important to be clear on what the results of the program will be. Edmonton summer programs often have multiple levels of outcomes: for children, for families, for communities and/or community members, and for partners. It is important to be clear on each of these levels, if your program design is to be effective in setting and achieving goals to meet these outcomes. •
Children and Youth: What does success look like for different cohorts of children and youth participating in your program? (See the Best Practices in Out of School Time Programs for examples of Academic, Social and Emotional, Prevention, and Health and Wellness Outcomes) E.g.: § Participant outcomes for all children / youth (e.g. increased self-‐confidence? Increased physical activity? Increased communication skills? Better attitudes toward §
§ §
school? Broader awareness of their geographic or cultural community? Etc.) Participant outcomes for older youth (e.g. experience in peer mentoring? Increased leadership skills? Increased familiarity with schools or systems into which they are transitioning?) Volunteer outcomes for older youth (e.g. meaningful volunteer experiences that could be referenced on their resume) Employment outcomes for older youth (e.g. paid roles that build organizational and team work skills)
•
Families: What will be the results or benefits for parents and families? § For families (e.g. families are supported through access to a safe, enriching activity
§
for their children; families are less stressed as a result of this support; families have access to programs that that accommodates their realities, i.e. schedules, transportation, costs; families have an increased awareness of Edmonton’s resources and facilities; families expand their relationships in their cultural community) For parents (e.g. parents experience a sense of belonging, i.e. to the school, cultural community, etc.; parents can be more productive (i.e. work, etc.) given this support; parents participate in and influence the program , i.e. planning, volunteering, evaluating; parents have a clearer understanding of the Canadian education system;
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OST Summer Programs Tool Kit (Draft) Sept. 2010 parents have clearer understanding of parental roles / responsibilities in the Edmonton school system) •
Community members: §
•
Community members are engaged and participate in the program (i.e. as staff, volunteers, mentors, etc.)
Partners, e.g. §
§
For Schools (e.g. schools deepen their relationships with immigrant and refugee parents; children at risk of learning loss maintain their competencies; school jurisdictions increase their understanding of bicultural challenges for children and youth) For partnering or participating community agencies (e.g. agencies deepen and or broaden their relationships in cultural communities; agencies deepen their
understanding of effective programming for immigrant and refugee families) 3) Outline the vision for the program Given the outcomes described, it is important to describe the program model and program objectives that will enable you to deliver these outcomes. Specifically, •
What is the nature of the program? (I.e. summer program? summer learning program)?
•
What is the duration of the program (i.e. start and end date)?
•
What is the projected scale and size of the program?
•
What are the goals and objectives of the program for each of the target groups? (e.g. children and youth, families, partners, community members)
•
What are the areas of focus for each target group? (Note: Summer Programs 2010 Planning Template, Appendix A may be a helpful framework to complete for each target group)
•
For each focus area, what kinds of activities will be required to support these objectives and foster these outcomes?
•
What are key resources? What tasks must be undertaken for these resources to be secured? Managed? And were relevant, evaluated? E.g. o Facilities o Staff / volunteers o Equipment (e.g. sports; food preparation) o Food o Transportation o Activity specific materials and supports (e.g. assessment instruments; curriculum
supports; library cards) 4) Outline the resourcing vision for the program •
Who are potential partners that are already doing similar work, or are already working with this target population? Are they willing to work together for the enhanced effectiveness of all?
•
Who are key partners for the delivery of the components of program? (e.g. schools contracted for facilities; community groups for referrals of children and families; guest speakers; sports 21
OST Summer Programs Tool Kit (Draft) Sept. 2010 leaders; Centre for Race and Diversity; Discover E (U. of A. Engineering), City of Edmonton librarians) Do relationships exist with these partners? If not, can this relationship be brokered by another community partner? •
Who are other key supporting agencies for supplies? (e.g. the Food Bank, City of Edmonton for passes. ) How are these accessed, what are their criteria for use, and what are their timelines for delivery?
•
Who are relevant funders that could help address the shortfall of resources beyond what program delivery partners and other community partners could provide? What are their funding criteria and timelines? What is their application process and requirements (e.g. a partnership)?
Structural Elements: Critical Path and Implementation To bring the program vision to life, critical tasks must be successfully defined, coordinated and implemented. 1) Outlining the Critical Path for OST Partners 2010 OST summer program partners stressed the importance using a critical path to guide program planning and management. This requires identifying all streams of tasks that must be undertaken, along with timelines for key decision points or deliverables. Streams of tasks could include partner coordination, parental engagement, human resource strategies (staff and volunteer), funding and financial management, marketing and communications, facility contracting and maintenance, program development, program management and supervision, data collection, evaluation and reporting,. Spread sheets or chards can be useful to illustrate overlapping streams of activity and important milestones across a team of individuals. Sequencing inter-‐related streams of activity is extremely important for a program plan to work effectively. Tools like bar charts can underscore where different streams of activities must be aligned in order for timelines to be met. Detailed goals, tasks and checklists can then articulate the specifics within these streams of activities. For example, once the program design is finalized, summer programs will face the challenge of managing, training, recruiting and supervising staff. Key tasks could include: 1. 2. 3. 4. 5. 6.
Defining the job description Advertising for applicants (formally or informally) Planning for, scheduling and conducting interviews Offering positions and orienting new staff. Overseeing the development of their work plan and related training. Supervision and ongoing communication.
7. Monitoring, addressing and documenting performance in program delivery (e.g. recognition for achievements, pro-‐active joint problem-‐solving for concerns) A bar chart for this task could look like the following: 22
OST Summer Programs Tool Kit (Draft) Sept. 2010
Jan/Feb
March/April
1. Job descriptions 2. Advertising for applicants
……………………. ………………………..
3. 4. 5. 6. 7.
Interviews Offer positions / orientation Work plan and training Supervision Monitor delivery
Jan
Feb
May
June
July
Aug
…………………………………. …………………………… ………………………………………………. ……………………………………………………………. ……………………………………
Mar
Apr
May
Jun
Jul
Aug
1. Job descriptions
2. Advertising for applicants
3. Interviews
4. Offer positions / orientation
5. Work plan and training
6. Supervision
7. Monitor delivery
This might appear to be overkill for small programs planned, run, managed and evaluated by one person. However, where multiple partners are involved, and where this is only one of many of tasks requiring detailed planning and coordination, bar charts can visually reinforce the interrelationships of various work steps and tasks. 2) Timing of Potential Tasks in OST Partner Critical Paths Preparation for and delivery of summer programming is a year round activity. Based on learning to date, OST members suggested that the following kinds of milestones are helpful in critical paths in order for summer programming preparation to be most effective: •
September / October: o Distill program learning from the completed summer programs. o Share learning with members of the OST table and regarding program delivery and community needs. Identify gaps, changes and considerations to be addressed for 2011, (e.g. roles, activities, budgets, data collection, scheduling and Ramadan, etc.) and develop collectively plans to address them.
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OST Summer Programs Tool Kit (Draft) Sept. 2010 o o •
November: o
o
o o o
o
o o
•
Update process tools were relevant (e.g. registration forms, pre and post evaluations) Submit reports to funders regarding outcomes and learning in 2010 programs. Based on 2010 learning, develop and implement plans for required training / professional development for full-‐time staff, or other continuous improvement required for 2011-‐13 program years. Prepare a draft vision for the program, including program outcomes, targets, curriculum and schedule for 2011. Compare plans with other partners at the OST Table to identify synergies, gaps. Project forecasted demand for the program. Validate assumptions with other stakeholders. Identify required resources for program delivery (i.e. staff, facilities, equipment, food, supplies, in-‐kind donations, volunteers, etc.) Identify potential partners to contribute these resources. Begin discussions regarding the potential to secure these resources for the following summer (e.g. school boards and space), and in the context of the OST collective (e.g. OST Secretariat to broker?). Identify potential supports to assist with program development and begin discussions to bring them in (e.g. YMCA youth leadership resources; school board curriculum consultants; U. of A. assessment resources). Develop preliminary program budgets that are comprehensive (e.g. maintenance, repairs, supplies, etc.) Begin preliminary conversations with funders, to understand their learning from the previous funding cycle, the nature of their funding criteria for the upcoming summer, and the “fit” with your emerging program.
December: o
o
Define detailed family engagement strategies (e.g. how to engage parents in program design, needs assessment? How to engage kids in informing their parents about potential programs?) Define detailed human resource strategies for 2011 summer programs. E.g. § What “staffing mix” (i.e. roles, expertise) is required for program planning, “curriculum development”, program management, volunteer management, partner coordination, leadership and delivery of program activities, §
engagement of parents, program evaluation, program reporting? What “volunteer mix” is desirable given program outcomes (e.g. older youth, parents, community members)? And for high school students, is there an opportunity to tie this to “work experience” or course credits?
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OST Summer Programs Tool Kit (Draft) Sept. 2010 §
§
o
What full time staff from partners can be allocated? Which expertise could be “borrowed” from other partners or stakeholders? (e.g. curriculum design in literacy, leadership development) What additional staff positions are required for the summer program? For
what roles? Requiring what expertise? § What are effective staffing recruitment strategies for the required seasonal staff mix (e.g. re-‐engagement of experienced successful seasonal staff? recruitment of people with experience in child and youth development, but from diverse backgrounds?) Define detailed facility strategy for 2011. Identify requirements and begin discussion with organizations managing spaces that reflect: Locations easily accessible to “target” families? Kind and quantity of space is required (E.g. meeting rooms, classrooms, gymnasium, a playground, etc.) § Hours of access required (e.g. realistic drop off / pick up times) § Transportation considerations (e.g. ease of access for public transportation) Work with proposed program partners to prepare and finalize draft budgets. Develop MOU’s or contracts to delineate partner roles (e.g. fiscal agent; staff § §
o o
o •
supervision) and commitments to the 2011 summer programs (e.g. staff, facilities, in-‐kind resources, liability insurance) Where required, submit grant proposals or funding applications (individual or collective) for resource short-‐falls.
January: o
o o
o o
Develop a comprehensive communications and marketing plan to promote the program to parents, children, related community agencies, interested stakeholders and community groups. Develop practical strategies to provide supports in the multiple languages relevant for these families. Implement family engagement strategy, so that interested parents and children and youth can contribute to program design. Begin detailed program plan for multifaceted activities and supporting “curriculum” (e.g. Summer Program Planning Template to plan activities, confirm required resources) Implement staffing recruitment / retention strategies Develop supporting staff training resources for program activities and curriculum (e.g. importance of HRFP’s guideline for approaches that are: sequenced, active, focused, explicit36)
36
Desa, Vanessa, Best Practices in OST programs: A Report prepared for the After School Time Programs Table, Edmonton, June 2010, Pg. 10
25
OST Summer Programs Tool Kit (Draft) Sept. 2010 o •
February: o
o o o o o •
o
o
Walk through potential sites and finalize facilities booking Develop draft marketing and communication templates / tools. Finalize agreements with stakeholders delivering key program activities (e.g. City library staff, Centre for Race and Diversity) Interview prospective seasonal staff, and extend offers Confirm summer program staff team (i.e. full time staff, seasonal staff) Begin defining detailed program delivery logistics with partners: which partners will be responsible for doing what tasks, when and how? (e.g. marketing of programs; registration of children; daily inventory and purchase of supplies; schedule for cleaning / maintenance of activity areas; preparation of snacks; liaison with the parents; liaison with the schools; reports to funders) Work with partners to articulate a detailed summer program risk management strategy that prevents and/or mitigates risk. This is comprehensive, from program design, staff and volunteer training, activity supervision, and facility maintenance, to liability coverage. Implement volunteer recruitment strategy with program partners.
April o
o
o
o •
Finalize funding sources, ensuring that funding for seasonal supervisory staff covers a window for their orientation, as well as the opportunity for them to finalize detailed logistics plans Finalize in-‐kind resource supports (e.g. Seek partnerships for borrowed or funded supplies or equipment.)
March: o o
•
Where appropriate, partner with other OST summer programs to develop joint training.
Orient and train seasonal staff involved in program management and program supervision. (E.g. purpose and use of best practice process tools like registration forms, pre and post outcome questionnaires, etc.) Bring summer program staff from all partners together to build relationships, and to confirm how staff will work together. This includes articulating shared beliefs, principles, and philosophies of service, desired supervision and communication processes, and trouble-‐shooting protocols. Complete the detailed logistics plan for program delivery (i.e. which specific people are responsible for what, when and how? What is the budget of particular program elements and who has expenditure authority?) Begin to implement communications strategy to inform children and parents.
May o
Intensify marketing strategy to engage families to register. Follow-‐up with schools, community groups, etc. to broker communications with their networks of families. 26
OST Summer Programs Tool Kit (Draft) Sept. 2010 o o •
Draft agreements for care and replacement of borrowed supplies or equipment. Recruit summer program volunteers.
June o
o o
o o
Orient and train seasonal staff teams involved in program delivery (e.g. expectations and effective processes for team planning, communication, problem-‐solving, and evaluation) and organizational processes (e.g. submitting seasonal staff hours, expenditure forms, WCB and critical incident reporting, etc.) Orient and train summer program volunteers. Walk through the facility with the site manager to establish a trust relationship, inspect condition of rooms and equipment, proactively identify risk-‐management issues and brainstorm pro-‐active preventative strategies. Take photos to be able to document “before” and “after” states. Follow-‐up with registered children / families to confirm attendance. Coordinate registration with other OST programs to ensure that interested children and families are not turned away from having a summer program experience,
children are in the programs that represent the “best fit” for them (e.g. newcomers and focused English supports), and programs are balanced in child / adult ratios. 3) Implement Program Delivery, Management, and Evaluation Strategies OST’s documents entitled Best Practices in Out of School Time Programs, and the OST Programs Best Practice Strategy Elements Matrix provide a lot of succinct advice for program management, staff and volunteer management, and partnering with families. These best practices are equally relevant for summer programs delivery. Edmonton OST partners underscored the importance of paying daily attention to the following program management processes during the July / August implementation phase: •
Partner coordination and staff management: daily attention to supervision, team planning, and problem solving, trouble-‐shooting, performance management and communication processes to proactively address role and staffing issues
•
Program delivery: implementation of the program plan through approaches consistent with the program philosophy (e.g. leadership that reflects positive development and asset based approaches) and program curriculum (e.g. multifaceted, project-‐based programming). Proactive partner discussion and responsive revisions to activities or plans where approaches are not delivering the desired outcomes.
•
Program management: daily monitoring of key processes, such as stewardship of facility, risk management, securing of required supplies, budget expenditure, up-‐to-‐date data collection (e.g. attendance, new registrants), formal and informal assessment of outcome indicators (e.g. participation of children and youth, skill development) etc.
27
OST Summer Programs Tool Kit (Draft) Sept. 2010 •
Volunteer management: daily assignment, coordination, recognition and follow-‐up with volunteers, to retain motivated, effective volunteers.
OST partners also stressed the importance of attending to organizational processes that support program evaluation and reporting. These activities are critical to building an information base that supports effective, sustainable programming: •
Pre and post test outcome assessments for children / youth, to measure program results to intended impacts
•
Pre and post input from parents, regarding program effectiveness
•
Processes for partners and staff to review and evaluate the effectiveness of program activities in support of these results
•
Processes for partners and staff to review and assess approaches to program supervision and management, and their impacts on program results
•
Processes for partners and staff to assess overall organizational learning from the entire summer program experience (e.g. innovations in partnerships; effective program tools; family strengths, needs, and challenges; successful parent engagement; etc.)
•
Integrated analysis to distill observations on summer programming experience into formats that meet the reporting needs of specific partners or funders o Partnership reflections to identify policies, structures or planning processes which may be
o
impacting the effectiveness of summer programs. (Note: these can be partner policies, as well as the policies of other stakeholders.) as well as coordinated efforts to influence them Integrated strategies to link summer programming learning and evaluation to emerging OST continuous improvement frameworks.
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OST Summer Programs Tool Kit (Draft) Sept. 2010
V Implications for OST Leaders and Community Policy Makers The OST Table is building a track record of experience and a depth of learning from OST member summer programming. It is important that OST Summer Program Partners take the time to reflect, internalize, and intentionally build on “what is working” across the breadth of summer programming for Edmonton’s refugee and immigrant children. It is also important that OST partners distill and share what they are learning from parents and children about the strengths they bring and the challenges they face when seeking to integrate into our community. Beyond the OST Table, OST members must also share this learning and awareness with their governors, their funders and other community partners. Many Edmonton organizations and stakeholders want to assist immigrant and refugee families to succeed, and the OST’s learning can help improve the effectiveness of a much broader community network. The OST Secretariat is also in a position to accelerate this learning process. They coordinate OST Task Teams that can help build knowledge, tools and training in support of summer programs. Secretariat Members are participants in a range of city-‐wide collaborations and “hub” initiatives. They also play diverse roles within their “home” organizations. As such, OST Secretariat can be interpreters across these organizational systems and organizational cultures. They can inform broader community tables of OST summer program learning and experience. They can also assist both OST partnerships and their home organizations to be more effective in supporting these families and helping all parties realize they are all working toward the same outcomes. For example, large institutions have relatively fixed planning cycles and processes. Secretariat members can increase OST partner effectiveness by helping them better align with these processes and schedules. On the other hand, large institutions may have developed administrative policies which have become barriers to their own desire to partner in support of these children and families. Secretariat members may be able to build and broker trust relationships on both sides that can collaborate to minimize these barriers. Broader community partners, such as funders or policy makers can also play a role. By immersing themselves in the summer programming process, emerging learning and critical factors for success, they can become proactive in ensuring that their roles, requirements and policies can facilitate summer program success. They may also be in a position to broker relationships that can help strengthen the capacity in OST summer programming (e.g. sources of in-‐kind supports.)
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OST Summer Programs Tool Kit (Draft) Sept. 2010
Appendix A
BEST PRACTICES IN OUT OF SCHOOL TIME PROGRAMS
A Report Prepared for the After School Time Programs Table Edmonton
Vanessa Desa June 2010
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OST Summer Programs Tool Kit (Draft) Sept. 2010
Best Practices in Out of School Time Programs
What’s in a Name?
For this report, the term Out of School Time (OST) has been chosen rather than After-School Programs, as it better reflects the range of program times including those that occur immediately after school to those occurring during evenings, weekends, summers etc. The term includes a wide range of program activities including academic enrichment, tutoring, mentoring, homework help, arts, sports, civic engagement, leadership, and other activities that support and promote healthy social/emotional development for children and youth in Grades K – 12
What are Out of School Time Programs?
Out of School Time Programs are an array of safe, structured programs that provide children and youth in Grades K – 12 with a range of supervised activities intentionally designed to encourage learning and development outside of the typical school day. They build on and blend three inter-related traditions:
Ø School age child care Ø Youth development Ø School based After School Programs OST Programs encompass three foundational blocks: 31
OST Summer Programs Tool Kit (Draft) Sept. 2010
Safety
Positive Youth Development
Academic Enrichment & Support
When do Programs Occur? Out of School Time Programs occur at numerous different times – before and after school, evenings, weekends, during holidays, and during the summer.
Where do Programs Occur? Again there are an infinite selection of options from schools to libraries, youth serving agencies, parks, city and health departments, cultural and faith based organizations, etc
SITUATING OST PROGRAMS AMONG OTHER STRATEGIES TO IMPROVE LEARNING
The 21st Century Community Learning Centres Network identifies the following seven factors as the most critical in closing the achievement gap: • • • • •
Parent involvement from birth through high-school and improving the parents’ education Early childhood and preschool experiences loaded with readiness activities Competent and caring teachers who keep up with their field Quality materials ( including technology) and curricula that develop and reinforce key concepts Extended learning times – after-school, weekends and summers 32
OST Summer Programs Tool Kit (Draft) Sept. 2010
• •
Community connections and support including mentors and tutors High expectations for all students
OST PROGRAMS WITHIN THE FRAMEWORK OF COMPLIMENTARY LEARNING
According to the Harvard Family Research Project (HFRP), there is now general agreement by educators, policymakers, and families, that schools cannot do it alone. Children and youth need multiple opportunities to learn and grow—at home, in school, and in the community. This notion, termed Complementary Learning suggests that a systemic approach—which intentionally integrates both school and non-school supports—can best ensure that all children have the skills they need to succeed in school and in life. A complementary learning approach creates a seamless pathway from birth to college, which links and aligns:
• • • • • • •
Effective schools, Supportive families and opportunities for family engagement, Early childhood programs, Out-of-school activities (including sports, arts, mentoring programs, etc.), Cultural and community institutions, Colleges and universities, and Health, social services, and other safety net services.
Complementary learning approaches require ensuring that such supports are intentionally connected in order to: maximize efficiency, ensure consistency and smooth transitions, and to create a web of opportunity that protects children from falling through the cracks. Does participation in OST Programs make a Difference? Based on a meta-analysis of their national data base of evidence based evaluations of large multi-site and single site OST Programs, the Harvard Family Research Project (HFRP) identifies four key outcome domains that are positively impacted by participation in OST Programs. These are: 1. 2. 3. 4.
Academic Performance Social/Emotional Development Crime, Drug and Sex Prevention Health and Wellness 33
OST Summer Programs Tool Kit (Draft) Sept. 2010
Academic Outcomes
Academic outcomes associated with participation in OST Programs include:
Better attitudes toward school and higher educational aspirations Higher school attendance rates and less tardiness Less disciplinary action (e.g., suspension) Lower dropout rates Better performance in school, as measured by achievement test scores and grades Ø Greater on-time promotion Ø Improved homework completion Ø Engagement in learning Ø Ø Ø Ø Ø
Evaluations of 550 OST Programs run by the New York City Department of Youth and Community Development conclude that while developing a highly focused
academic component aligned with academic goals may be important, exclusive, all encompassing focus on just academics can actually be detrimental. Extra time for
academics needs to be balanced by a variety of engaging, fun and structured
extracurricular activities that promote youth development in a variety of real-world contexts, and multifaceted OST programs that are able to do this have the most impact on academic achievement.
.
34
OST Summer Programs Tool Kit (Draft) Sept. 2010
Social /Emotional Outcomes
Social/emotional outcomes associated with participation in after school programs include:
Ø Decreased behavioral problems Ø Improved social and communication skills and/or relationships with others (peers, parents, teachers) Ø Increased self-confidence, self-esteem, and self-efficacy Ø Lower levels of depression and anxiety Ø Development of initiative Ø Improved feelings and attitudes toward self and school
A recent meta-analysis of over 70 after school programs that attempted to promote personal and skills found that across studies, after school programs could improve youth self esteem and social self-confidence, particularly in programs with a strong intentional focus on improving social and personal skills.
Prevention Outcomes
Prevention outcomes associated with participation in OST programs include:
Ø Ø Ø Ø Ø
Avoidance of drug and alcohol use Decreases in delinquency and violent behavior Increased knowledge of safe sex Avoidance of sexual activity Reduction in juvenile crime
An American Academy of Pediatrics survey of 2,000 high school students that looked at the relationship between after school supervision and sexual activity, found that 56% of youth surveyed reported being home for 4 or more hours unsupervised after school. Youth who were unsupervised for 30 or more hours per week were more likely to be sexually active than those35 who were left alone for 5 hours a week or less. In addition, those left unsupervised for more than 5 hours per week had more sexually transmitted diseases.
OST Summer Programs Tool Kit (Draft) Sept. 2010
Health and Wellness Outcomes
Health and wellness outcomes associated with participation in after school programs include:
Ø Ø Ø Ø Ø Ø
Better food choices Increased physical activity Increased knowledge of nutrition and health practices Reduction in BMI Improved blood pressure Improved body image
The Yale Study of Children’s After-School Time, a longitudinal study of over 650 youth at 25 after school programs in Connecticut, found that youth who participated in after school programs were more likely than non-participants to experience reductions in obesity. This study along with several others, point to the potential of OST programs to promote the general health, fitness, and wellness of young people by keeping them active, promoting the importance of healthy behaviors, and providing healthy snacks.
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OST Summer Programs Tool Kit (Draft) Sept. 2010
CRITICAL FACTORS REQUIRED TO ACHIEVE OUTCOMES
What Conditions Are Necessary to Achieve Positive Results in OST Programs?
In their issue brief After-school Programs in the 21st Century: Their potential and What it Takes to Achieve It, the HFRP identifies three inter-related factors as critical to the success of OST Programs:
4. Access and Sustained Participation 5. Quality Programming and Staffing 6. Partnerships with Families, Schools, and Other Community Organizations 1. ACCESS AND SUSTAINED PARTICIPATION Based on their analysis of the large number of evaluation studies in their national data base, the HFRP have identified that children and youth’s gains in the different outcome domains are highly correlated with the frequency and duration of their participation in OST Programs. The greater the frequency of participation, (i.e. more session/week), and the longer the duration of participation, (i.e. more months/year and the more years of involvement), the greater the benefit.
The After School Matters Program in Chicago, which lets older youth become paid apprentices or club members in arts, sports, technology, and communications programs, indicate that “youth who participated at the highest levels, demonstrated the fewest course failures and also higher graduation rates than similar youth who had not participated in the program. Moreover, benefits to academic performance appeared to dissipate after youth stopped their attendance, indicating the importance of sustained participation over time”.
37
OST Summer Programs Tool Kit (Draft) Sept. 2010 A similar evaluation of Louisiana’s 21st Century Community Learning Centres Program found “…academic gains significantly related to levels of participation. Compared to non-participants, participants exhibited greater academic improvement on the ITBS reading test, with moderate attendance (60 days) and an even higher score when attendance went up to 90 days”.
Similarly follow-up studies on students with long-term involvement (at least 4 years) in the LA’s BEST Program demonstrated “positive achievements on standardized tests of mathematics, reading, and language arts that were strongly correlated to their sustained participation in the Program”.
The challenge identified by the HFRP is that access to OST programs is highly correlated with families’ levels of income and education. Children and youth from families with higher incomes and more education are:
Ø Ø Ø Ø
More likely to participate in after school activities Do so with greater frequency during the week Participate in a greater number of different activities within a week or a month More likely to participate in enrichment programs, while their disadvantaged peers are more likely to participate in tutoring programs, precluding them from the benefits associated with enrichment experiences.
Given this finding, it becomes imperative to find ways to support access for children and youth most in need. Best Practice strategies to support access for this vulnerable population include:
Ø Locate OST programs in locations that are close to where children and youth live or go to school or provide transportation to and from programs. Ø Schedule OST programs to suit the needs and convenience of children and youth and their families Ø Provide incentives for attendance such as stipends, school credit, food, etc Ø Reach out to families in their homes and communities and educate families as well as children and youth on the benefits of participation in OST programs Ø Recruit staff/volunteers who come from similar cultures and backgrounds to the children and youth who are targeted for the program 38
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Through its research, the HFRP has identified several factors that correlate with higher retention of youth in Programs. These are:
Ø Ø Ø Ø Ø
Higher director salaries More advanced education credentials for staff Parent liaisons on staff More positive interactions between youth and staff Strong academic or arts focus
Retention also seemed to be co-related to programs where youth report a greater sense of belonging, demonstrate higher academic self-esteem, perceive staff as credible, feel positive about the quality of staff-youth interaction and experience improved academic performance through enrichment.
2. QUALITY PROGRAMMING AND STAFFING HFRP identifies three critical aspects to quality programming and staffing. These are: A. Intentional Programming that is Multifaceted and Focuses on Positive Youth Development OST programs are more effective in promoting positive outcomes when they: I.
Use Positive Youth Development/Asset Based Approaches
Positive Youth Development is a philosophy that defines a roadmap of how communities can come together to support their young people so that they can grow up to be competent and healthy and develop to their full potential. Positive Youth Development defines four essential elements for the achievement of positive outcomes:
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Ø Safety and Basic Needs - Young people need their needs met (shelter, food, etc) and to feel safe before they can grow and learn. Youth in survival mode do not thrive. Ø Preparedness – Young people need to develop competencies and skills to ready themselves for work and adult life. Competencies range from academic, social and emotional to vocational and cultural Ø Connectedness – Young people need to belong, to be connected to family and community to thrive Ø Engagement – Young people need opportunities to engage in meaningful activities, have a voice, take responsibility for their actions, and actively participate in civic discourse Central themes to positive youth development include:
Ø Emphasis on Positive Outcomes – including competence (academic, social, vocational skills), self-confidence, connectedness (healthy relationship to community, friends, and family), character (integrity and moral commitment), caring, and compassion. The underlying belief is that creating supportive and enriching environments for youth and focusing on their assets and talents will lead to the desired positive outcomes and also reduce negative outcomes Ø Youth Voice – youth are engaged as active participants and equal partners in all aspects of youth programs including planning, program development and implementation. Ø Community Involvement - Positive Youth Development stresses the need to engage all sectors of the social environment that influence the growth and development of young people including family, friends, and other sectors of the community they live in. II.
Provide a Variety of Multifaceted Programming
Dozens of studies of OST Programs repeatedly underscore the powerful impact of supporting a range of positive learning outcomes including academic achievement by providing children and youth with opportunities to learn and practice new skills through hands on experiential learning in project based OST Programs. A common theme among these studies is that OST Programs that improved academic outcomes did so by intentionally combining academic support with other enrichment activities to achieve positive academic outcomes.
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Evidence developed over the past 10 years also makes it clear that effective out-ofschool learning programs complement, rather than replicate, in-school learning and development. In fact, because after-school and summer programs are not regulated by time blocks and class schedules, they are able go into greater depth on specific topics and skills, offering students options and choices to pursue individual interests, and thereby strike the balance that the research suggests is necessary to achieve impact.
Evaluations of 550 OST Programs run by the New York City Department of Youth and Community Development conclude that while developing a highly focused academic component aligned with academic goals may be important, exclusive, all encompassing focus on just academics can actually be detrimental. Extra time for academics needs to be balanced by a variety of engaging, fun and structured extra-curricular activities that promote youth development in a variety of real-world contexts, and multifaceted OST programs that are able to do this have the most impact on academic achievement.
III.
Use approaches that are explicitly focused and targeted to specific outcomes.
Through their analysis of the evaluations in their data bank, HFRP has identified that programs are more effective in promoting positive outcomes when they are explicitly focused and targeted to specific outcomes.
Approaches need to be: Ø Sequenced - using a sequenced set of activities designed to incrementally achieve skill development objectives Ø Active - using active forms of learning to help youth develop skills Ø Focused - including program components relevant to the desired skills Ø Explicit - specifically targeted at desired skills Moreover, the researchers found that omitting even one of these strategies could result in OST Programs failing to achieve positive outcomes. 41
OST Summer Programs Tool Kit (Draft) Sept. 2010 In the Maryland After-School Community Grants Program Initiative, programs that provided more hours of structured social skills training and more hours of focused academic content achieved better outcomes than programs that spent more time providing unstructured recreation time.
B. Well Prepared Staff The second critical aspect to Quality Programming and Staffing is well prepared staff and volunteers. Several meta-analysis studies identify staff skills and qualities that correlated with achievement of outcomes.
The Follow-up study on The After-School (TAS) Corporation identified that the following staff practices and skills contributed to positive relationships between staff and youth resulting in increased youth engagement:
Ø Modeling positive behaviors Ø Actively promoting student mastery of the skills or concepts presented in activities, Ø Listening attentively to participants, Ø Frequently providing individualized feedback and guidance during activities Ø Establishing clear expectations for mature and respectful peer interaction An evaluation of Philadelphia’s Beacon Centers found that two staff practices are critical to youth engagement:
Ø effective group management to ensure that youth feel respected by both the adults and other youth in the program, Ø providing positive support for youth and their learning processes. 42
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These behaviours resulted in youth who wanted to attend, youth who felt more engaged, and youth who felt that they had learned something from their participation.
The report “Helping Youth Succeed through Out of School Time Programs”, by the American Youth Policy Forum identifies successful OST programs as having staff who:
Ø Ø Ø Ø
understand the importance of developing real connections with participants. are representative of the participants’ background and ethnicity, enjoy participating in activities rather than just supervising them, truly care about the youth in the program.
They recommend that OST Program leadership recruit staff who have the ability to provide challenging and interesting activities and who facilitate youth participation. They also emphasize the importance of ongoing professional development.
The Exploring Quality in After School Programs for Middle School-Age Youth Report identifies staff credibility and interactions as essential in recruiting and retaining middle school youth. They see the role of staff as one of facilitation rather than one of management and recommend that the hiring, training, orienting, supporting and evaluating of staff, be focused on their relationship with youth as opposed to their administrative or supervisory capacities.
The LA’s Best Study concluded that students who feel supported and encouraged by staff are “also more likely to place a higher value on education and have higher aspirations for their futures. Furthermore, staff members who are caring and encouraging fostered values of education. Their students appreciated school more, found it more relevant to their own lives, and, ultimately, were more engaged both in the after school program and in school.”
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C. Appropriate Supervision and Structure The third critical aspect to Quality Programming and Staffing is appropriate supervision and structure HFRP identifies several techniques associated with OST programs that achieve successful outcomes. Staff and volunteers provide:
Ø Ø Ø Ø Ø
clear instructions, organized lessons, employ specific strategies designed to motivate and challenge youth, provide alternate activities for youth who complete activities earlier than others, put in place systems to manage youth behavior
HFRP concludes that without the structure and supervision of focused and intentional programming, youth participants in OST programs could fail to achieve positive outcomes and might even do worse than their peers.
Researchers in the Study of Promising After-School Programs found that “in comparison to a less-supervised group, school-age children who frequently attended high quality OST programs, alone and in combination with other supervised activities, displayed better work habits, task persistence, social skills, pro-social behaviors, and academic performance, and less aggressive behavior at the end of the school year”
3. PARTNERSHIPS WITH FAMILIES, OTHER COMMUNITY ORGANIZATIONS AND SCHOOLS In their issue brief After-school Programs in the 21st Century: Their potential and What it Takes to Achieve It, HFRP states “Programs are more likely to exhibit high quality when they effectively develop, utilize, and leverage partnerships with a variety of stakeholders 44
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like families, schools, and communities. However, strong partnerships are more than a component of program quality; they are becoming a non-negotiable element of supporting learning and development across all the contexts in which children learn and develop.”
A March 2007 report from the Study of Promising After –School Programs states that “when all parties with responsibility for and interests in the welfare of youth, especially disadvantaged youth, unite to engage them in high-quality after school experiences, they are more likely to succeed in promoting positive development for the highest number of children at risk”
This conclusion comes from a 2-year quasi-experimental study looking at OST program quality and echoes previous research and evaluation on partnerships
HFRP identifies three partnerships as necessary to OST programs achieving successful outcomes:
I. II. III.
Partnerships with families Partnerships with schools Partnerships with other organizations
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I.
Partnerships with Families
Benefits of Engaging Families
The report Focus on Families: How to Build and Support Family Centred Practices in After-School identifies that family involvement in children’s education in school and at home has, for decades, been shown to boost school grades and test scores, improve school attendance, foster social skills, and increase graduation rates and postsecondary education attainment.
They identify a significant amount of recent research high-lighting the additional benefits resulting from family involvement in OST Programs:
Ø Increased family involvement in children’s education and school Family involvement in OST programs is associated with greater involvement in school events and affairs and increased family assistance with children’s homework
Ø Improved relationships between parents and children Parents and children argue less and have more trust in one another. One extensive study of 78 OST programs in Massachusetts found that youth who attend programs with significant levels of parent involvement, also have improved relations with other adults.
Ø Improved implementation and outcomes for OST programs An evaluation of the Virtual Y programs in New York City found that communicating with families is associated with improved program outcomes
Challenges to Family Engagement
Ø Lack of time 46
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Lack of time on the parts of families and staff of OST programs can pose a real barrier to engagement. Many parents use OST programs for their children because they work, attend school, or have other responsibilities beyond traditional school hours. A recent survey of program coordinators of several 21st Century Community Learning Centers confirms that parents’ busy work schedules inhibit family involvement. Likewise, OST program staff are overextended as they face limited resources and increased demands to demonstrate outcomes to funders. These pressures amid the ongoing demands of safety assurance, behaviour management, program planning, and budgeting leave OST staff with little time to invest in family engagement.
Ø Focusing on problems rather than assets Many interactions between program staff and families are focused on families’ problems, without recognizing families’ assets or creating a collaborative environment. Staff may assume that if parents are not visible in the program, they are uninvolved or don’t care about their children’s learning.
Ø Lack of family engagement programming Most OST programs do not include a family engagement component. In fact, a review of 100 OST program’ evaluations across the USA found that only 27 mentioned family engagement
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STRATEGIES TO SUPPORT FAMILY ENGAGEMENT CONTINUED Ø Consider the concerns and needs of the families and children served, in addition to one’s own This may be accomplished in part by offering a wide variety of opportunities for families to be engaged. For example, the Greenwood Shalom After School Program offers family trips to museums and theatres (which appeal to parents seeking enrichment opportunities), while also offering math and literacy workshops which appeal to parents who want to help their children with homework.
Consider the Needs of Families
Capital Kids is an OST program initiative in Columbus, Ohio, serving 2,800 children in 35 sites. The four initial pilot sites serve children and families in the most vulnerable neighbourhoods. Many of the children come from female-headed, African American families living below the poverty level. Many are homeless. The program participates in a Take Home Grocery Program that engages parents and children in a fun learning activity while meeting families’ critical needs. The Mid-Ohio Food Bank delivers a large supply of food to Capital Kids bi-monthly. After the program allocates its share for daily snacks, enough groceries remain to send some home with every family. Families come to the after school site to pick up a box of groceries, and sorting and distributing the food becomes an interactive activity for children and parents. In an evaluation of the program, 95% of parents mentioned the food bank as a valuable service offered.
Ø Solicit family feedback on current programming and implement their ideas for new programming. Ideally, after school programs will ask families what they think about the program, how they can contribute to the program, and how they can be served in return. Including families in programming and working on elements that families think should be improved, results in improved program outcomes. OST staff should seek 48
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families’ input regarding the types of programs/services that they would like provided to them as parents, their ideas on program curriculum and activities, and their feedback on how the program is operating. Such ideas can be gathered through surveys, focus group discussions, one-‐on-‐one meetings, and even suggestion boxes. This strategy allows families to feel that they have a role in shaping the program goals and activities.
Soliciting Family Feedback and Implementing their Ideas
Parent Services Project (PSP), a family support organization in San Rafael, California, worked with several local elementary schools to increase family engagement and leadership. PSP hosted a series of parent meetings to invite reflection and visioning about children’s learning. Parents in one school identified safety and homework assistance as key issues and came up with the idea for a homework club to address these issues. Over the course of 3 years, with support from PSP, this group of parents shared their concerns, developed a vision, successfully applied for a grant, implemented a homework club, and gained valuable leadership skills. As parent Alma Martinez explained, “Parents need this kind of [leadership] support to discover who they are and what they can do.” This example shows how from program inception families can not only give feedback, but lead the design and implementation of after school opportunities for children.
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STRATEGIES TO SUPPORT FAMILY ENGAGEMENT CONTINUED A. Communicate and Build Trusting Relationships with Families. Successful family engagement efforts depend in part on the level of trust families have in program staff. Communication is a building block of family involvement because it can help build trust with families. Letting families know that they are welcome and keeping two-‐way lines of communication open are fundamental communication strategies. Using a variety of communication strategies can help reach a larger group of parents, Equally important is parents feeling able to discuss whatever concerns they have, whether or not they are program related. Many programs may never achieve 100% participation in workshops and events because of parents’ busy schedules, but through telephone calls or letters, programs can send a general message that families are welcome. Once basic communication has been established and families begin to feel more trust toward the program, staff can begin to foster deeper kinds of family engagement and parent leadership. The strategies below focus on basic communication as well as more elaborate practices to solicit families’ input regarding program governance and leadership. Ø Share Information on OST program mission, goals and strategies Program evaluations reveal that communication about program mission, goals, and strategies are one way to engage families. This information can be conveyed through orientations, open-‐house events, newsletters, email, and participation in class activities. Communication can also happen more informally. Communicating Frequently and In Positive Ways
At the Hyde Square Task Force After School Program, staff members talk to parents about children’s progress at parent meetings, at pick-up time, and over the phone. Speaking to parents on a daily basis makes for a warm, welcoming environment. Coordinators find that informal conversations and sharing good news about their children, helps parents to feel valued and connected. Having gregarious staff, who are comfortable with parents can also help build staff–family relationships.
The OST program at Public School 253 in Brooklyn, New York, serves a large immigrant population. Language barriers prevented the administration and teachers from connecting with families. In response to the communication problem, the OST program hired staff who reflect the backgrounds of the students and relied on a variety of communication strategies, including flyers, telephone calls, and conversations during pick-up time. The program has an open door policy that allows parents to discuss any concerns with the coordinator. Program staff serve as mediators when parents and school staff are having problems, and the staff teach parents how to advocate for themselves to the school. Staff are also trained on how to “smile and chat with parents to encourage openness.” The school now relies on the OST program to advertise events and communicate with families. Teachers go to program staff to learn more about children and their families, 50 which teachers find particularly useful when they are addressing students’ challenging behaviours
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STRATEGIES TO SUPPORT FAMILY ENGAGEMENT CONTINUED Ø Be there for families Programs should find ways to offer families personal support and endeavour to broaden their communication with families to go beyond program matters or children’s progress. Being There for Families
At the Greenwood Shalom After School Program, parents talk about their personal concerns and life challenges, such as relationship problems, immigration troubles, and financial concerns, knowing that staff will listen, provide advice if appropriate, or direct them to the proper resources.
The Beacon Community Centers in New York City provide formal support groups and counselling for parents in addition to their programs for youth.
Camp Success, a multi site OST program in inner-city Huntsville, Alabama, partners with Second Mile, a family engagement organization, to support family events and activities. The Camp offers a variety of classes for family members, including a GED program and presentations on nutrition, drug awareness, and social services. In addition to their adult-education approach to family outreach, parents attend a Family Night Share and Talk at each site to share experiences and discuss topics such as first-time home purchasing. Later in the evening, children and parents eat dinner together and participate in a family activity
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Ø Provide leadership opportunities for parents in order to build community Parents are likely to feel greater investment in and ownership in a program if given the chance to participate in decision making. Parent councils and governing boards can provide mechanisms for this kind of participation. However, not all programs feel ready to implement these kinds of partnerships with families, and several programs have yet to realize parent leadership goals. Many Engaging Families Initiative program coordinators want to form parent councils but cite competing time demands as barriers to realizing this more advanced type of family engagement.
Providing Leadership Opportunities and Building a Community of Parents
The Bob Lanier Center for Educational, Physical and Cultural Development has partnered with the Poplar Academy in Buffalo to serve 200 students, predominantly African American, in an after school program. All parents must sign on to the program’s board of directors, and 10 parents are recruited to form the Core Members Committee. The core members serve as the liaison to the board and schedule monthly meetings to discuss important issues. Core members have several responsibilities, including finding parent volunteers and scheduling speakers. The inception of this after school board has spurred many other positive changes: The school itself has formed a parent–teacher organization, teachers report that a higher percentage of parents are attending parent– teacher conferences, and students’ behavioural problems have decreased STRATEGIES TO SUPPORT FAMILY ENGAGEMENT CONTINUED
B. Hire and Develop Family-‐Focused Staff. Increased involvement, engagement, and leadership of families depend on the initiative and approach of staff. Welcoming families requires staff sensitivity toward families developed through staff’s prior experience or professional development and often someone who will make a deliberate effort to connect with families Ø Designate a staff member who has responsibility for engaging families in the program Programs with a designated family involvement staff member are more likely to encourage families’ support in students’ learning, offer services and classes to families, and have families contributing to program governance and leadership. 52
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However, having a dedicated family involvement staff member should not preclude other staff from being involved with families. Designating a Staff Member for Family Engagement .
Understanding that engaging families requires time and planning, the Engaging Families Initiative allocated funds for programs to have staff time dedicated to working with families. An Outreach Specialist line item was created midway in program budgets so that sites could compensate staff for conducting family outreach, assessing family needs, and planning for family social activities and learning opportunities. The goal of these concrete changes was to enable after school program staff to be more intentional in their work with families. Programs could either create a part-time position for a parent to reach out to families or increase hours for parttime staff members to do this work, which in turn helps reduce staff turnover Ø Hire staff who share parents’ perspectives and backgrounds Having one or more staff members who are parents themselves can bring a valuable perspective to family outreach and communication efforts. Recruiting parents as regular volunteers can send a similarly positive signal to other families. Likewise, hiring staff who share families’ cultural and linguistic backgrounds can foster cultural congruence and remove language barriers.
Hiring Staff who Share Parents’ Perspectives and Backgrounds
The Somali Community Services of Seattle’s Child Development Program is an after school and weekend tutoring and family support program specifically targeting children and families from Somalia. Though recruiting teachers from the community is a challenge, Somali teachers are central to the program’s strength. Parents feel that the Somali staff understand the challenges their children face in a new educational system. The teachers help parents overcome language barriers by linking families to schools. During Saturday education classes, parents learn how to use resources provided by schools, such as counsellors and health care. The program also invites speakers to talk about immigration services and other relevant topics.
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STRATEGIES TO SUPPORT FAMILY ENGAGEMENT CONTINUED
Ø Foster professional development through a network of after school programs committed to family engagement. After school programs can serve as a resource for one another as they foster family engagement in learning and development after school. Through regular meetings and conversations, programs can share success stories and offer suggestions for overcoming obstacles to family engagement. Professional Development Networks Committed to Family Engagement
The Parents and Communities for Kids initiative of New Haven, Connecticut, has brought together community organizations to promote children’s and families’ learning at home and in the community. Participating organizations include museums, parks, libraries, and recreational centers. Key staff and volunteers, including parents, hold meetings every other month to discuss best practices and ways to improve learning programs
.
C. Build Linkages With Others Partnering with community organizations and working with schools can benefit an OST program’s relationship with families and lead to meaningful family engagement. Program coordinators who meet with school administrators and teachers can better express school concerns and children’s academic needs to parents. Program coordinators can also accompany families to school meetings, serving as advocates, mediators, or translators. Programs can connect with community organizations to build a strong network of community supports for children and families. Ø Collaborate with local organizations to boost family engagement Programs can partner with local cultural institutions to plan family outings and field trips. Other community organizations can provide resources and ideas for engaging families. For programs that work with an ethnically diverse population, seeking information and advice from community organizations serving ethnic populations can help program staff connect with families. Also, if a program does not have the capacity to sponsor family workshops, they can refer families to organizations that welcome community members to events. Many programs benefit from community 54
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partnerships to improve programming.
Collaborating with Local Organizations to Boost Family Engagement
At Kimball Elementary School in Seattle, one parent initiated a relationship with Jack Straw Productions, an audio arts center. The school serves a bilingual population, and with the help of Jack Straw, families created an after school project integrating oral histories and technology. Students and their parents wrote family stories in English and Spanish and posted them on a website with audio accompaniment. The final product is a bright and celebratory collection of the children and their families’ cultural backgrounds.
STRATEGIES TO SUPPORT FAMILY ENGAGEMENT CONTINUED Ø Act as a liaison between families and schools OST program staff can accompany families to school meetings to strengthen the linkages between home, school, and OST program. Acting as a Liaison between Families and Schools At a Capital Kids program site, the director escorts children from their school classrooms to the communitybased OST Program a block away. She uses the opportunity to check in with classroom teachers about children’s homework, school progress, and any specific concerns. This allows her to better articulate school and after school experiences to parents who are unable to go to the school due to their work schedules. The Transition to Success Pilot Project (TSPP) in Boston provides after school programming for elementary and middle school students who do poorly on standardized tests, and emphasizes family involvement in education. The Program Coordinator facilitates communication between and among each child’s teachers, parents, and after-school staff. Parents report feeling that the program improves their children’s school work and understanding of basic skills. They also report greater involvement in their child’s school, increased communication with teachers, and better understanding of their child’s schoolwork due to the program
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Ø Help parents develop skills to advocate for themselves and their children at school OST programs are ideally situated to help families navigate schools and develop self-‐advocacy skills. Program staff may see parents more often than classroom teachers, and as a result, have the opportunity to develop close relationships with parents. OST Programs can also serve as a neutral ground where families learn how to deal with the troubles they encounter in school systems. Helping Parents Develop Self-Advocacy Skills
The Children’s Aid Society’s After School Program at Public School 5 in New York City has made great efforts to reach out to families, most of whom are immigrant. Many of the parents have great respect for education but often feel unwelcome in the school. The program has implemented initiatives to help after school parents become advocates for their children’s education, including Parent Day visits to the program and regular schoolday classrooms. The program has also hosted an Expo Night—a bi-annual exhibition of students’ art and enrichment work. Also, parent leadership workshops led by the program have taught parents about the school system, academic standards, and how to become involved in school leadership. Parents have told staff members that they now feel more empowered to advocate for their children.
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II.
Partnering with Schools
The HFRP report Supporting Student Outcomes through Expanded Learning Opportunities identifies that in addition to producing the best outcomes for children and youth, partnerships and strong connections between OST programs, families and schools can also help to strengthen and even transform the individual partners. They define effective partnerships as those where each of the partners perceive and benefit from the “added value” of working together. In addition to improved program quality, more efficient use of resources, and better alignment of goals and curriculum, HFRP report the following benefits to school – OST program partnerships: School Benefits Ø Provide a wider range of services and activities, particularly enrichment and arts activities, that are not available during the school day Ø Support transitions from elementary to middle to high school Ø Reinforce concepts taught in school Ø Improve school culture and community image through exhibitions and performances Ø Gain access to mentors and afterschool staff to support in-school learning OST Program Benefits Ø Ø Ø Ø
Gain access to and recruit groups of students most in need of support services Improved program quality and staff engagement Foster better alignment of programming to support a shared vision for learning Maximizes use of resources such as facilities, staff, data, and curriculum
The Supporting Student Outcomes through Expanded Learning Opportunities brief identifies that effective partnerships move from being transactional to transformative in nature. The partners move from operating as separate entities with separate goals and outcomes to working in conjunction with one another to create an expanded learning system with a shared vision, mission, and outcomes. The brief identifies the following principles to help schools and school districts and OST Programs to forge this transformative level of partnership: Ø Developing a shared vision for learning and success, with explicit focus on supporting academics Ø Blending staffing models that enable crossover between school and afterschool and summer staff
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Ø Developing school–afterschool/summer partnerships at multiple levels within the school and district Ø Ensuring regular and reciprocal collection and sharing of information about student progress Ø Intentionally designing explicit contrast between school and afterschool environments
III.
Partnering with Other Organizations
It is not possible for one organization to respond to the diverse interests and needs of children and youth in their OST program on their own. Creating strong genuine partnerships with other organizations that encourage shared ownership through sharing of talents, resources, and knowledge, results in stronger programs that provide improved outcomes for children and youth.
The Study of Promising After-School Programs found that, especially as youth age, their interests diversify, and they begin to participate in a wide variety of experiences. This means that developing systems of partnerships between various community supports can help ensure that youth stay engaged, motivated, and continuously learning across a wide variety of contexts.
One popular approach is to develop community service opportunities for youth in order to build program engagement and contribute to youth learning and development. In fact, the Child Trends Synthesis of Civic Engagement suggests that combining regular programming with a focus on community service opportunities helps boost youth engagement and bolsters educational and civic developmental outcomes
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WATCHING OST BEST PRACTICE PARTNERSHIPS IN ACTION
http://www.edutopia.org/childrens-aid-society-video IS 218, "home" to nearly 1,700 students in New York City, is what's known as a full-service community school. It's organized and managed through a partnership between the New York City Board of Education and the Children's Aid Society (CAS) of New York City. The school is open six days a week and over 300 days a year, offering academic and enrichment classes, medical, dental, and mental health services, and a wide range of adult education classes for parents, grandparents, and older siblings.
http://www.edutopia.org/pursuing-passions-after-school Three days a week, for three hours each day, 25,000 students in Chicago participate in the After School Matters Program where they learn marketable job skills from industry professionals who provide hands-on instruction in careers ranging from the visual and performing arts to sports to technology. During these sessions, students earn $6-$15 an hour, and they have access to scholarships and internship opportunities when they graduate.
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In their report “Helping Youth Succeed Through Out-of-School Time Programs, the American Youth Policy Forum (AYPF) identifies that Programs for older youth require the following :
•
• • • • • • • • •
Broadened program focus that includes academic enhancement, career & post-secondary preparation, leadership development, participation in civic engagement /service, and opportunities to develop skills in high interest activities that would otherwise be unavailable Holistic approaches that include educational, recreational, health & social services To contribute to youth’s sense of belonging Youth input, leadership and decision making in program design and operation Scheduling & attendance flexibility to accommodate youth’s busy lifestyles Provide the opportunity for young people to earn stipends, wages, school credit and/or other rewards Provide opportunities for youth to interact with community & business leaders To engage school teachers & principals as active partners Focus on assisting youth to plan and navigate their post-high school experience Focus on introducing youth to the world outside of their neighbourhood
Older Youth Recruitment Strategies
• • • • •
Help youth & families understand the value of participation (frequent participation = brighter future) Reach out to youth & families in their homes & communities Match program content & schedule to participant needs and interests Include at risk youth in recruitment efforts Recruit friends to join together Policy Recommendations
AYPF makes several recommendations to policy makers. These include: • •
Out-of-school time programs should be held accountable for reasonable outcomes related to academic and social/behavioural growth. Policymakers should avoid rigid funding, programmatic, or accountability structures that 60
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might inhibit innovation. Common data and reporting systems, definitions, eligibility criteria, and accountability measurements would encourage more cross-sector collaboration and partnerships.
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OST PROGRAMS FOR ESL LEARNERS
The Northwest Regional Educational Laboratory conducted a literature review on literacy in after-school programs. Based on their findings they make the following recommendations for OST Programs for ESL learners:
• • • • • • • • • • • •
•
Pay particular attention to the social, cultural, linguistic and literacy needs of participants Strengthen cultural connection and identity through incorporation of cultural and language components Include programming for the entire family including family literacy Carry out ongoing needs assessments Curricular design and materials should emphasize development of the family as a whole Use curriculum and provide experiences that are culturally and linguistically supportive, accessible, and responsive Provide first language tutoring Use multi-age family groupings Assist youth and families to gain cross-cultural skills and understanding Come from a place that wishes to address the conditions that produce social disparities and inequalities (solidarity) Provide support and programming that helps to heal the wounds of social distress, exclusion and discrimination Provide exposure to strong, culturally relevant role models Use community development approaches
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SOURCES
http://www.hfrp.org/out-of-school-time/publications-resources/after-school-programs-inthe-21st-century-their-potential-and-what-it-takes-to-achieve-it After School Programs in the 21st Century: Their Potential and What it Takes to Achieve It; Priscilla M.D. Little, Christopher Wimer, Heather B. Weiss; Harvard Family Research Project; February 2008; http://www.afterschoolresources.org/kernel/images/summit-2005-handout.pdf Exploring Quality in After-school Programs for Middle-School Aged Youth; Harvard Family Research Project; April 2006
http://www.afterschoolresources.org/kernel/images/hfrpfmly_1.pdf Focus on Families: How to Build and Support Family Centered Practices in After School; Zenub Kakli, Holly Kreider, Priscilla Little, Tania Buck & Maryellen Coffey; a joint publication of United Way of Massachusetts Bay, the Harvard Family Research Project and Build the Out-of-School Time Network (BOSTnet); 2006
http://www.afterschoolresources.org/kernel/images/aypfhelp.pdf Helping Youth Succeed Through Out of School Time Programs; American Youth Policy Forum; January 2006
http://www.sedl.org/afterschool/toolkits/literacy/pdf/AST_lit_literature_review_ell.pdf Literature Review: Literacy in After School Programs: Focus on English Language Learners; Gwen McNeir, Moses Wambalaba; Northwest Regional Educational Laboratory; September 2006
http://www.actforyouth.net/?ydManual 63
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Positive Youth Development Resource Manual; Jutta Dotterweich; ACT Youth Project; September 2006
http://www.sedl.org/pubs/fam107/fam107.pdf Shared Features of High-Performing After-school Programs: A Follow-up to the TASC Evaluation; Jennifer Birmingham, Ellen M. Pechman, Christina A. Russell, Monica Mielke; The After-School Corporation and Southwest Educational Development Laboratory; November 2005
http://www.hfrp.org/publications-resources/browse-our-publications/supporting-studentoutcomes-through-expanded-learning-opportunities Supporting Student OutcomesThrough Expanded Learning Opportunities; Priscilla M. D. Little; Harvard Family Research Project; February 2009
http://www.hfrp.org/complementary-learning/publications-resources/the-federal-role-inout-of-school-learning-after-school-summer-learning-and-family-involvement-as-criticallearning-supports The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports; Heather B. Weiss, Priscilla M. D. Little, Suzanne M. Bouffard, Sarah N. Deschenes, Helen Janc Malone; Harvard Family Research Project; February 2009
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Appendix B
Other On-‐Line Resources Summer Program and Summer Learning Program Resources www.positveyouthdevelopment.com www.thrivefoundation.org www.wallacefoundation.org www.summerlearning.org (The National Summer Learning Association) www.search-‐institute.org www.brtcs.org (Bridging Refugee Youth and Children’s Services)
English Language Learner Resources (courtesy of Irena Struk, Edmonton Catholic School Board) *NEW http://www.englishclub.com/young-‐learners/index.htm Geared specifically to young learners of English, featured activities cover topics such as numbers, rhyming words, colours, shapes, animals, and the alphabet, a well as some short stories. *NEW http://www.eslcafe.com Dave’s ESL Café: A popular ELL site, this site targets both teachers and students. For a wide range of activities and games focusing on teaching young learners, go to “stuff for teachers,” click on “idea cookbook,” and go to “kids”. *NEW http://www.esl-‐lounge.com This site offers free ELL lesson materials and plans with an emphasis on communication; most of the resources are geared to getting students talking. Included are printable grammar worksheets, surveys, flashcards, and reading comprehension and communication activities for each level. This site also provides board games and song lyrics for teachers as well as a section devoted to phonetics and improving English pronunciation. *NEW http://www.mes-‐english.com Offers free ELL resources for teachers of young learners. The resources are versatile and useful in many K-‐6 classrooms. The site provides free flashcards, handouts to match, phonics cards, and ELL games. 65
OST Summer Programs Tool Kit (Draft) Sept. 2010 *NEW http://www.onestopenglish.com This site offers numerous free resources and lesson plan ideas. The following links are particularly helpful when planning lessons for young ELL learners: “young learners,” “flashcards,” and “games and activities.” *NEW http://www.manythings.org This fun, study site for ELL students includes word games, puzzles, quizzes, exercises, slang and idioms, proverbs, and much more. *NEW http://iteslj.org/questions/ This site offers a large collection of questions to help initiate dialogue about a variety of topics in the ELL conversation classroom. *NEW http://www.esl-‐galaxy.com This site offers numerous printable worksheets for ESL lesson plans and activities, including board games, crosswords, grammar and vocabulary worksheets, theme or topic lesson plans, pronunciation, survival English, song activities, festival and holiday worksheets, conversation and communicative activities, cloze and gap-‐fill exercises, and more. *NEW http://www.esl-‐kids.com ESL Kids offers materials for teachers to use with ESL students including flashcards, worksheets, classroom games, and children’s song lyrics.
http://www.childrenslibrary.org/index.shtml. The International Children’s Digital Library, This site has a growing collection of historical and contemporary books from around the world, which are translated into numerous languages. The Foundation aspires to have every culture and language represented so that all children can read and appreciate the riches of our world’s literature. A downloadable Teacher training
manual shows how to use the website to support teaching and learning in your classroom. http://www.languageguide.org/ A great website for all language learners. Go to the English page for numerous categories of pictures. When you click on a picture the word is simultaneously displayed and read aloud. http://www.starfall.com/ A free website focusing on early literacy skills and basic reading practice. http://www.carlscorner.us.com/
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OST Summer Programs Tool Kit (Draft) Sept. 2010 FREE materials created by a Rdg Specialist for instruction in word building, phonics, early literacy, and more! Includes original songs, poems and reproducible readers that are now in SPANISH, GERMAN and NORWEGIAN. http://www.visualesl.com/ This is a database of visual and interactive activities for ESL students created by its users. With Visual ESL's funny characters, pictures and animations memorizing English words and grammar is way easier and more interesting. www.eslbears.com This site was created to help ESL students learn English with interactive exercises and activities. http://roythezebra.com/index.html Roy, Tale of a Singing Zebra Interactive games, stories and resources to help emerging readers learn to read. http://www.readwritethink.org/ The International Reading Association has a wealth of resources on their website. www.readinga-‐z.com -‐ Reading A-‐Z offers thousands of printable teacher materials to teach guided reading, phonemic awareness, reading comprehension, reading fluency, alphabet, and vocabulary. Reader’s Theater scripts available too. The teaching resources include professionally developed downloadable leveled books, lesson plans, worksheets, and reading assessments. Buy a classroom license and Printing Services will print them off. www.learninga-‐z.com -‐ LearningA-‐Z.com provides professionally produced learning materials for the elementary classroom. Printable worksheets, activities and lesson plans for students. www.razkids.com -‐ Online guided reading program with interactive ebooks, downloadable books, and reading quizzes. Subscription reasonably priced.
www.everythingesl.net On-line book with ideas and tips for lessons, resources and in-services, especially useful for beginning ESL students and for schools which are starting up ESL programs http://bogglesworldesl.com/ - FREE Printable teacher worksheets, crosswords, word searches and flashcards including winter worksheets, Christmas, animal habitats, frog life cycle, water cycle and language arts, ESL, French and Spanish. www.brainpop.com/ Animated Science, Health, Technology, Math, Social Studies and English movies, comic strips, activity pages and school homework help for kids. (Limited free trial) http://www.sitesforteachers.com/ - Lists many sites for ESL resources http://www.esl-‐library.com/index.cfm?PageId=1 67
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Ready-to-teach ESL lesson plans and flashcards for language teachers http://www.languageguide.org/ - offers free sound integrated resources for learning languages. http://www.eslteachersboard.com/cgi-‐bin/stories/index.pl http://www.esl-‐lab.com/index.htm (secondary) This ESL listening Web site created by Randall Davis helps ESL/EFL students improve their listening comprehension skills through practice with self-‐grading http://www.britishcouncil.org/central.htm (secondary) http://www.rong-‐chang.com/qa2/ (secondary)
Dictionaries and OnLine Translators www.pdictionary.com
Free, online multilingual picture dictionary with interactive activities for English, French, German, Spanish, Italian and ESL learners. http://translate.google.com/ Google's free online language translation service instantly translates text and web pages. http://www.glencoe.com/apps/eGlossary612/grade.php Math eGlossary for Grade 6-‐12 students by McGraw-‐Hill. A great tool for students to access math vocabulary, as the site will translate English Math concepts into numerous languages. http://www.infovisual.info/ The Visual Dictionary – English, Spanish and French visual dictionary.
Graphic Organizers - Graphic organizers are a powerful visual tool to differentiate instruction and help ESL students learn content material. http://www.thinkport.org/Technology/template.tp has an excellent selection of pre-formatted graphic organizers. Dual Language Books and Posters http://www.youarespecial.com – dual language and multicultural books, posters
Math *NEW http://resources.oswego.org/games/ - a link to pre-made elementary math games (addition, odd/even numbers, fractions, etc. 68
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*NEW http://www.eduplace.com/kids/mw/ - math games for elementary Music *NEW http://www.songsforteaching.com/esleflesol.htm Using music to promote learning, this site provides a number of song lyrics accompanied by sound clips that teach conversational English and vocabulary *NEW http://www.forefrontpublishers.com/eslmusic/ Focusing on using music to teach ESL, this site includes lesson plans, lists of suggested materials to use, and articles on the use of music to teach language, all accompanied by background music to make your visit more enjoyable
Cultural Competency *NEW http://www.intercultures.ca/cil-‐cai/countryinsights-‐apercuspays-‐eng.asp This site provides information about different cultures and includes advice on cultural “do’s” and “don’ts”
Games *NEW http://www.gameskidsplay.net Kids games provides detailed descriptions of classic games that students love to play, including rules for playground games, verses for jump-‐rope rhymes, ball games, strength games, mental games, and more. Many of the games can be adapted to teach particular language structures. Games can be viewed in a number of ways, including a list of “quick favorites,” games by category, alphabetically, or you can do a search for a specific game.
Puzzles *NEW http://www.jigsawplanet.com On this site, students can create electronic puzzles of maps (or other pictures) from jpeg files, for online
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